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Comprehensive Planning

Board of Regents of the University System of Georgia
Comprehensive Plan
1996-97

Presented by the Strategic Planning Committee of the Board of Regents, Donald Leebern, Chair, to the Board of Regents on July 9, 1997

Table of Contents

Preface: Comprehensive Planning Process

  1. Planning Assumptions
  2. Guiding Planning and Decision Making: Planning Principles and Actions
    1. Enrollment Planning
      1. Principles
      2. Action: Enrollment Targets, 1998-2002
    2. Workforce Development
      1. Principles
      2. Action: Needs Assessment of Supply and Demand College-Related Occupations with Unmet Needs, 1997
    3. Academic Program Development
      1. Principles
      2. Action: Process for Identifying and Approving New Programs
    4. Capital Planning
      1. Principles
      2. Action: Five-Year Capital Priorities Plan
  3. Updating the Plan

Preface: Comprehensive Planning Process

In June 1995, the Board of Regents reaffirmed its vision for the University System of Georgia. In Access to Academic Excellence for the New Millennium, the Board envisioned itself as responsible for establishing clear policies " . . .to promote the continuing improvement of every unit and of the System as a coordinated whole." One of the cornerstones of continuous improvement is comprehensive planning for the future, and part of comprehensive planning entails strategic enrollment planning as clearly articulated for the University System in Principle 18:

The University System of Georgia shall have strategic enrollment policies that determine the number of students its various institutions can serve excellently based on its projected resources. It shall forecast changes in student demand and resources, prepare effectively for those changes, market the full range of its campus settings, and make optimal use of all existing human and physical resources, including the access-cornerstone capabilities of its two-year colleges, to advance Georgians' access to academic quality.

Other principles emphasize the need for the System "to maximize economies of scale in configuring its campuses and academic programs" (Principle 19) and "to pay priority attention to regions of the state with unusually underserved populations and/or exceptionally large population growths in managing access to needed academic programs and collaborative delivery of . . . services" (Principle 20). In addition, Principle 22 stresses the necessity of using a Systemwide perspective in capital priority decisions, and links capital priorities to strategic and academic program planning. Broad-based data, from state, regional, and institutional perspectives, are to be used as the basis of policy decisions (Principle 28). Principle 31 focuses on the System's need to maintain and expand relationships with business and government leaders and "to bring System resources fully to bear on the state's economic development." Principle 2, "The University System shall place the welfare of its students, within the context of academic quality, as its first priority in decision-making at all levels," provides the stimulus for the System's work in comprehensive planning and all other activities.

The comprehensive planning process becomes a means to achieve the System vision, mission, and principles. As Board of Regents' Chair Thomas Allgood expressed in a July 9, 1996 memorandum to Regent Donald Leebern, Chair of the Strategic Planning Committee: "The purpose of the comprehensive plan will be to ensure that the University System is meeting the needs of the state by maximizing the full potential of its resources." To that purpose, Chairman Allgood charged the committee to: ". . . gather the necessary information and develop five-year enrollment targets by institution, identify program areas that ought to be expanded to meet projected state workforce needs, and establish a new capital priorities list that builds on enrollment and program needs" for the 1998-2002 time period. Comprehensive planning clearly requires that the Board of Regents, Central Office staff, and institutions work collaboratively to plan for the future effectively and to set meaningful and realistic priorities for Georgia that together we can all attain.

Approved by the Board of Regents, December 1996 What follows is a compilation of Board activities and actions during the 1996-97 academic year. Planning assumptions were adopted in December 1996. Planning principles were adopted in each of four areas: enrollment planning (approved in December 1996), workforce development (approved February 1997), academic program development (approved April 1997), and capital planning (approved May 1997). Planning results and actions were also presented to the Board and approved during the year in each of the four areas. A summary of the actions follows each set of planning principles.

Approved by the Board of Regents, December 1996

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What follows is a compilation of Board activities and actions during the 1996-97 academic year. Planning assumptions were adopted in December 1996. Planning principles were adopted in each of four areas: enrollment planning (approved in December 1996), workforce development (approved February 1997), academic program development (approved April 1997), and capital planning (approved May 1997). Planning results and actions were also presented to the Board and approved during the year in each of the four areas. A summary of the actions follows each set of planning principles.

Section I: Planning Assumptions

Planning assumptions define in broadest terms what the System expects its relevant future to hold. They are objective descriptions of interpretations of the future environment for higher education based on data and information; they reflect an analysis of both the internal environment and external environment of the University System, including demographic and economic factors.

Georgia's Demography and Economic Resources

  1. The population of Georgia will continue to grow at a rate greater than that of the U.S. Georgia will continue to have a larger minority population than the U.S.
     
  2. The population of Georgia will continue to grow unevenly. Some areas will grow at high rates, but the population of some areas may remain stable or even decline.
     
  3. The State's economy will continue to grow and diversify, although there may be periodic downturns.
     
  4. Competition for state resources will continue and increase; for example, the demand for funding for human services, prisons and transportation will increase.
     
  5. Additional block grants from the federal government will affect the State's economy.

The University System's Role in Georgia

  1. The University System will maintain its commitment to access to academic excellence. The University System will continue to emphasize the welfare of its students and the quality of their academic experiences as the top priorities.

  2. The University System will meet the needs of Georgia's citizens in a constantly changing society.

  3. The University System will continue to be accountable to the State and its citizens.

  4. The demand for University System instruction, research, and services will increase.

  5. The University System's primary undergraduate focus will continue to be to provide students with a strong liberal arts education and a broad background in the major area.

  6. The University System will accelerate providing educational opportunities that help prepare students to meet the employment needs of the state.

  7. International education will remain an emphasis of the University System so that students will be educated to live in a global and diverse world.

Enrollment Demand

  1. Enrollment demand for the University System will increase by up to 30,000 students by 2002 (to about 234,000 students) and will increase up to 62,000 by 2010 (to about 268,000 students).

  2. Institutional enrollment demand will vary across the System.

Workforce Demand

  1. Changing workforce needs will vary the demand for academic and professional preparation for students of all ages, including those currently in the workforce.

  2. Economic development will play an increasingly important role in higher education programming, delivery, and service in the USG.

Delivering Instruction

  1. During the next five to seven years, the primary mode of delivery of instruction will continue to be by faculty in a classroom setting augmented by technology to enhance delivery and promote innovation.

  2. Distance learning technologies will be used increasingly to deliver instruction and services, especially in extending access to existing programs to more remote areas of the state.

  3. Technology-based education delivery will increase student flexibility and choice, increase competition among the providers, and within five years lead to the beginnings of new structures for delivery.

Linking Planning, Facilities, and Budgeting

  1. Without System and institutional enrollment planning, existing capacity will be underutilized at some institutions and oversubscribed at others.

  2. While there will be substantial need for the modernization and continuous renovation of existing facilities and for new construction projects, there will be a greater demand than resources available.

  3. There will be continued state support through the funding formula for the University System, including support for increased enrollment growth.

Approved by the Board of Regents, December 1996

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Section II: Guiding Planning and Decision-Making: Planning Principles and Actions

Whereas assumptions describe the best predictions of what the future will be, planning principles describe the guidelines for decision-making. In the pages that follow, each of the four sets of comprehensive planning principles precedes the action that resulted from the planning principles and planning activities:

  1. Enrollment planning principles set the context for the ensuing development of enrollment targets for the System and each institution.
  2. Workforce planning principles were developed using the statewide needs assessment, funded by ICAPP (Georgia's Intellectual Capital Partnership Program). The resulting list of high demand occupations not only should spur program development and student interest but will also inform program expansion.
  3. Academic planning principles resulted in the modification of the program approval and review process. Institutional initiative will still generally drive new program development, but state needs will play a larger role in the future in determining which new programs should be approved and which existing programs should be discontinued. The Board may also initiate the call for new programs.
  4. Facilities planning principles were used to guide decision-making as Regents evaluated institutional capital priorities to determine the Capital Priorities List for the University System.

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Part A: Enrollment Planning

Principles

Enrollment Growth

  1. The University System should collaborate with other state agencies, including the Office of School Readiness, the State Department of Education, and the Department of Technical and Adult Education, to improve the preparation of students for college and the success of students in pursuing post-secondary education or work.
  2. The System should work to increase both the number and the proportion of well-educated Georgians throughout the state, including exceeding the national average for the percentage of the population with a baccalaureate degree. The System and its institutions should work to increase the number of students, faculty, and staff from minority groups and other groups historically underserved by higher education.
  3. Associate-level colleges should increasingly be used as access points to the University System.
  4. An institution should grow to the enrollment level which ensures preservation of the Board- approved mission, quality of education and academic programs, appropriate campus character, quality of student life, and relationships with the community it serves.
  5. Enrollment growth should be balanced with available resources, public demand, and institutional strengths. Resources should be allocated in a way that maximizes use and increases cost-effectiveness.
  6. The University System should continue serving traditional students and be increasingly sensitive to the needs of students returning to college or starting college later in life.
  7. Growth should be managed to continue the balance of graduate and undergraduate programs, continuing education, and research and to preserve an appropriate mix of academic disciplines.
  8. An optimal size range, based on current and projected resources and enrollment demand, should be identified for each institution. The targeted optimal size should reflect academic quality and cost effectiveness.
    1. The System should promote enrollment growth at those institutions that are below optimal size, have unused or underutilized capacity, and can ensure quality programs.
    2. Enrollment growth should be stabilized at institutions that exceed optimal size based on current or projected resources.
    3. The optimal size range may be modified given planned resource and program development consistent with the System vision and institutional mission and strengths. Periodically the System will systematically review all institutional size ranges.

Enrollment Growth and Academic Program Planning

  1. The University System's primary responsibility should be to prepare students both for a worthwhile life in the twenty-first century and for a productive livelihood.
  2. New programs should be identified for the System based on state needs and other factors, including consideration of local, regional, national, and international needs, citizen demand, workforce needs, and economic development strategies where appropriate.
  3. New programs should be approved at institutions based on identified need, consistency with institutional mission, and an array of other factors (including current or emerging program strengths; student demand; centrality of a program within the institution; credentials of faculty; adequacy of library, facilities, and resources; and community support).
  4. Institutions should become more flexible in providing instruction and services to traditional students, non-traditional students, existing workers, and life-long learners, including those who may want to re-engineer a career.
  5. Program review, assessment of student learning outcomes, institutional strategic planning, and budgeting should be used to strengthen academic programs.

Enrollment Growth, Facilities Planning, and Budgeting

  1. The modernization or renovation of existing facilities or the construction of new facilities should occur at institutions according to planning priorities based on academic program needs, enrollment needs, and consideration of cost-effectiveness.
  2. Resources for institutional operations should follow planning priorities.
  3. Budgeting and other major administrative decisions should be linked to planning priorities at the System and institutional level.

Approved by the Board of Regents, December 1996

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Action: Enrollment Targets, 1998-2002

A cornerstone of continuous improvement is comprehensive planning for the future, and part of the comprehensive planning for the University System of Georgia is strategic enrollment planning (in part based on Principle 18 of Access to Academic Excellence for the New Millennium).

One of the Board's planning assumptions is that enrollment demand for the University System will increase by up to 30,000 students by 2002 (to about 234,000 students). Another assumption is that institutional enrollment demand will vary across the System. Working with those assumptions and with the Board's Enrollment Planning Principles, the Regents' Central Office and the Presidents have collaborated in an enrollment planning process that has produced the following institutional enrollment targets. Collectively, these targets reach the projected total for the System for the year 2002.

Many factors can influence these numbers (for example, in 1998 semester conversion may result in a slight decrease if Georgia's experience is similar to other states). But they do represent a thoughtful planning process by the institutions to manage enrollments to the degree possible.

Factors that are important determinants of enrollment growth include supporting P-16 and PREP activities, improving retention and graduation rates, adding new programs that better fit the needs of the area, adding new program sites, improving inter-institutional collaboration and distance learning, improving student services and quality of life, increasing marketing of the value of higher education, and enlarging the traditional geographical service areas. Factors that may influence the rate of enrollment growth include local economic conditions and business cycles, a stagnant or declining population base within an institution's natural service area, higher admissions standards, and students choosing private and DTAE institutions.

The institutional enrollment targets assume no significant change in mission for the five-year planning period, with one possible exception. Data from the Northwest Georgia economic development region suggest that this region of the state may not be being properly served. Therefore, Board of Regents' staff, Dalton College staff, and the local regional leadership will conduct a needs assessment and propose any additional priority programs to serve the unique needs of that region. They will also propose any necessary funding partnerships.

Following are the proposed institutional enrollment targets. Each target is accompanied by a corresponding range of plus or minus two percent of the target. For an institution to meet its enrollment target, its enrollment for any given year must remain within the corridor created by the that year's target number plus or minus two percent. The institution-by-institution list of targets for the five-year planning period is followed by summaries of each institution's enrollment plan. These targets will be rolling five year targets. In other words, each year a new year will be added and the remaining four years reviewed to insure they are still appropriate.

Budgetary Implications

Our analysis to date suggests that the proposed enrollment increases can be managed within the current budget structure. That is, if the state's formula funding keeps pace with the enrollment increases and capital project funding is within the range of recent years, it is likely that this enrollment can be managed. However, quality enhancements will also continue to need to be considered each year, as will increased efficiency and accountability for the overall budget.

INSTITUTIONAL ENROLLMENT TARGETS AND TARGET RANGES
FALL 1998 THROUGH FALL 2002
Institution Planning Period Growth Rate
1998-2002
Research Universities and Regional Universities
  1998 1999 2000 2001 2002  
Georgia Institute of Technology Target-2%
Target-2%		 13,109 13,281 13,550 13,942 14,506  
Target 13,377 13,552 13,827 14,227 14,802 11%
Target+2%
Target+2%		 13,645 13,823 14,104 14,512 15,098  
Georgia State University Target-2%
Target-2%		 24,255 24,745 25,137 25,480 25,725  
Target 24,750 25,250 25,650 26,000 26,250 6%
Target+2%
Target+2%		 25,245 25,755 26,163 26,520 26,775  
Medical College of Georgia Target-2%
Target-2%		 2,494 2,554 2,574 2,582 2,587  
Target 2,545 2,606 2,627 2,635 2,640 4%
Target+2%
Target+2%		 2,596 2,658 2,680 2,688 2,693  
University of Georgia Target-2%
Target-2%		 29,780 30,221 30,662 31,201 31,850  
Target 30,388 30,838 31,288 31,838 32,500 7%
Target+2%
Target+2%		 30,996 31,455 31,914 32,475 33,150  
Research University Subtotal  Target-2% Target-2% 69,639 70,801 71,924 73,206 74,668  
Target 71,060 72,246 73,392 74,700 76,192 7%
Target+2%
Target+2%		 72,481 73,691 74,860 76,194 77,716  
Georgia Southern University Target-2%
Target-2%		 14,105 13,943 14,024 14,151 14,395  
Target 14,393 14,228 14,310 14,440 14,689 2%
Target+2%
Target+2%		 14,681 14,513 14,596 14,729 14,983  
Valdosta State University Target-2%
Target-2%		 10,011 10,211 10,313 10,313 10,411  
Target 10,215 10,419 10,523 10,523 10,623 4%
Target+2%
Target+2%		 10,419 10,627 10,733 10,733 10,835  
Regional University Subtotal Target-2% Target-2% 24,116 24,154 24,336 24,464 24,806  
Target 24,608 24,647 24,833 24,963 25,312 3%
Target+2%
Target+2%		 25,100 25,140 25,330 25,462 25,818  
State University
Albany State University Target-2%
Target-2%		 3,226 3,307 3,364 3,464 3,567  
Target 3,292 3,374 3,433 3,535 3,640 11%
Target+2%
Target+2%		 3,358 3,441 3,502 3,606 3,713  
Armstrong Atlantic State University Target-2%
Target-2%		 5,464 5,489 5,553 5,570 5,662 4%
Target 5,576 5,601 5,666 5,684 5,778  
Target+2%
Target+2%		 5,688 5,713 5,779 5,798 5,894  
Augusta State University Target-2% 5,586 5,684 5,831 5,978 6,125  
Target 5,700 5,800 5,950 6,100 6,250 10%
Target+2% 5,814 5,916 6,069 6,222 6,375  
Clayton College & State University Target-2% 4,785 4,833 4,930 5,029 5,129  
Target 4,883 4,932 5,031 5,132 5,234 7%
Target+2% 4,981 5,031 5,132 5,235 5,339  
Columbus State University Target-2% 5,504 5,579 5,680 5,777 5,882  
Target 5,616 5,693 5,796 5,895 6,002 7%
Target+2% 5,728 5,807 5,912 6,013 6,122  
Fort Valley State University Target-2% 3,118 3,198 3,290 3,354 3,464  
Target 3,182 3,263 3,357 3,422 3,535 11%
Target+2% 3,246 3,328 3,424 3,490 3,606  
Georgia College & State University Target-2% 5,603 5,606 5,608 5,669 5,731  
Target 5,717 5,720 5,722 5,785 5,848 2%
Target+2% 5,831 5,834 5,836 5,901 5,965  
Georgia Southwestern State University Target-2% 2,642 2,732 2,825 2,921 3,020  
Target 2,696 2,788 2,883 2,981 3,082 14%
Target+2% 2,750 2,844 2,941 3,041 3,144  
Kennesaw State University Target-2% 12,777 13,289 13,820 14,235 14,662  
Target 13,038 13,560 14,102 14,525 14,961 15%
Target+2% 13,299 13,831 14,384 14,816 15,260  
North Georgia College & State University Target-2% 3,356 3,523 3,710 3,873 4,011  
Target 3,424 3,595 3,786 3,952 4,093 20%
Target+2% 3,492 3,667 3,862 4,031 4,175  
Savannah State University Target-2% 2,744 2,898 2,947 3,000 3,049  
Target 2,800 2,957 3,007 3,061 3,111 11%
Target+2% 2,856 3,016 3,067 3,122 3,173  
Southern Polytechnic State University Target-2% 4,116 4,214 4,312 4,410 4,508  
Target 4,200 4,300 4,400 4,500 4,600 10%
Target+2% 4,284 4,386 4,488 4,590 4,692  
State University of West Georgia Target-2% 8,804 9,060 9,316 9,572 9,827  
Target 8,984 9,245 9,506 9,767 10,028 12%
Target+2% 9,164 9,430 9,696 9,962 10,229  
State University Subtotal  Target-2% 67,726 69,411 71,186 72,852 74,639  
Target 69,108 70,828 72,639 74,339 76,162 10%
Target+2% 70,490 72,245 74,092 75,826 77,685  
Associate Level Colleges
Abraham Baldwin Agric. College Target-2% 2,582 2,628 2,646 2,675 2,718  
Target 2,635 2,682 2,700 2,730 2,773 5%
Target+2% 2,688 2,736 2,754 2,785 2,828  
Atlanta Metropolitan College Target-2% 2,009 2,080 2,152 2,238 2,328  
Target 2,050 2,122 2,196 2,284 2,375 16%
Target+2% 2,091 2,164 2,240 2,330 2,423  
Bainbridge College Target-2% 1,137 1,147 1,156 1,166 1,166  
Target 1,160 1,170 1,180 1,190 1,190 3%
Target+2% 1,183 1,193 1,204 1,214 1,214  
Coastal Georgia Community College Target-2% 1,900 1,907 1,913 1,936 2,448  
Target 1,939 1,946 1,952 1,975 2,498 29%
Target+2% 1,978 1,985 1,991 2,015 2,548  
Dalton College Target-2% 3,004 3,063 3,136 3,210 3,283  
Target 3,065 3,125 3,200 3,275 3,350 9%
Target+2% 3,126 3,188 3,264 3,341 3,417  
Darton College Target-2% 2,716 2,805 2,853 2,927 2,969  
Target 2,771 2,862 2,911 2,987 3,030 9%
Target+2% 2,826 2,919 2,969 3,047 3,091  
DeKalb College Target-2% 16,051 15,576 16,437 17,207 17,977  
Target 16,379 15,894 16,772 17,558 18,344 12%
Target+2% 16,707 16,212 17,107 17,909 18,711  
East Georgia College Target-2% 1,162 1,185 1,233 1,282 1,333  
Target 1,186 1,209 1,258 1,308 1,360 15%
Target+2% 1,210 1,233 1,283 1,334 1,387  
Floyd College Target-2% 2,842 3,234 3,513 3,846 3,880  
Target 2,900 3,300 3,585 3,924 3,959 37%
Target+2% 2,958 3,366 3,657 4,002 4,038  
Gainsville College Target-2% 2,608 2,613 2,618 2,676 2,736  
Target 2,661 2,666 2,671 2,731 2,792 5%
Target+2% 2,714 2,719 2,724 2,286 2,848  
Gordon College Target-2% 2,406 2,526 2,653 2,785 2,924  
Target 2,455 2,578 2,707 2,842 2,984 22%
Target+2% 2,504 2,630 2,761 2,899 2,044  
Macon College Target-2% 4,103 4,343 4,598 4,900 4,900  
Target 4,187 4,432 4,692 5,000 5,000 19%
Target+2% 4,271 4,521 4,786 5,100 5,100  
Middle Georgia College Target-2% 2,107 2,220 2,308 2,386 2,435  
Target 2,150 2,265 2,355 2,435 2,485 16%
Target+2% 2,193 2,310 2,402 2,484 2,535  
South Georgia College Target-2% 1,132 1,137 1,147 1,156 1,176  
Target 1,155 1,160 1,170 1,180 1,200 4%
Target+2% 1,178 1,183 1,193 1,204 1,224  
Waycross College Target-2% 853 867 872 882 892  
Target 870 885 890 900 910 5%
Target+2% 887 903 908 918 928  
Associate Level College Subtotal  Target-2% 46,612 47,330 49,234 51,273 53,165  
Target 47,563 48,296 50,239 52,319 54,250 14%
Target+2% 48,514 49,262 51,244 53,366 55,335  
University System Total  Target-2% 208,092 211,696 216,681 221,795 227,278  
Target 212,339 216,017 221,103 226,321 231,916 9%
Target+2% 216,586 220,337 225,225 230,848 236,555  

Presented to the Board of Regents, May 1997

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Part B: Workforce Development

Principles

Roles of the University System

  1. The University System should lead in developing Georgia's intellectual capital through instruction, research, and public service. The University System should take an active role in workforce development in all regions of Georgia, including appropriate data banks and forecasts.
  2. The University System should collaborate with DTAE, State Department of Education, and other groups, including business and industry, to serve the workforce needs of the state. The work of the University System, DTAE, and State Department of Education should complement each other in satisfying the workforce development needs of the state.
  3. The University System should engage in ongoing needs assessment to determine academic areas of future growth or decline.
  4. The University System and its institutions should redirect funds to increase production of graduates in fields where needs assessment has demonstrated future state needs. Fields that needs assessments indicate are projected to decline should be considered as one source for redirected funds. The University System will ensure that all institutions do not redirect from declining but needed areas.
  5. The University System and its institutions will continue to emphasize liberal arts, humanities, social sciences and sciences as an integral part of each student's general education.

Student Outreach

  1. The University System through its institutions should educate students about career opportunities and how these opportunities are impacted by the students' choices of degrees and majors.
  2. The University System should encourage ease of access for both traditional and non- traditional students to enroll, making available the widest possible range of choices through technology, including intra-USG, inter-agency, and special offerings for businesses and contract services. Institutions should encourage ease of access to both credit courses and continuing education programs to provide for career re-engineering and life-long learning.
  3. The University System and its institutions should emphasize the continuing cycle of education, career, and further education in helping students maximize career opportunities.
  4. Institutions should expand work-based learning experience opportunities and encourage faculty to place learning into work contexts or to use workplaces as learning laboratories where appropriate.

Economic Development

  1. The University System should work to meet the higher education needs of the state's workforce. USG institutions' workforce development should be tailored to the higher education needs of the state and, where appropriate, to national, regional and local economies, based on the mission of the institution.
  2. Institutions should identify and respond to workforce needs and the needs of the communities they serve, insuring that needs assessment is an ongoing process.
  3. The University System should work to strengthen Georgia's economic base, to enhance the quality of the economic base, and to increase its competitive advantage in attracting and keeping good companies for the benefit of all Georgians.
  4. The University System, as an integral part of the state's effort to attract quality new business and industry and to help existing business and industry prosper, should be prepared to respond creatively and aggressively to emerging needs.
  5. The University System should support the rising expectation that postsecondary education is vital to the economic success, competitiveness and well-being of Georgians in the future.

Approved by the Board of Regents, February 1997

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Action: Needs Assessment of Supply and Demand

The following, as well as additional needs assessments currently under way, will be provided to the institutions to assist them in their program development and student advising.

College-Related Occupations with Un-met Needs, 1997
Occupation Annual Demand Annual Supply Unmet Need
Requiring Two-Year Associate Degree 
Teacher Aides, Paraprofessional 1003 35 968
Electrical & Electronic Technicians 325 166 159
Medical Records Technicians 141 8 133
Health Professional/Paraprofessional Tech., All Other 334 206 128
Computer Programmer Aides 138 22 116
Paralegals 144 30 114
Radiologic Technologists 142 35 107
Requiring Undergraduate Degree 
Computer Programmers 700 101 599
All Other Management Support 330 16 314
Personnel, Training, Labor Specialists 428 138 290
Systems Analysts 1010 733 277
Computer Engineers 373 110 263
Property & Real Estate Managers 290 30 260
All Other Teachers and Instructors 210 10 200
Purchasing Agents, Wholesale/Retail/Farm 197 6 191
Designers, Interior Designers 192 51 141
Public Relations Specialists 149 15 134
Wholesale/Retail Buyers, Farm 130 0 130
Industrial Production Managers 196 78 118
Employment Interviewers 117 2 115
Loan Officers and Counselors 261 157 104
Requiring Graduate Degree 
Physicians 710 342 368
Librarians, Professional 166 0 166
Management Analysts 262 102 160

Source: William Drummond, Jan Youtie, et al., Georgia Institute of Technology; ICAPP Needs Assessment Project, 1997.

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Part C: Academic Program Development

Principles

  1. Faculty initiative and institutional strategic priorities should serve as the primary, but not sole, origin of new programs.

  2. The University System of Georgia and all System institutions will conduct academic program planning and review in the context of:

    1. the mission and strategic plan of the University System;
    2. institutional mission, institutional strategic plan, and an established process for assessing programs and institutional effectiveness;
    3. national, state, regional, and local needs as defined by mission;
    4. trends in higher education;
    5. supply and demand; and
    6. national patterns of excellence.

  3. New program requests should be consistent with University System academic program planning principles, congruent with the mission of the institution, designed to meet identifiable demand, grounded in data and information, and, where possible, built on current program or institutional strengths.

  4. The University System should routinely assess state, national, and international needs and communicate these needs. Institutions should routinely assess local and regional needs as defined by mission. The System Office should serve as a clearinghouse, promoting the exchange of information on needs and trends in higher education among institutions and, when appropriate, with state leaders.

  5. The University System should encourage all institutions to collaborate in program delivery. The University System should promote the coordination of academic programs and the use of technology as appropriate to facilitate access and to avoid unwarranted duplication of new programs and services. The University System encourages collaboration among institutions, with high schools, and with DTAE institutes in using the "educational ladder" model in local areas.

  6. The educational needs of Georgia and the nation should be met with high quality academic programs. Programs will be expected to meet accreditation standards where appropriate, parallel or set national patterns of excellence, establish criteria for assessing student learning outcomes, and contribute positively toward solutions to major social, economic, and educational problems in Georgia as appropriate.

  7. The University System Office should continue to coordinate the approval of competing requests for both establishing and discontinuing similar programs so as to ensure an appropriate balance between supply and demand.

  8. The University System should ensure that academic programs are dispersed throughout the State so that:

    1. Students can have access to the core curriculum and liberal arts which create a common basis for undergraduate education.
    2. There should be adequate access to high demand baccalaureate and other programs ensured throughout the State.
    3. There should be minimum duplication of undergraduate, graduate, and professional programs.

  9. The University System should ensure that institutions continuously improve existing programs. The System Office should work with institutions to routinely conduct retrospective program review in terms of centrality to mission, quality, and viability.

  10. Institutions will be expected to fund most new programs by reallocating institutional resources

Approved by the Board of Regents, April 1997

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Action: Process for Identifying and Approving New Programs

The University System will shift its academic program planning and review process effective for the 1997-98 year as follows:

Existing Model 
  • Institution assesses need and develops programs
  • Institution provides justification for new program to the Office of Academic Affairs
  • Office of Academic Affairs reviews proposal
  • Board approves new or discontinued programs
Future Model 
  • University System, institutions, & partners assess need
  • Institution develops programs and provides justification to the Office of Academic Affairs
  • Or University System initiates program development at one or more campuses in response to State need
  • Office of Academic Affairs reviews proposal based on State need
  • Board approves new or discontinued programs

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Section II: Part D
Capital Planning

Principles

  1. The construction or acquisition of new space to accommodate existing enrollment should generally take precedence over the construction or acquisition of facilities to serve future growth targets in the five-year capital allocation plan (subsequently referred to as "the plan").

  2. The acquisition of space, whether for purposes of acquiring land for new construction or existing facilities for adaptation to university or college purposes, needs to be evaluated with two considerations: first, the relationship of the site and/or facility to academic mission, student needs and physical layout of the campus, and second, the benefits or liabilities of the existing facility.

  3. The construction or acquisition of new space should parallel the future growth targets adopted by the Board for each campus in the plan and should be consistent with institutional missions and strategic plans, including workforce needs.

  4. There should be a balance between the need for new facilities and the need to maintain, rehabilitate or modernize existing facilities within the overall plan which includes attention to health and safety issues (ADA, asbestos, etc.) as well as the accommodation of new academic programs and capacity expansion.

  5. In setting priorities for the use of State resources, highest weight will be given first to instructional facilities (classrooms, laboratories) followed by academic support facilities (libraries, computer centers), student support facilities (e.g. housing, recreational and student activities centers), and finally administrative facilities and infrastructure needs. Critical infrastructure needs may take precedence in some cases, especially where cost-effectiveness is a major rationale. Special consideration for the role of State support for research facilities will be evaluated in light of the unique research mission of certain institutions.

  6. Where other than State financial resources, especially auxiliary or donated resources, are available to partially fund a facility, special consideration will be given to the role that State resources can play in completing a finance package.

  7. In planning facility projects, capacity expansion, while critical should not result in facilities which are of lower quality.

  8. New construction and building renovations should incorporate modern, energy efficient building and electronic communications systems appropriate to modern instructional delivery systems, with special attention to furthering the goals of an expanded distance education capacity in the State.

  9. In evaluating projects, consideration should be given to: (i) existing facility utilization efficiency and operating hours of each campus, (ii) whether the campus' existing utility, road, parking and pedestrian infrastructure will accommodate the new project, (iii) quality of life issues, (iv) impact on the local community, (v) general cost effectiveness of the projects including facility operating costs, and (vi) where appropriate, reduction of the use of leased space.

  10. In establishing and amending the five-year capital outlay plan for the University System, consideration will be given to the timely completion of programming and design of capital projects as well as the maintenance of projects within budgets.

Adopted by the Board of Regents, May 1997

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Action: Five-Year Capital Priorities Plan

The following represents the actions of the Board based on the above principles. It should be noted that the Board will review the list annually to ensure it meets the Board's current priorities. It should also be noted that this list does not include minor (under $5 million) projects. 21,700,000


MAJOR CAPITAL PRIORITIES LIST
Rank Institution - Project Estimated Cost
1 Augusta State University- Classroom Replacement- Phase 1 20,000,000
2 Georgia State University - Classroom Building 30,000,000
3 Armstrong Atlantic State University - Science Building 28,000,000
4 Gainesville College- Science Building 6,500,000
5 State University of West Georgia - Arts & Science Instructional Center 19,700,000
6 Valdosta State University - Odum Library Addition 13,000,000
7 DeKalb College - New Learning Resource Center (North Campus) 8,400,000
8 Fort Valley State University - Health & Physical Education Bldg. 21,000,000
9 Southern Polytechnic State University - School of Architecture Building Expansion 11,100,000
10 Gordon College - Instructional Complex 15,000,000
11 Georgia Institute of Technology - Environmental Sciences & Technology Building 37,000,000
12 North Georgia College & State University - Health and Natural Science Building 20,000,000
13 University of Georgia - Student Learning Center (Classroom) 45,000,000
14 Clayton College & State University - University Learning Center. 23,200,000
15 Columbus State University - Technology & Commerce Center 15,700,000
16 Georgia Southern University - Fine Arts Building 21,000,000
17 Coastal Georgia Community College - Joint Use Facility 9,200,000
18 Georgia College & State Univ. - Russell Library & Information Technology Center 19,100,000
19 Savannah State University- Housing Residence Hall 7,500,000
20 Macon College - Nursing/Health Sciences & Lab Complex, Phase 1 10,900,000
21 Abraham Baldwin Agricultural College - Agricultural Sciences Building 6,600,000
22 Darton College - Physical Education Building 9,000,000
23 Georgia Southwestern State University - HPE Recreation Center, Athletic Center & Student Success Center 17,400,000
24 Kennesaw State University - Continuing Education/Convocation Center  21,700,000
25 Augusta State University - Classroom Replacement- Phase 2 18,300,000
26 Medical College of Georgia - Health Sciences Building 31,600,000
27 Floyd College - Library/Technology Addition 6,700,000
    $492,600,000 

Approved by the Board of Regents, June 1997

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Section III

Updating the Plan

The Board of Regents' first comprehensive plan for the University System links enrollment management, workforce development, academic planning, and capital priorities planning. The Vision articulated by the Board in Access to Academic Excellence defines the primary path the University System and its institutions will follow to reach the Regents' ideals for the future. The Guiding Principles set the course of action for policy development and implementation. As such, both the vision and the principles of the University System are meant to be relatively unchanging. The comprehensive plan that grows out of Access to Academic Excellence, however, is strategic in nature. And successful strategic plans are ongoing in nature.

The environment of higher education is constantly changing, and data and information on that environment must be routinely updated and analyzed. Assumptions about the future in this report may well need to be revisited at some point. Also, it is therefore possible that the planning principles may need to be reviewed and perhaps revised as conditions change. Finally, the results from the actions in the plan will need to be reported annually.

The enrollment targets are intended to be rolling targets. The institutions will reassess and refine their enrollment management plans every year and will propose a new target for the fifth year of each five-year plan. The academic planning model will be revised as needed to account for changes in the workforce plan. The capital priorities list may also change as priorities of the System and institutions change. Each year the Board of Regents will review and adjust as necessary any of these components.

There are challenges ahead at System institutions. The System's planning priorities must be reflected in the institutions' strategic plans. Institutional strategic planning must be linked to facilities master planning, and both of those processes must be linked to budgeting. The Board's policy, also a requirement of SACS, is to link planning, assessment, and budget. The policy provides institutions with the most powerful tool to create constructive change which results in clear priorities, cost effectiveness, and implementation of the Board's vision for the System. Continuous strategic planning and quality improvement, as set forth in Principle 27, are the hallmarks of dynamic institutions and a University System that serves the people of Georgia.

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