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BOARD OF HIGHER EDUCATION RENEWAL WORK SESSIONS
HIGHLIGHTS OF STRATEGIC PLANNING AND OUTCOMES* SINCE 1990

*As cited in Board meeting minutes

March 16-17/September 14-15, 1990

Focus Areas
•Long range System plan
•Legislative strategy
•Public opinion research-summary of marketing study
•Engineering Initiative
•Interinstitutional cooperation/coordination
•Governor's Portland Commission on Higher Education in the Portland Metro area
•Board development (renewal, issues presentations, orientation)
•Continuing education/distance education/ED-NET
•Articulation
•1991-93 budget process; first priority being faculty salaries
•Tuition
•Enrollment management
•Athletic policy/plans
•Presidential evaluation process
•Mention of using a "report card" to indicate System performance
•Chancellor's Office reorganization

Outcomes
•Formation of the Oregon Joint Graduate Schools of Engineering Council (1991 p.186), allocation of funds (1991 p.345)
•Creation of State System action plan to implement the Governor's Commission Report on Higher Education in the Portland Metropolitan area (1991 p.109)
•Formation of satellite campuses such as OIT Metro Center, which was a result of collaboration among OIT, PSU, community colleges, and industry, to offer accredited technology programs (1993 p. 194)
•Follow up on issues discussions regarding the OUS public service mission (1990 p.197)
•Expansion of continuing education programs including continued development of ED-NET (1991 p.162; 1992 p.204)
•Begin the process of improving faculty salaries with an Emergency Board release of funds (1990 p.473) (later to be placed on hold by the effects of Measure 5, see 1991 p.45)
•Made recommendations for changes to intercollegiate athletics including the Sports Action Lottery statute, athletic financing and athletic programs within the System (1990 p.280; 1991 p.357)
•OAR/IMD amendments to change position of Executive Vice Chancellor to that of Vice Chancellor for Finance and Administration (1990 p.348)

June 26-27, 1991

Focus Areas
•Access and tuition
•Academic productivity and institutional costs
•Assessment and accountability
•Oregon education: toward coherence in governance and programs

Outcomes
•Explore general notion that quality is of the highest priority (for example, work within the OSSHE Plan for Responding to Joint Boards' Interests in Teacher Education to assess quality in teacher certification, 1992 p.14)
•Analysis of range of services provided by institutions (as seen in the "1993-1995 Budget and Program Plans," 1992 p.323)
•Institutional missions and goals approved by the Board (for example, 1992 p.103)
•Performance audit of all administrative functions-create "signals of good management" (formation of the Board Administrative Review Committee [BARC] 1991 p.389)
•Develop communication strategy (OSSHE Public Information Plan, 1995 p.17)
•Joint Boards must move regularly and systematically toward agreements on administrative levels (examples include the OSSHE Plan for Responding to Joint Boards' Interests in Teacher Education, 1992 p.6; and the Oregon Mathematics, Science, and Technology Council which was a result of collaboration by both Boards, 1992 p.20)

January 24-25, 1992

Focus Areas
•BARC report
•Tuition options & policy
•Governance: issues and implications
•Presidential evaluation procedures
•HB 3565: Educational Act for the 21st Century
•Structural recommendations from the education program area from the Governor's Task Force on State Government

Outcomes
•Continued work on responses to HB 3565 and the OSSHE Plan for Responding to Joint Boards' Interests in Teacher Education (1992 p.6)
•OSSHE 1993-1995 Plan for Responding to HB 3565 (1993 p.490)
•Report and recommendations of the Board's Committee on Tuition Policy (1992 p.318)
•Formation of the Joint Boards Articulation Commission
•Revision of the policy for evaluation of chief administrators (presidential evaluations)(1993 p.563)
•New Directions discussion regarding possible systems of governance and finance for higher education (1993 p.135), resulting in the "Long Range Planning Process" document (1993 p.189)

July 27, 1993

Focus Areas
•Tax reform; legislative strategy for 1995-1997; business plan; contingency planning; mobilize constituencies
•Vision/long-range plan to include access, tuition, and affordability issues
•Educational reform; seamless education; standards and issues related to measuring student learning; increase student learning productivity; take the national lead in redefining the meaning of the undergraduate degree and baccalaureate in the 21st century
•Study accelerated undergrad programs (three-year baccalaureate)
•Business plan; develop plan for maximum financial stability for the System; strategies for retaining capacity; maintaining access; solving deferred maintenance; create a resource allocation model promoting institutional distinctiveness, interinstitutional cooperation, and campus and System accountability; linking System with assessment and resource distribution
•Discuss higher education in the context of Oregon Benchmarks
•Student access; tuition policy; enrollment management; financial aid policy

Outcomes
•2010 Advisory Panel Report: Education Unbounded: A Vision of Public Higher Education Serving Oregon in the Year 2010 (1994 p.314)
Board Academic Productivity Committee report (1993 p.499)
•Continuing work on the OSSHE Undergraduate Assessment Model including a report on the proposed framework for the model (1993 p.572)
•Creation of the Proficiency-based Admission Standards System (PASS) project (1993 p.493)
•Experimental accelerated baccalaureate degree, SOU (1997 p.220)
•Creation and funding of academic productivity and higher education reform projects, including the Accelerated Baccalaureate Program from SOU (1994 p.50)
•Discussed the merits of a sales tax initiative and its implications for funding of education in Oregon (1993 p.450)
•Creation of the Higher Education Administrative Efficiency Act for the 21st Century to allow for more operating flexibility within OUS (1994 p.460, 639)

July 22, 1994

Focus Areas
•A new approach to learning (teaching/instructional delivery)
•Access and diversity
•Governing for change
•1995 legislative session
•Simplify operations

Outcomes
•Next steps/goals and strategies for implementing recommendations of the 2010 Advisory Panel (1994 p.493)
•Develop 1994-95 work plan
•Incorporate new technologies into instruction to increase access and delivery of teaching (1994 p. 493)
•New Faculty Diversity Initiatives in OSSHE, with annual allocation of central funds (1995 p.81)
•Continued work with the legislature on SB 271, the Higher Education Administrative Efficiency Act (1995 p.122); purchasing and contracting guidelines in response to SB 271 (1995 p.410)

June 16, 1995

Focus Areas
•Governor's vision for higher education: access (equity, financial, geographic); quality; and cost
•Input into Governor's six-year business plan
•Education continuum
•Benefits of higher education; how to get the word out
•Involvement by OSSHE in "relevant" causes (public safety)
•Constituency building
•Program approval process
•Streamlining Board business
•Review of institutional mission statements and strategic plans

Outcomes
•Board approval of updated institutional mission statements and strategic plans, (for example, 1996 p.369)
•OSSHE Academic Degree Program Planning & Implementation Program Development Review (1995 p.312)
•Movement of sub-degree programs including certificates and teacher licensure programs to Board consent agenda to streamline Board business (see Academic Council recommendations, 1995 p.314; consent agenda p.384)
•Ongoing conversations with the Governor, institution presidents, and senior staff to look at how higher education correlates with the Governor's plan (1995 p.422)
•Formation of two new Board committees: the Economic Development Committee and the Technology Committee (1995 p.419)

June 21, 1996

Focus Areas
•OSSHE Strategic Plan:
•Provide high quality internationally competitive higher ed to Oregonians
•Assure access to lifelong higher education opportunities statewide
•Support Oregon's emerging position as a social and economic leader
•Ensure efficient and adaptive system and institutional operations
•Targets to measure progress
•Resolution regarding the strategic planning process

Outcomes
•Creation of Solution Teams (1996 p.241)
•Statutory recognition by the 1997 Legislature of the Board's four overarching objectives: quality, access, cost effectiveness, and employability (See SB 919, 1997 p.184)
•Creation of a Legislative talking points paper to help business and industry representatives assist higher education in legislative matters (1997 p.42)
•Creation of the "Meeting Oregon's Engineering Talent Needs" plan, which addressed the need for high-quality, competitive higher education that better reflected the high-tech economic base of Oregon (1996 p.466)
•Creation of the "Return on Investments: Employment Five and Ten Years Later" report to provide accountability and assessment of OUS degrees (1997 p.67)

August 8, 1997

Focus Areas
•Further articulation of the Boards four overarching objectives
•Need for more clearly defined mission and purpose of the Board, System, and presidents (role and responsibility)
•Partnerships (K-12, community colleges, business)
•Accountability
•Appropriate policies to remove "barriers"
•Budget allocation policies
•System technology plan
•Board operations (committee structure, meeting schedule, interaction with legislators)

Outcomes
•Set Board agenda for 1997-98 (Aug. 1997 renewal notes p.5)
•Incorporate work sessions into Board meetings to create a forum for conversation among Board members on key System issues (1998 p.34)
•Creation of the Central Oregon Regional Advisory Board (CORAB) (1998 p.543)
•Creation of accountability plan and performance indicators for OUS (1997 p.435; 1998 p.139)
•Recommendations of the Board Governance and Structure Committee (1998 p.339)
•Continue review of the Budget Allocation System (BAS) (1997 p.434)

July 17, 1998

Focus Areas
•Mission and vision statements
•Role of Joint Boards
•Role of Chancellor and institution presidents
•Partnerships with the private sector
•Board meeting schedule
•Board orientation and development
•Standing/ad hoc committees
•University Advisory Councils
•Implementation of a new budget model

Outcomes
•Creation of 1998-99 Board work plan
•AGB self-assessment workshop (Dec. 1998)
•Revision of Internal Management Directives, Sections 1-5, including the evaluation process for the Chancellor (1998 p.483)
•Revision of Board, System, and campus institution mission and vision statements (for example, 1998 p.519; 1999 p.345)
•Revisions to Board Bylaws regarding the role of the Executive Committee (1999 p. 66, 110) and proceedings of Joint Boards (ORS 348.890: 1999 p.64)
•Creation of the OUS Office of Business Alliances
•Position descriptions for Board standing committees (1999 p.68)
•Creation of comprehensive Board member orientation manual; orientation held September 1999

October 21-22, 1999

Focus Areas
•Strategic vision for the next five years
•Strengthening the Board
•Consider roles and relationships of the Board, Chancellor, and presidents (collegial governance)
•Strategic growth
•Environmental scan
•Identify next major investments and "why"
•Link state needs to economic infrastructure to higher education direction
•Align with business leadership
•New budget model: establish goals and targets; clarify how it works; identify policy objectives to be served
•Distance education

Outcomes
•Commitment to advance the strategic process (Nygren report 10/99)
•Continue work on the 1999-2001 Strategic Initiatives (1999 p.344)
•Finalized the recommendations of the Economic Development Joint Boards Working Group (2000 p.31)
•Created the Performance Funding Policy (2000 p.11)
•Approved the Strategy for Expanding Higher Education Opportunities in Central Oregon: 2000-2015 (2000 p.59)
•Conducted work session regarding "Strategic Investments for the 2001-2003 Biennium" (2000 p.18)

September 15/October 20, 2000