ED225431.Pdf

DOCUMENT RESUME' ED 225 431 HE 015 763 TITLE Planning for the Eighties: A 13-State Nontraditional Self-Study for the Southern Association of Colleges and Schools. Volume I: Stages One throughSeven. INSTITUTION Appalachian State Univ:, Boone, N.C. PUB DATE 81 NOTE 343p.;'For related documents,see HE 015 764-765. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Accreditation (Institutions); College Planning; College Rol;e; Educational History; Educational Objectives; *Futures (of Society); Higher Education; Institutional Characteristics;.*Long Range Planning; Models; *Needs Assessment; Prediction; *Self Evaluation (Groups); Social Change; *State Universities; Trend Analysis; Values IDENTIFIERS *Appaladhian State University NC; *Strategic Planning - ABSTRACT -An institutional self-study undertaken by Appalachian State University as part of the accfeditation pfocess'ispresented. This 13-stage analysis forecast societal trendsand value shifts and established institutional goals for the 1980s.The study was based on a 10-stage "Futures Creating Paradigm" developed by the American Association of State Colleges and Universities.This volume covers the first seven stages of the self-study:a review of the t institution's experiencesover the past two decades; the use of existing data to summarize the presentstate of the sectors of the institution 01 terms of current self-study standardsvassessment of societal trends and potential value shifts anticipatedfor the 1980s in 13 areas; an analysis of the impact of projectedtrends and value shifts on each sector of the university; and draftingobjectives. Eleven aspects of the institutionare exaMined: purpose, organization and administration, educational prbgram, financialresources, faculty, library, student development services, physicalresources, special activities, graduateprogram, and research. Eighty-three objectives are specified for these 11 aspects ofthe institution,and 13 societal topics are examined: population, institutionsand government, global affairs, environment,energy, economy, science and. technology, human settlements, work, lifestyles, equality,goals, and participation. (SW) ********************************************************* /************ lc\ Reproductions supplied by EDRS are the best thatcan be made from the original document. ****************0****************************************************** PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE ,EDUCATIONAL RESOURCES J INFORMATION CENTER (ERIC)" U. DEPARTIIIMOF eoutsmon NATIONAL INSTITUTE OF EOUL TION EOU TIONAL RESOURCES INFORMA ToN CENTER IERICI t his document has been reproduced roKervstfhorn the as person ororciamiatron onconahng rt %nor chancres brer. owor, reproduchon rnprove rluaIOy Rooms ofsrewor opuhons stated m thrs docu ment do not necosstroty repro/writ ("col Medan or poky NIE ' . a .. ) 10 PLANNING FOR THEEIGHTIES A Nontraditional SelfStudy for The Southern Association of Collegesand Schools Volume I: Stages One through Seven Appalachian State University Boone, North Carolina - 1981 ) CONTENTS Page INTRODUCTION SELFSTUDY COMMITTEES AND MEMBERS 6 SELFSTUDY FLOW CHART .15 STAGE ONE: UNDERSTANDING THE PAST 17 STAGE TWO: ANALYZING THE PRESENT 39 I. Purpose 40 2. Organization and Administration 44 1. Educational Program 58 4. FinancialResources 71L./---- 5. Faculty 93 6. Library , . 107 7. Stmdent Development Services 119 8. Physical Resources 132 9. Special Activities 142 . 10. Graduate Program 154 14. Research , 161 STAGE THREE/FOUR: EXAMINING SOCIETAL TRENDS ANDVALUE SHIFTS 171 I. Population 173 2. Institutions and Government 178 3. Global Affairs 180 4. Environment 183 5. Energy 185 6. Economy 18,9 7. Science aild Technology 191 8. Human Settlements 9. Work 194 197 . 10. Lifestyles. 4 199 11. Equality 203 12. Goals 205 13. Participation 208 \ STAGE FIVE/SIX: EXAMINING THE IMPACT OFSOCIETAL TRENDS AND ( VALUE SHIFTS 209 212 11 1. Population 2. Institutions and Government 214 3. Global Affairs 218 4. Environment 220 5. Energy 222 Economy 1 224 t'' 7. Science and Technology 226. 8. Human Settlements 228 9. Work , 230 10. Lifestyleb 231 234 11. : Equality Goals . 238 n 13 Participation 240 . 1 1 STAft SEVEN: FORMULATING INSTITUTIONAL OBJECTIVES 243 r -. 1. Purpose 245 2. Organization and Admiristration 247 3. Educarional Program 253 . 4. Finincial Resources - 258 5. Faculty 263 ...0 6. Library 275 7. Stvdent, Development Services 283 8. Physical Resources 293 Special Activities 299 10. Graduate Program 305 11. Research 307 a 't r i ; ) r Ale r List of Figures - Page Figure 2-1L * Ten-Year Enrollment History, 1970-80 48 Figure 2-2: Total Resident HeadLount &FTE Enrollment, 1970-80 49 Figure 2-3: Organization of The University of North Carolina 51 Figure 2-4: Organization for Administration: ASU 53) I Figure 2-5: Organization for Administration: Development and Public Affairs 55 Figure 3-1: . Organization for Administration: I Academic Affairs 59 . FIgure40-2: ASU Enrollment Projections, 1980-85 m 60 F4dre 3-3: New Program Development Review Pro ess 64 Figure 3-4: Dtgrees Awarded History, I 1975-198 67 Figure 3-5: Undergraduate Gfade Distribution, 1975-80 71 Figure 3-6: Summer Sessions Enrollment; 1978- 0 72 -- I Figure 4-1: Organization for Administration: Business Affairs 75 Figure 4-2: Summary Statement of Funding ReVenues,.1975-80 77 Figure 4-3: Current FUnd Revenues, 19/5-80 Figure 4-4: 78 I. ASU Foundation, Inc. CondensedComparative Income Statement for Years 1973-79 Figure 4-5: 79 ASU Foundation ComparativeBalance Sheet, 1973-79 Figure 4-6: 79 Outstanding Indebtedness-,1976-80 I Figure 4-7: 80 Completion of Capital Pi-ojects, 1977-81 81 Figure 4-8: Source of CapitaL Funds 81 Figure 4-9: Capital Improvements Priorities, 1981-83 Biennium 83 I Figure 4-10: Education and General Expenditures, 1975-80 84 Figure 4-11: Education and General Expenditures per Student 85 Figure 4-12: Faeulty Salaries, 1975-81 85 Figure 4-13: Maintenance Personnel, 1974-70 1 Figure 4-14: 86 Number.and Salaries of StaffEmployees by Occupational Activity, 1977-79 87 Figure 4-15: The Budget Process I. 88 Figure 5-1: Breakdown of Faculty by Rank,Tenure-Status, and Terminal Degree (Fall,1979) ... Figure 5-2: 96 I Faculty Professional Activities,1978-79, Figure 5-3: 97 College Guidelines forOff-Campus Scholarly Assignments 98 Figure 5-4: . I ASU Faculty SalariesCompared with National Average (AAUP Annual Report) Figure 5-5: 100 Full-Time InsteuctionalFaculty Average Salaries by Rank (Fall, 1976-1980) I Figure 5-6: 100 University Summary of AverageFaculty Salarie,s by Rank and College (Fall, I , 1980) 102 I t I 1) I Figure 6-1: Organizatfonal Chart:.'Belk Library 108 Figure 6-2: Professional StafT: Belk Library 109 Figure 6-3: Library,Expenditures, 1975-80 110 1 Figure 6-4: Library Operating Expenditures, 1975-80 111 Figure 6-5: Library Holdings, 1975-80 111 Figure 6-6: Books per Student in Libraries of UNC ConsC.tueni Institutions, 1971 112 Figure 7-1: Organization for Adminis,ration: Student Affairs 121 Figure 7-2: Student Affairs Staff, 1980-81 123 Figure 7-3: Student Financial Assistance Summary, 1975-80 128 Figure 7-4: Organizational Chart: CampuRecreation & Intramurals, Fall 1979 131 Figure 8-1: Campus Plan 133 Figure 8-2: Physical Facilities Inventory, 1978-79 135 Figure 3-3: Organizational Structure: Physical Plant 141 Figure 9-1: Organizati-Afor Administration: College of Continuing Education 143 Figure9-2:4: Headcount Enrollment in'OffCampus Courses, Fall, 1973 through' Fall, 1980 146 1 Figure 10-1: Graduate Enrollment History, 1976-80 157 Figure 116-2: Graduate Degrees Awarded, 1975-80 159 Figure Faculty Research Produtivity, 1960-80 166 Figure 11-2: Dollars Distributed by tSII. ro Sopporr Research, 1960-80 168 Figure 11-31 Library Holdings, 1960-80 168 Figure 11-4: Research Proposals, 1978-80 169 Figure 11-5: Grant Proposal Activity by College, .1979-80 169 1 'MIN\IIINI INTRODUCTION 4 The essential purpose of the InstitutionalSelf-Study Program is the improvement of educationaleffectiveness in institutions of higher learning. The procedures of 1 that program are designed to helpinstitutions reassess their objectives, measuresuccess in attaining objectives, explore ways and means by which educationalefficiency I. may be improved, and prepare for the ever-increasing demands by society. This statement frowthe SouthernAssociation of Colleges and Schools' Manual for the Institutional Self-StudyProgram of the Commission on Colleges clearly summarizeg the purpose'of the self-study process- And r it was to this statement that Appalachian State University turned in early 1978 as it began to plan forits decennial self-study for reaffirmation of accreditation the Southern Association.ofColleges and Schools. Recognizing Chat the main purpose ofthe self-study process-is "the improvement of educational effectiveness,"the uhiversity sought to propose a plan that would best serve its needsas it entered the 1980s. Whereas the university had experienceddynamic growth during the 1970s, it expected to be moving toa "steady state".mode in the next decade. This expectation lent added weightto the bel4ef that it was essential for ASU to undertake systematicplanning for the changes that would confront it in the 1980s. Further examination of the self-studyManual revealed the significance the Southern Association attaches to planning for the future in thesell- studysprocess. In the section devotedto "Planning for the Future," the Manual calls for projections for the years ahead andsuggests

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