final 2+2 aiea cgacc workshop san fran 201116 revised

2011 Conference

Competition & Collaboration in the Global Transformation of Higher Education

2+2: Community Colleges and Universities Working

Together

Welcome to the 2+2 WorkshopFebruary 20, 2011

&

American University The Alamo CollegesGreen River Community CollegeCGACC

Fanta AwCarol Fimmen Ross JenningsZepur Solakian

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Workshop Outline

• Current Global Market Trends• Overview of Trends and Future

Directions• Strategic Planning and

Implementation– Assessing Campus Readiness– Implementation Phases– Evaluation and Growth–Models and Approaches

• Group Work Activities and Reporting Out

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• OECD and UNESCO have forecast the demand for international education could increase to 4m students by 2015 and to 6.4m students by 2025. (Borrowed from SG Slide)

Growth in international higher education

Global Market Trends

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• Student enrollment into university-level education increased by more than 20% on average in OECD countries between 1995 and 2008 (Education at a Glance 2010, OECD 2010). (Borrowed from SG Slide)

Market environment – secure demand growth


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• The world’s population is growing• Growing middle class• The global move to a knowledge-based economy• Capacity shortfall - domestic universities in many

countries are unable to meet demand of a growing middle class

• Funding shortfall - universities increasingly recognize the financial and cultural value of international students.

• Skills shortfall - governments and employers require higher level skills and talent to support economic growth.

• Increasing competition in labor markets

Factors driving growth


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IIE

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U.S Market Trends

• U.S. share has fallen from 28% to less than 20% in less than 10 years

• Recent healthy year-on-year increases (7-8%) mask the underlying problem

• Why?– Complex post-9/11 student visa to U.S.– U.S. education too costly– Competitors, such as Australia, UK and France,

increased market share during the same period– Canada, Spain and China “Newcomers” have

seen rapid growth– Decline in opportunities in U.S. for students

(Indian Market)

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National recruiting campaigns:

• Australia: “Live, Learn and Grow“, Australia Education International has 25 offices in 17 countries

• Germany: “Land of Ideas“, DAAD has 64 offices worldwide

• France: Campus France has 100 Offices in 75 countries

• UK: “Innovative, Individual, Inspirational“, British Council has offices in more than 100 countries

• United States: Lacks a coordinated national strategy, institutions recruit individually. But: Over 400 advising centers some in US embassies and consulates


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U.S Market Trends

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Ponder this!

What do we need to do the gain U.S market share back and stay

globally competitive?

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Assessing Campus Readiness

Assessing Campus Readiness and Climate (focus on Culture, Structures, Curriculum, Politics, Resources)-– Institutional recruitment and

internationalization goals (1 and 5 year perspectives)

– SWOT assessment

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• What is the Campus Culture?– Perceptions– Assumptions– Politics

• Who are the Main Stakeholders?– Faculty, Administrators, Others?

• What are the Drivers/Rationales?– Economic, Political, Educational,

Others?

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• Who are the Champions?• Have you done a SWOT Analysis?– Strength, Weaknesses, Opportunities,

Threats • Programs/Curriculum• Recruitment outcomes• Resources• Other?

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Basic Concept of 2 + 2• Discipline specific• Lists courses to be taken at the

community college• University agrees to accept

transfer courses as part of degree requirements

• Student can graduate in four years – two at community college and two at university

Implementation

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Stakeholders and Opportunities• International Students – degree in

four years with first two at the community college

• Parents – first two years less expensive

• Community college – recruiting tool• University – qualified transfer

students

Implementation

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Phases• Determine discipline(s)• Establish relationships• Review university requirements• Review community college

offerings and requirements• Establish an agreement

Implementation

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Challenges(most difficult part)

• Courses university will accept as transfer

• Courses required by community college for associate degree

Implementation

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Challenges• Associate of Arts or Sciences

University must agree to accept degree as meeting general education requirements

Discipline specific requirements

Implementation

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Discipline Specific Requirements

• Community college requires a specific course that university will not accept as lower division credit

• University requires a course in the first two years that community college does not offer

Implementation

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Challenges• Associate of Applied Sciences

Community college may not require breadth and university cannot

accept as meeting general education requirements

Implementation

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Discipline Specific Requirements

Can a program be developed for acceptance of more lower division courses in the major and the student will complete general education requirements after transfer?

Implementation

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2 + 2 Agreement (1)• Between community college and

university by discipline• Complete bachelor’s degree

requirements in four years = 2 + 2

• Detailed list of courses to be taken at the community college - by semester

Implementation

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2 + 2 Agreement (2)• Satisfy university requirements for

transfer admission• University agrees to accept all

transfer credit towards degree requirements

• Complete the degree with two years at the university

Implementation

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Articulation and 2+2

agreements provide additional

higher education opportunities for

international students.

It is essential that four-year

universities and community colleges

work cooperatively to ensure a

seamless transition for these

students.

Implementation

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Other Considerations

• Possible “conditional guaranteed admission” at time of CC admission

• Define prospective benefits to both parties

• Defining marketing advantage of agreement ( prestige, scholarship, internship, unique programs)

• Timeline construction, implementation, evaluation and sunset clause

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Other Considerations

• Identify development and maintenance activities ( website, ads and reporting)

• Variation on theme 1+1+2 programs (3 schools)

• Variation on theme 1+3, 1+4, 2+3 programs ( 2 schools)

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Assessment/metrics• Build target(s) into program

(reality check)• Tracking system• Reporting system• Periodic reports and evaluation• Advance agreement on sunset

provision

Evaluation & Growth

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Evaluation and Growth ~• Assessment/metrics

• defining success

• determining potential expansion

Evaluation & Growth

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Defining success• The metrics, tracking and reporting

systems should clearly tell the story• Other success factors (political –

must support noncompetitive school by building agreement; more efficient transfer)

• Being ok with failure

Evaluation & Growth

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Determining potential expansion• Market (How many additional

students want the product?)• Capacity (both sending CC and

receiving university)• Quality (How is the program

doing?)• Effort/cost to expand & run the

program

Evaluation & Growth

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Models and Approaches

Models and ApproachesVISUAL MAPPING

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2+2 Publication by CGACC

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2+2 Publication

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University & Consortium Page

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In Progress!

Joint Statement

This joint statement enables international students starting at any of the community colleges listed the option to transfer to any of the universities listed on this page. Students must meet the admission requirements of the university they are choosing to transfer to. *

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2+2 Website

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Joint Videos & Social Media

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Group Work/Activities and reporting out

Objective: Work in small group to map out strategic plan and key questions to be resolved

( 3 groups)– Climate and readiness issues– Implementation issues

Group Work Activities and Reporting Out

final 2+2 aiea cgacc workshop san fran 201116 revised

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