Georgia Center for Continuing Education

Strategic Plan for the First Decade of the 21st Century

Preamble

Higher education has made modest changes in response to the needs of its sponsoring society over the last decade but sweeping societal and economic changes demand more of higher education today more than ever before. In University outreach, continuing education has been at the forefront of meeting the needs of external constituencies and of being the University's active presence in the lives of its public, bringing the institution's resources to the economic life of the state. Yet, even with its rich history of outreach and service to the State of Georgia, continuing education must be transformed to be effective in the 21st century. Competition is emerging from public and private sectors; global, corporate and higher education partnerships must be formed; the opportunity to engage new technologies and digital competencies in our educational programs must be seized; and the culture of globalization must be reflected in thought and programs.

Thus, to be prepared for the first decade of the 21st century, the University of Georgia Center for Continuing Education must take a new and radical direction. There is not a single institution that is immune from the changes taking place in our society today. Corporations, governments, the military and non-profit organizations are rethinking their mission and their structure amidst significant paradigm shifts in how and why things are done. The Center's primary purpose must be to maximize the applicability and speed of learning, primarily focused on adults and the workplace. The Center must re-invent itself to become a Center for the 21st Century committed to maximizing the capacity to learn in every experience and with its publics. Learning, whether on-campus, off-campus, or "anytime and anyplace," must exemplify the educational excellence expected of a premier research university. The Center can not afford to view itself in terms of a physical plant that acts as a modified hotel operation. The Internet, e-commerce, and the emergence of the laptop computer forced companies like IBM, AT&T, and Cisco Systems to change in dramatic ways. So it must be with the Center.

The Center must integrate itself with the academic community through dynamic and highly interactive and supportive linkages with the University's schools, colleges, and public service units. It must create three new initiatives: an Institute for Strategic Issues, a School for Continuing Education and Professional Studies, and a Center for the 21st Century Learning. The Center will maximize its engagement with its sponsoring society and its impact on the new economy by preparing people with a combination of the strategic thinking and the practical creative skills necessary for the new economy and employing state-of-the-art technologies for teaching and learning.

The Georgia Center was invited as one of 26 institutional planning units to develop and submit a unit-based strategic plan as part of the University of Georgia Strategic Plan. The unit-based plan for the Georgia Center includes four strategic objectives: (1) to create an Institute for Strategic Issues, (2) to establish a School for Continuing Education and Professional Studies, (3) to transform the Georgia Center into a Center for the 21st Century and (4) to expand distance education activities at the Georgia Center to assure University interface with the Regents' initiative, GLOBE (Global Learning Online for Business & Education). The unit-based plan will be revised as necessary to be consistent with and supportive of the institutional goal and the institutional strategic plan. The institutional goal of the University of Georgia is to provide the best possible education to its students; the best possible service to the citizens of the state of Georgia and beyond; and research, discovery and creative achievement of the highest order to benefit Georgia, the nation and the world.

Strategic Objective: Institute for Strategic Issues

Reasons for Choosing the Objective

The Georgia Center has a compelling vision to create an Institute for Strategic Issues (Reference: Aspen Institute) to provide outstanding programs and seminars for adults and organizations. The Georgia Center has achieved a national reputation as a leader in continuing education; however, national and international distinction will be preserved only through imaginative and bold leadership. The Institute for Strategic Issues will enhance the University's national and international presence by providing a place of distinction for adult learning and by developing content so compelling that it is valued within the global community.

The Institute for Strategic Issues will bring together leaders and policy makers from many sectors of society for informed discussions of the challenges and issues of our time to stimulate new thinking and to expand the intellectual perspective of participants. Controversial issues will be explored and diverse perspectives brought to bear on challenges and strategic issues confronting the leaders of business, government, education, and other key segments of society. The Institute for Strategic Issues will foster discussions of the tough issues in an environment that encourages candor and willingness to challenge one's thinking.

The Institute for Strategic Issues will be known for the expertise of distinguished University faculty, excellence in instruction and in support services, "cutting-edge" educational content that is expected of a research institution, innovative instructional design, and educational technologies enabling learners to participate at the time and place of their choice. Programs and seminars will extend new University initiatives (such as those in the biomedical and health sciences, ecology and the environment, and public policy areas) to University alumni and professionals in the state and beyond in a world of "anytime and anywhere" learning. Programs and seminars will be developed to meet the strategic needs of Georgia, Georgians, and Georgia-based business, organizations and communities and the broader international community.

To enhance the educational experience, the Institute for Strategic Issues will be housed in a retreat setting (possibly a wooded area near Lake Herrick) and designed as a world-class learning environment for the new century learners to accommodate interactive and experiential learning, including learning through various technologies. The structure will include conference rooms, classrooms, learning "pods", conversational areas, flexible work areas, a health and fitness area, a food service area, and a mid-size auditorium. The learning community will have access to databases, programs, people and other resources to permit individualized discovery learning or assessment services to enrich and extend the programs and seminars.

The Institute for Strategic Issues will be for state, national and international leaders and policy makers from business, government, education, and other key segments of society. Foundations and sponsoring organizations (including University schools and colleges) will provide financial support and will develop policy and issues based programs for invited participants. The University's visibility and role in the development of policy to address critical and emerging issues will be enhanced as leaders and policy makers use the University as a resource for exploring options and providing studies related to societal issues and higher education policy.

The Georgia Center conducted interviews to explore the concept of an Institute for Strategic Issues. The Center interviewed University representatives (Dr. Gary Bertsch, Dr. Betty Jean Craige, and Dr. Loch Johnson) and community representatives (Mr. Bob Bishop, Senator Paul Broun, Dr. Tal DuVall, Ms. Cardee Kilpatrick, Mr. Dink NeSmith, Judge Lawton Stephens, and Ms. Lois Van Horn.) The interviewees supported the concept of an Institute for Strategic Issues to develop a dialogue on "global politics, global environmental issues, and global social issues;" to bring experts in the field from across the state, nation, and globe together to discuss strategic issues; and to focus on strategic issues where the University is developing special expertise (e.g., Biotechnology and various areas of Genetics and cloning). The interviewees encouraged coordination with other University initiatives and units (e.g., the College of Business, Department of Political Science, the proposed School of Public and International Affairs, Institute of Ecology, Institute of Government, Center for International Trade and Security, and Fanning Leadership Center).

Methods for Implementing the Objective: Institute for Strategic Issues

Estimated Cost: $35.5 million Source: University Capital Campaign

Funding for this initiative will depend upon a major private gift from a corporate, foundation, or individual donor as part of the capital campaign. With the guidance of Senior Vice President Kathryn Costello, a plan will be developed to include the Institute for Strategic Issues in the University's capital campaign list. Construction and naming of a retreat facility on campus would be a preemptive bid for the financial commitment of a major donor. The state-of-the-art retreat facility would provide unlimited opportunities for President Adams and other University administrators to convene prestigious groups in a private setting. Costs for development of policy and issues based programs will be funded by sponsoring organizations and/or attendees.

As part of the University's capital campaign, funds will be sought to design and build a retreat facility (Reference: The Center for Creative Leadership in North Carolina) for the Institute for Strategic Issues. Donors, including major foundations (such as Kellogg), will be attracted to the opportunity to provide financial support for the creation and possible naming of an educational facility and for the on-going support of the "cutting-edge" educational programs and seminars to be offered through the Institute for Strategic Issues.

This state-of-the-art, world-class learning facility will be a "classroom for the future," designed to enhance the educational experience of adults who are in a variety of professions and businesses and who need to learn and interact in a global, digital society. The facility will be technology enriched and structured with flexible, interactive spaces, with as many windows as possible to take full advantage of the aesthetic setting.

Strategic Objective: School for Continuing Education and Professional Studies

Reason for Choosing the Objective

The Georgia Center has served as the nation's leader in the methodology of residential continuing education and should extend this leadership role into the 21st Century. To extend and maintain a world class, comprehensive continuing education operation, the Center proposes a new approach and structure for representing the continuing education function of the University that helps assure a comprehensive, coordinated, educational response to the needs of the sponsoring public. This new structure is the formation of a School for Continuing Education and Professional Studies.

Just as individual educational needs range across a broad horizon of contents, skills and enlightenment objectives, so too should a comprehensive approach to meeting those needs be found at major universities. In the recent past, the Georgia Center has been limited in response in that it has no broad academic credit functions beyond the methodology of independent study. Further, it is not providing 21st Century initiatives in developing the activities necessary to meet the changing needs of potential clients. The proposed new structure enables the Center to add to the rich tradition of non-credit activities with a full range of academic credit activities to meet the needs of the citizens of 21st Century Georgia.

The School should provide the overall structure for all the current Center activity and the academic units necessary to provide a full range of activities including degrees and certificate programs, delivered in a variety of methodologies intent on providing access to part-time adult students, with special focus on opportunities for minority students. The School will have authority to develop innovative and experimental processes and activities that permit enhanced access for the part-time adult student, will receive and retain credit enrollment fees to support operations in the same manner the Center now collects non-credit fees, and will provide a full range of class and program offerings and special services such as those reflected by the development of the Adult and Nontraditional Student Educational Resources and Services (A.N.S.E.R.S.) program.

Consideration must be given to some flexibility in the institutional extra compensation policy for teaching faculty of the School, and for arrangements to be made to 'partner' with departments and colleges in ways that provide capability for providing incentives of development funds, administrative cost recovery and other models that encourage and accelerate the participation of the academic faculty/departments in the School's academic credit activities.

Special provisions of the School should address the recruitment and enrollment of minority groups by innovative and experimental methods that address the special learning and development needs of such groups, and by providing the mechanism - through grant support perhaps - of scholarships for such students who may wish to enter for the first time or return to academic study.

The School will be based on the good practice extant in the profession, comparable to the models of peer institutions' experience and charged with development of special degrees in various areas that address the needs of specific populations and/or educational and manpower development needs of the state. This development will take place with the cooperation and partnership of the institution's academic departments and/or other institutions in the state system.

Methods of Implementing the Objective: School for Continuing Education and Professional Studies

Estimated Cost: $250,000 Source: University Allocation & Redirected Funds

A formal proposal is being developed to establish the School in accord with the University and University System policies. This proposal will document efforts of faculty development, involvement and support, report on the extensive needs assessment activities undertaken to document the support for such a School from potential students, document the experience of peer institutions, provide specific initiative agendas, and identify funding needs and potential sources. Much of the initial work of the School's development and support for its administrative and fiscal needs can come from internally redirected resources of the Center.

During the first year of planning and launching the school, the Center would need $150,000 additional funds to those redirected (Personnel and Operating) within the Center. The purpose of these monies would be to provide basic support for one additional position ($30,000 for an additional advisor) and a basic marketing effort ($20,000) to announce the program. The remaining $100,000 would be used for extra compensation to faculty for individual course development and teaching. Also necessary will be the capability to retain enrollment fees collected for credit course enrollments while EFT "counts" go to departments/colleges. In the second year as programs of study are defined, the Center will need University support of $100,000 for development of degree sequences and continued marketing. In the third year, with retention of credit enrollment fees and program growth, no additional support for the School should be necessary.

Strategic Objective: Transformation of the Georgia Center for Continuing Education - Center for the 21st Century

Reasons for Choosing the Objective

The Georgia Center for Continuing Education stands as one of the most successful and comprehensive residential conference centers based on any university campus in the world. The Center has achieved a national reputation as a leader in continuing education through its proactive and dedicated 43 years of service to adult learners. The Georgia Center has served well as a residential conference center, but the impact of technology and the increasing awareness adults have of their surroundings require that significant restructuring and enhancements take place in order to become a learning center for tomorrow.

It is well known that the Georgia Center is a predominant, treasured link to the University for thousands upon thousands of Georgians. These and future learners are becoming accustomed to the use of technology and other innovations in approaches to learning. To continue as a vibrant, vital part of their professional development and personal enrichment, the Center, along with the University, is challenged to reinvent itself to meet the learning needs and styles of our up and coming adult learners.

As stated in the University's Guidelines for Strategic Planning (1999) for the First Decade of the 21st Century, there is a rapid growth of continuing adult and professional education. Additionally, there is recognition of the keen importance of linking the University with various economic development initiatives and enterprises. The Georgia Center does both and should be shaped to be even more capable of doing so in the future.

Imagine a Georgia Center with all conference rooms upgraded to include flat panel displays, state-of-the-art sound systems, permanently installed computer projections systems, electronic writing boards, and touch screen control panels for all ambient room elements. Imagine multiple Internet connections, wireless "voting" response systems and language translation ports available in a number of rooms, particularly auditoriums.

Imagine more up-scaled conference rooms with tiered and ergonomic seating, in-room break areas, closets and storage. These elements suggest that a new learning wing be added to the Center. These rooms would all be equipped with full state-of-the-art technology. Additionally, the Center is in more and more demand for large groups requiring full-scale exhibit space and a larger, more spacious banquet hall. An expansion and revamping of current space to accommodate the flow and mix of people among the learning and support areas is required. A place for evening gatherings and entertainment would also add to the total residential experience as would the addition of a modest fitness center.

At the same time a trend has emerged with more and more groups requesting intimate meeting and eating areas. There is a demand for at least one more small dining area. General storage space to house exhibit materials, instructional materials, and other supporting items is also needed. Underlying all the physical improvements is an attendant need to provide service that is of the highest quality.

The current users of the Georgia Center represent widely diverse disciplines, topics, interests, and professions. However, more could and should be done to expand the offerings of continuing education to tie even more closely with vast academic expertise of faculty and the ever increasing needs of professionals to gain new knowledge and skills in those same areas. Inquiries tell us that more space adaptable to larger groups, both in plenary and "break-out" sessions, would be helpful. Demand is apparent for more advanced technology to support the learners and instructors of programs. The Center desires to renovate its facilities to aid campus departments in the development of conference experiences that showcase the wealth of knowledge and talents among university faculty.

Methods for Implementing the Objective: Center for the 21st Century

Estimated Cost: $35 million Source: Special University Allocations, Private Donors & Auxiliary Funds

The Georgia Center has been changed from its original structure five times demonstrating a tremendous capacity to adapt to the changing needs as demanded by its function. In response to previous internal strategic development planning, an intensive study has been recently conducted with the help of Sizemore Floyd, Atlanta to determine the feasibility of again adapting for the future. It is possible and desirable to make such adaptations. In general, the changes would cluster the learning, living, and administrative functions providing a more logical flow for guests. Thus, the primary function of the Georgia Center's facility, the delivery of conferences, would be more apparent, and the Center's capacity would be increased to 750 attendees. Both large and small group learning space would be added along with exhibit space and new technologies would be incorporated. A more functional approach to providing banquets, other meals, and receptions would also be engineered. The Sizemore Floyd study reveals that these changes can be made for about half the costs of building a new facility with equal capacity.

Following a very intensive and thorough design and development phase, several funding methods for implementation will be sought including donor designation of various areas and additions. Other innovations and upgrades, particularly in technology, may be handled through matching grants, scheduled payments, and advanced loans. This strategic objective clearly builds upon the existing strengths of the program, reputation and facilities of the Georgia Center and its faculty and personnel. It also contributes to the University's role as a publicly supported university and the particular needs of Georgia, its economy and culture, and our role in the nation.

With the assistance of Senior Vice President Kathryn Costello and the Office of Development, a major donor will be sought. In 1953 the W. K. Kellogg Foundation made a substantial grant to The University of Georgia for the establishment and initial development of a residential conference center, The Georgia Center for Continuing Education. In January 1955, the official groundbreaking of the Georgia Center made the Center the second of the "Kellogg Centers." In March 1984, the Center received a second Kellogg grant of $8.4 million for new programs. The State of Georgia contributed $7 million, as matching funds to the Kellogg grant, to renovate and expand the Georgia Center complex. The W. K. Kellogg Foundation's substantive commitment to the Georgia Center's construction and program development may prove to be a source for additional major grants.

Strategic Objective: Expand distance education activities at the Georgia Center to assure University interface with the Regents' initiative, GLOBE (Global Learning Online for Business & Education)

Reasons for Choosing the Objective

For all of its history the Georgia Center has provided electronic outreach and supported special delivery methodologies to 'link' the learning and development needs of the adult, part-time student with the educational resources of the University. As the original site of Public Television for the state, the provider of the State System Independent Study program, and the public radio service for the Athens' area, the Center continues a long involvement with 'distance' activities for learners.

In recent years, the Center staff has been much involved with the distance education activities and plans of the State Regents and other elements of state government initiatives for the application of technology to the educational needs of the people. Members of the staff continue to serve important roles in planning groups for the initiatives begun by the Telecommunications Act of 1991 - including Peach Star, Peach Net and the Georgia Statewide Academic and Medical System.

The director of educational programs for the Center has been designated the IDEA (institutional distance education administrator) representative for the University to the State Regents, as well as the coordinator for interface with the Southern Regional Education Board's SREC (Southern Regional Electronic Campus) effort. The Center's WEB-ID unit has been involved in State System course development projects for the State Regents for the past two years and has been informed it will continue to be needed for this service into the future. Specifically, President Skinner of GLOBE has contacted the Center to provide support services in the course development area.

The Georgia Center has been designated to serve as the site for production and maintenance of video streaming capability for the State System in a 'video archive' role for the housing and distribution of on-line, interactive courses that contain video elements. Staff members of the Center have worked as advisors in the Regents' development of the Georgia Learning Alliance and are now being contacted by the President of the Regents' GLOBE initiative for assistance and involvement.

It is proposed that the Georgia Center be designated as the focal point for the University's link and interaction with distance education programs, courses, and activities of the State Regents including the new GLOBE initiative. This action would assure the University of having an official presence for distance education and a direct connection for participation in the GLOBE activities, and would enable the institution to provide support services in distance education to the campus and the State System.

Methods for Implementing the Objective: Expand distance education activities at the Georgia Center to assure University interface with the Regents' initiative, GLOBE.

Estimated Cost: $125,000 per year Source: University Allocation

At present the Center administrative workload for Regents' related activity is one professional slot and one support slot annually. This does not include time commitments for project activities. Estimating that the University could double the present level of activity in two years, the additional support necessary would be approximately $125,000 per year.

Georgia Center Strategic Planning Process

The Georgia Center's strategic plan was developed by seven strategic planning teams, composed of 70 faculty and staff of the Georgia Center plus seven external members, under the direction of a steering committee, the 10 directors of the Georgia Center. Strategic planning committees developed strategic plans in seven critical areas: educational programs, financial, master/physical, personnel, external affairs, marketing/public relations, and information technology (November 2, 1998). Their committee reports included a host of recommendations and information from interviews with key constituencies (February 1, 1999). The steering committee approved a revised Georgia Center mission, The Georgia Center for Continuing Education provides University-level lifelong learning and professional education, and approved a core business statement, We create and provide opportunities for lifelong learning in an ever-changing world (February 12, 1999). The steering committee selected priority short-term and long-term activities for the organization from the committee reports, presented for discussion in a two-hour general session to Georgia Center faculty and staff (March 17, 1999).

To assist in the review of its programs, advice was sought from consultants who independently visited the Center and submitted reports outlining recommendations for consideration. Gary Matkin (Associate Dean, University of California Berkeley Extension) reviewed the Center and its budgeting and accounting (July 14-17, 1998), and Dennis Prisk (Senior Vice President for Graduate and Extended Studies and Technology, Marshall University, Charleston, West Virginia) reviewed the Center administration, organization and programs (August 4-7, 1998). The directors selected some of their key recommendations for consideration during strategic planning. Dr. James A. Crupi (President, Leadership Solutions, Inc., Plano, Texas) consulted with the chairs of the strategic planning committees and the steering committee regarding the strategic planning committee reports and the Center's strategic initiatives for the next decade (April 7, 1999).

The Georgia Center was one of 26 institutional planning units to develop and submit a unit-based strategic plan as part of The University of Georgia Strategic Plan. The Georgia Center Strategic Plan included three strategic objectives: (1) to create an Institute for Strategic Issues, (2) to establish a School for Continuing Education and Professional Studies, and (3) to transform the Georgia Center into a Center for the 21st Century (June 23, 1999).

The Center directors participated in a half-day strategic planning session conducted by Dr. Wes Wynens (consultant from the J. W. Fanning Institute for Leadership and Community Development). Following discussion of the Center's overall strategic plan and possible implications, the group explored the challenge of resource realignments, change of focus, formation of a school, and requisite tasks to make a school operational (June 23, 1999).

Focus groups and individual interviews were used to gather information regarding the strategic initiatives proposed by the Georgia Center. A focus group discussed the concept of a School for Continuing Education and Professional Studies (June 22, 1999). Focus group participants were Dr. Louise McBee, Dr. Brad Courtenay, Dr. Lucian Harris, and Mr. Rich Cary (Moderators: Dr. Pam Kleiber and Mr. Mike Healy). Mr. Ed Benson and Dr. Walt Denero were interviewed individually.

During July and August, ten prominent University and community individuals were interviewed regarding an Institute for Strategic Issues. Those interviewed were Dr. Gary Bertsch, Mr. Bob Bishop, Senator Paul Broun, Dr. Betty Jean Craige. Dr. Tal DuVall, Dr. Loch Johnson, Ms. Cardee Kilpatrick, Mr. Dink NeSmith, Judge Lawton Stephens, and Ms. Lois Van Horn.

In June 1999, the Center contracted with Sizemore Floyd Architects, Inc. (Atlanta) for a space utilization study including a comprehensive analysis of the Center, its facilities and its mission for the next several years. The study is directly related to the Center's strategic initiative, Transformation of the Georgia Center for Continuing Education - Center for the 21st Century.

Guided by the Center's strategic plan for the 21st century and by the strategic planning committee reports, the units and programs of the Center developed operational strategic plans for FY 1999-2000 (Georgia Center for Continuing Education Strategic Plan FY 1999-2000). The Center has developed a list of selected peer institutions, identified peer institution benchmarks, and developed performance indicators for the Center's programs and units. An analysis of the Center's programs and units (using a conceptual model, Relationship of Resource Allocation to Mission) is being conducted to ensure the alignment of resources with institutional goals.