Partial list of opportunities:
 – Acreage to build on

– Room for growth in technology, athletics, new course offerings

– Distance learning

– New initiatives in athletics and academic programs, specifically nursing

– Make media aware that most of our graduates remain in the area

– Cooperative ventures with other colleges

– More opportunities for volunteerism

– Increase collaboration and articulation with community

– New president, new vision, new commitment to the College’s mission

Partial list of threats:
– Whatever other established, small colleges in the area may be planning

– Influx of branch campuses from out-of-area or out-of state colleges

– [Need to maintain] faith-based Catholic identity as we expand and change direction

– Other colleges offer adult and weekend programs in the area

– Falling behind in technology

– Growing faster than we can respond, adapt, or make accommodations

 

Core Component: Notre Dame College realistically prepares for a future shaped by multiple societal and economic trends.

Demographic data shows that the largest group of students ever is now entering higher education but with different characteristics than prior generations. Earlier groups were mostly from affluent white suburban families. Current students are more diverse, and a growing number are poorer and older. At the same time, states are cutting back their support of higher education. Campuses are becoming crowded, tuition rates are rising, and there is an increasing demand for financial aid.

For small colleges, the longer term enrollment outlook is very challenging. The National Center for Education Statistics projects an 11 percent increase in high school graduates between 2001 and 2013 but that growth is centered in the west, southwest, and southeast regions of the country. Larger institutions with more amenities and lower cost programs could edge out small colleges in a shrinking applicant pool. Analysts project that many small colleges are not fiscally prepared for this challenge and many will close or merge by 2010.

The strategic imperatives for Notre Dame were, and still remain clear. The College must reverse its downward spiral in enrollments, strengthen institutional operations, and turn financial fragility into financial stability. Initially, institutional planning for this turnaround was difficult due to many years of alarmingly unrealistic enrollment projections which were not met and the resulting operating deficits. Since Spring, 2004, that has no longer been true. For the past several years the College has experienced record enrollment and budget surpluses. As the College’s recovery continues, it is very important to continue to deliver on stated goals and to maintain credibility with its Board of Directors and the entire College community.

The current administration’s motto is to “under-promise and over-deliver” in order to remain flexible and adapt to future changes. As a result, bold plans are understated and planning horizons are purposely shortened to focus attention on the essential critical goals. This has resulted in many campus community members believing that when Dr. Roth and his team say something will get done, it gets done.

Planning for Notre Dame College reflects accurately the reality that the College is in an aggressive and strategic turnaround and startup mode. The causes of the College’s declining enrollment and related revenues and then its re -staging in a turnaround follow the patterns of similar organizations. During the past four years the College had to move fast and decisively in order to ensure its survival. It is now at or beyond the typical crisis stage for such a turnaround and recovery. It currently faces problems typical of successful turnarounds: how to handle success, manage capacity, and preserve the best of its mission and heritage while moving boldly into its ever brighter future. The College’s challenge, therefore, is how to ensure its future while preserving the best of its mission and heritage. That will be the overarching theme of its strategic planning when the IPPC resumes its work in Spring, 2007.

Notre Dame College’s environment is supportive of innovation and change.

Despite its financial fragility, the College realized as early as 2001 that it needed to improve facilities and offer new services if it was to recruit and to retain students. Therefore, in Winter, 2002, the College launched its first capital campaign in seven years. Following the change to coeducation, it created a short-term plan for facility renovations to support growing enrollments which resulted in the following initiatives:

  • The Bruening Advising and Student Services Center brought the offices of the Registrar, Financial Aid, and Student Advising together in one place for the convenience of students,

“All the turnaround experts sound the same when they come in, but in time a few succeed. With the rest it’s business as usual. Dr. Roth is one of the performers. When he says he’s going to do something you can take it to the bank. Truly impressive.”

Kevin Sroub, Visiting Professor of Finance and Mathematics

As stated previously, Dr. Roth established the Institutional Policy and Planning Committee (IPPC) early in his tenure. It included faculty, staff, students, administrators, and Board members. Four subcommittees, called Blue Ribbon committees, explored four areas of the College: Traditional Students, Adult Students, Student Services, and Athletics. By June 29, 2004 each committee submitted detailed reports according to a template that described the:

  • Current Statement of Purpose for the functional areas,

  • A list of services provided by the subcommittee’s functional areas,

  • The connection to the College’s mission made by the functional areas,

  • Budgets, and

  • Future initiatives recommended by each functional area.

During several IPPC retreats, each Blue Ribbon committee provided its report. After two days of discussion, the result was a significant list of short term critical needs identified by the subcommittees.

Using a forced limited selection by all members of IPPC, the most critical initiatives were identified and recommended for implementation. The President and his staff gave further consideration to the recommendations and determined the initiatives that would be developed through 2007. The implementation grids tell two stories. First, they indicate the priority given to activities with the greatest potential to stimulate enrollment and to improve finances. Secondly, an impressive percentage of the targeted activities were successfully completed. The College faculty and staff came together in a dynamic example of collegial cooperation to meet the challenge these objectives provided. The following highlights summarize the progress made over the last three years.

Academic Year 2003 – 2004

  • The entire admissions and recruiting operation was redesigned; offices were renovated, new parking was added, new tactics such as the “Subway Lunch Series” were adopted, and new staff were hired,

  • The adult and graduate programs were reorganized and space was renovated for the Adult Admissions Office,

  • The TEEL® program began offering courses in Youngstown, Ohio in Spring, 2004,

  • Planning for a partnership with Huron Hospital School of Nursing was initiated, and

  • Planning for new programs in Intelligence Analysis and Criminal Justice was begun.

Academic Year 2004 – 2005

  • The College established a partnership with Huron School of Nursing and was authorized in 2004 to offer an Associate of Science in Health Sciences leading to a diploma in nursing,

  • Planning for a College-wide assessment program began in 2004. In 2005, seven faculty members and one administrator attended Alverno College’s Assessment Conference,

  • Focus on the mission was enhanced by the new presence of a Director of Campus Ministry beginning in March, 2005,

  • A Catholic Leadership certificate program was designed,

  • The second floor of the Library was renovated to accommodate growth and new technologies. A SMART Classroom that offers 40 laptops for student use and interactive teaching technology was installed. The Academic Support Center for Students with Learning Differences was also created, offering three private study rooms, technology, tutoring, and support services, and

  • Additional student housing was created by remodeling several lounge areas in Providence and Harks Halls.

Academic Year 2005 – 2006

  • More student housing was created by renovating the garden level of Providence Hall,

  • A new science lecture hall was created by remodeling the former nutrition laboratory in the Administration Building,

  • The front campus Legacy Walkway and Quinlivan Circle was completed. This was a commitment to alumni in gratitude for their support,

  • Additional parking and a new entranceway were built to alleviate crowded conditions,

  • The need for nurses within Ohio and the nation is great. The College hired a Director of Nursing to develop a BSN and a BSN completion program. The Ohio Board of Regents, the Higher Learning Commission and the Ohio Board of Nursing have approved the programs. Recruiting for the BSN completion program brought the first BSN nursing students to campus in Fall, 2006; recruiting for the BSN program began in November, 2006 for the Spring and Fall, 2007 semesters,

  • Off-site locations for the Teacher Evening Education License (TEEL®) program were established in Akron, Columbus, and Cincinnati,

  • Online course offerings began during Fall Semester, 2006, and

  • The Falcon Café, a coffee shop and student lounge created primarily for commuters, was added to the first floor of the Library.

“We want to survive as a quality institution…We want to be part of the world of higher education…we want to be a quality member, an esteemed member. We need to join the community of quality colleges, which means as we do our strategic thinking, we’ve got to ask ourselves, what are the hallmarks of a quality institution?”

Dr. Andrew P. Roth
President
Address to the General Meeting
January 10, 2007

At this point in the College’s planning, almost all of the easily available space was identified, renovated, and put into valuable service. For example, in order to accommodate a new wrestling program, the lower level of Harks Hall was converted into a wrestling room. A previously unexcavated space adjacent to the new wrestling area was excavated and developed into expanded student fitness space to alleviate crowding in the Keller Center. Since the College is at its current physical capacity, planning for Academic Year 2006 – 2007 and beyond now requires a different way of thinking .

  • The IPPC, its subcommittees, faculty, and staff were engaged with the identified initiatives. As noted, most are completed or in progress. When the IPPC renews its work in Spring, 2007 it will have to grapple with capacity and its strategic implications.

  • For example, current choices include slowing growth, growing according to plan, or exploring growth opportunities that do not impinge upon the College’s current physical capacity, such as off-site and/or online programs. It is a question of balancing risks: grow too large too quickly and swamp the resource base or slow growth and risk not being able to begin growth again when capacity has been increased.

  • Although still financially fragile, the College has experienced three very strong budget years and scarcely resembles the Notre Dame of three years ago. The turnaround and startup environment, which began within a “culture of austerity”, is now evolving into a culture of stability and hope.

Notre Dame College’s planning documents reflect a sound understanding of the organization’s current capacity.

As suggested above, the College is acutely aware of its capacity. Current strategic thinking takes into account at least three major variables:

  • The College’s financial health,

  • The College’s strategic goals, and

  • As the College’s enrollment grows, it faces the need to build additional student residence halls, classrooms, parking lots, and offices.

From a planning perspective, there is circularity to these issues: without increased facilities, the College cannot grow its enrollment, which will inhibit its ability to meet its strategic goals, which in turn, will impact its financial health; if its financial health is adversely impacted, it will not be able to enhance its physical facilities, which will impact its enrollment. As the College emerges from the Self-Study process, planning to resolve this conundrum will be at the heart of its strategic thinking and analysis.

The College’s financial health has improved significantly since 1999.

The key to the College’s improved fortunes results from its marked enrollment growth since 1999 and, more particularly, since 2003. As key enrollment figures shown in Table 3.1 demonstrate, on the margin, the College’s traditional full-time enrollment has increased 158 percent since 1999, and between 2003 and 2006 it more than doubled. Although the College’s venerable Weekend College program (WECO) continues to wither under the pressure of increased competition from numerous local and non-local educational providers, the College’s visionary Teacher Education Evening Licensure (TEEL®) program has enjoyed dramatic growth during the same period. Whereas WECO enrollment has literally been cut in half, TEEL® almost doubled between 2003 and 2006 and increased 2125 percent since 1999. Similarly, the graduate program has almost tripled since 1999. These robust enrollment numbers have generated genuine operating surpluses with minimal withdrawals from the endowment. In fact, for the last two years, there have been no withdrawals from the endowment. In short, enrollment growth is providing operating surpluses which in turn are funding operating growth and creating new surpluses.

Table 3.1: Key Enrollment Figures

Table 3.1: Key Enrollment Figures

View Table 3.1: Key Enrollment Figures
(PDF File Table3.1-Key-Enrollment-Figures.pdf, 7KB)

The statement of activities shown in Table 3.2, derived from the College’s audited financial statements, depicts the College’s financial strength from operations. Like most private colleges, Notre Dame College is dependent on tuition and the financial support of gifts and grants. Since 1999:

  • Revenues from tuition and fees before scholarships have nearly tripled from $5.4 million in 1999 to $15.5 million in 2006, reflecting the increase in full-time enrollment.

  • Total expenses have grown by a lesser rate since 1999 from $6.9 million to $13.8 million in 2006 as a result of careful management practices, the willingness of the College community to spend frugally, and a goslow strategy of increasing capital expenditures until assured that growth could be sustained.

  • In 1999, the College relied heavily on strong earnings from investments. In essence, the College managed operating losses by deploying investment earnings to offset those losses. With the market correction in the late 1990s and early 21st century combined with depleted nonrestricted assets, that tactic was no longer available to the College. It had to grow operating income and net margins. Although investment income has rebounded strongly since 2002, the stronger operating income has reduced the need to rely on investment earnings. Thus, investment earnings are held as resources for future needs. This is the single most dramatic evidence of the College’s renewed financial vigor.

  • As a result of the growth in net tuition from $4.0 million in 1999 to $9.7 million in 2006 and the College’s increased confidence in its ability to sustain its growth, it has begun to allocate resources to support spending increases in educational and general expense. Some highlights include:

– Instructional and departmental expenses remained stable from 2001 through 2004. Fiscal years 2005 and 2006 reflect increases of 19 percent and 21 percent respectively.

– Student Services expenses saw increases in 2005 and 2006 of 42 percent and 11 percent respectively.

– Operation and maintenance of plant expenses reflect increases in 2005 and 2006 of 18 percent and 33 percent respectively to address issues of deferred maintenance. Currently, for example, the College is planning for the replacement of one 80-year old elevator and the repair of the other 40-year old elevator in the Administration Building.

Table 3.2: Key Statement of Activities

Table 3.2: Key Statement of Activities

View Table 3.2: Key Statement of Activities
(PDF File Table3.2-Statement-Activities.pdf, 12KB)

  • Prior to the turnaround in 2004, the College relied heavily on nonoperational sources of resources.

– Strong earnings from investments were utilized to balance the budgets in 1999 and 2000.

– Accumulated endowment earnings were utilized in 2001 and 2002 when investment income suffered from market downturns.

– Insurance proceeds from a casualty loss created resources for building replacements and related financial gains.

  • Financial support from gifts and grants remained very strong from 1999 through 2003 as a result of major capital and endowment building campaign. Gift and grant support has declined since 2003 to about $1.2 million per year due to a hold on major capital campaigns.

For 2007 and future years, projected increases in enrollment will continue to provide adequate financial resources to support strategic initiatives. In addition, the College will restructure the long term land lease with the Sisters of Notre Dame to provide a purchase opportunity that will strengthen the College’s balance sheet for long term financing of expansion projects. Support from major capital campaigns will supplement financing proceeds.

Strategic Goals

The President and his staff have been refining four strategic goals designed to facilitate a more formal strategic conversation throughout the campus. Beginning in Spring, 2006 these goals were discussed at various General Meetings, dinners with groups of faculty and staff, and with members of the Board of Directors. Throughout Spring, 2007 these goals will be distributed to the College community. They are:

  • To create a distinctive Notre Dame College education anchored in the liberal arts, attuned to professional preparation, cognizant of students’ multiple learning needs and styles, sensitive to its Catholic heritage, and focused on the need to not only prepare students to earn a living, but also to learn how to live a life.

  • To attract a high quality and diverse student population of sufficient size to ensure both the College’s survival and to create a vibrant learning community.

  • To attract and retain the financial, human, and physical resources necessary to ensure both the College’s survival and to position it for the pursuit of excellence.

  • To create an academic and administrative culture of accountability and assessment.

Facilities

The College has contracted with URS Corporation, a national provider of architectural and engineering services, to create a master plan for design of the campus. This relationship began in 2005. In addition to the members of the Board of Directors‚ Buildings and Grounds Committee, the Facilities Planning Committee includes community officials, many of the members of IPPC, students, and faculty.

To date, five meetings have taken place resulting in several design concepts for consideration by the College community. Committee discussions have focused on those strategic drivers that lead to decision-making:

  • Academic and enrollment issues
  • Athletics
  • Student lifestyle and recreation
  • Security
  • Health Center
  • Faculty Offices
  • Growth rates
  • Site issues

As of Spring, 2007 the College is considering the interrelationships of these key variables. Discussions are scheduled every month. The next phase of strategic planning will be influenced by the outcomes of this process.

Notre Dame College incorporates in its planning those aspects of its history and heritage that it wishes to preserve and continue.

“The College’s overarching goal, however, is not simply to survive, but to survive within a mission-focused context. Its goal is not survival for survival’s sake, but survival for the sake of mission and vision. Everyone, however, must be realistic and recognize that if the institution does not survive, the mission dies with it.

As a result, it is imperative for the College to think deeply about mission, vision and planning. Frequently, however, when thinking strategically, institutions become bogged down in the a priori deductive attempt to define themselves in the absence of inductive experience. Notre Dame College needs to be empirical. It needs to explore who it is today, what it does today, what opportunities and threats surround it today, and what it might do tomorrow. It needs to ask itself how all of that links back to mission and vision in order that it might inductively define itself according to its closely held first precepts and their interplay with the world’s realities and needs today and tomorrow.” (Draft of Strategic Thinking, 2007).

When the Sisters of Notre Dame founded the College, they assumed the roles of students, faculty, and administration so that mission was infused throughout instruction, daily operations and strategic actions. Over the years, however, their role has diminished due to several factors:

  • The transition to a lay Board of Directors (1990) and President (1996),

  • In 2004 the Sisters of Notre Dame vacated the residence halls so that students could move in, removing the presence of resident nuns, and

  • The offer from the Sisters to sell the land on which the College sits to the College.

As noted above, as the College continues its journey of becoming the new Notre Dame College, it is determined to preserve and to take into the future as much of its heritage as possible. With the intent, therefore, to strengthen the College’s adherence to its mission and its connection to the history and heritage of the Sisters, in early 2005 the College reestablished the Office of Campus Ministry. In February, 2007 President Roth created the position of Special Assistant to the President for Mission Effectiveness and appointed Sr. Carol Ann Ziegler, SND, to that position beginning on February 1, 2007. Part of the responsibility of these two offices is to focus the College’s strategic thinking and planning on mission and its relevancy to today’s complex realities.

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