Colleges and universities faced substantial challenges on many fronts prior to the arrival of COVID-19. Demographic changes, current and forecasted enrollment declines, increasing costs, decreasing revenues, declining public support, social justice issues, and a changing world of work confronted every institution to some degree. The pandemic only exacerbated these challenges, setting the stage for severe financial consequences as colleges rapidly shifted to online instruction, redesigned support services for virtual delivery, and canceled on-campus activities.
While short-term actions are necessary to respond to these immediate and near-term needs, the environment down the road will be vastly different. Short-term strategies now in use are not sufficient or appropriate to provide for long-term viability.
Now is the time for boards of trustees to strategically plan for a post-pandemic institution—one that will be responsive and viable. The board, in its role as institutional steward, is responsible for establishing the college’s direction and monitoring its progress. A clear vision for the future, created with input from all internal and external stakeholders, led by the board, is imperative and must be a board priority. This calls for analysis of where the college desires to be in the post-pandemic environment. Such a vision should be mission- focused, market(s)-driven, and data-informed. A planning strategy is needed that projects out three to five years, crafts a vision for the institution at that and future points in time, and then moves back to the immediate to build a plan forward.
Megatrends that Will Define the Post-Pandemic Institution
The institution’s vision inherently encompasses expectations for enrollment/retention, program content and delivery, and a business plan. At a minimum, these three highly interrelated elements will define the institution in the future.
Enrollment and Retention
With fewer state dollars being committed to public institutions, enrollment and retention significantly drive funding. Before the pandemic, many colleges and universities were already experiencing enrollment challenges resulting from a variety of factors, including declining numbers of students in their state and region. Now, in the midst of the pandemic, enrollments continue to fall, especially (but not exclusively) among underrepresented and low-income students. Institutions must focus even more intently on boosting retention of current students alongside expanded outreach to existing and new student markets. Assuring access and equity for all is a top priority.
Program Content and Delivery
The economy and employment landscape will look different post-pandemic. Boards and presidents must begin now to review current economic and labor-market trends in conjunction with program advisory boards and regional employers, using their feedback and data to realign programs with new expectations. As “safe start” plans are implemented, leaders must continually visit and revisit how curriculum is and can best be delivered given the specific content, student needs, and safety concerns. Gaps in student access to and proficiency with technology must be identified and addressed to ensure equitable delivery while continued professional development will enable faculty and staff to fully utilize emerging technologies.
Business Plan
The entire funding structure of institutions was upended in March 2020, when students were sent home to learn online. Athletic events and other revenue-generating on-campus activities came to a halt overnight. In some cases, housing and dining fees were refunded. Student recruitment and admissions processes were completely transformed. Fundraising efforts were either paused as the focus shifted to “checking in” with donors or prioritized additional scholarships and emergency assistance for students. At the same time, state and local governments and other funding partners experienced severe revenue shortfalls, making their future commitments uncertain.
The revised business plan must take all these, and other, factors into account amid the lingering question of when the pandemic might ease. It will be driven by new expectations for enrollment and retention, degree and certification programs, student support services (TRIO/counseling, etc.), and technology.
A Framework for Board Assessment of the Post-Pandemic Vision
Effective, strategic board leadership is key if colleges are to envision and become their best future selves. As the institution’s president presents enrollment, program, and budgetary actions for approval, it is imperative that boards, and the individual trustees they comprise, maintain a strategic long-term focus on the success of their institutions and the students they serve. In so doing, the board unequivocally establishes the leadership tone and model for the campus.
In the months and years ahead, boards face difficult decisions that may transform their institutions and significantly alter the lives of their faculty, staff, and students. When such consequential decisions are before the board for discussion and formal action, trustees have a duty to examine the proposed actions through an analytical lens. The following framework offers boards a clear, strategic, and long-term perspective in providing direction and oversight for their institution. Before taking action, the board must ask itself whether a proposed resolution: (1) is consistent with the college’s mission and core values, (2) strengthens outreach to relevant market(s), and (3) is supported by a data-informed decision-making process. Answering the crucial questions within this three-part framework will help the board and president set the institution on a positive course forward.
Mission-Focused
Is the proposed action aligned with the institution’s mission and core values? The board’s foremost priority must be to remain true to the college’s mission and values. That is the ultimate litmus test for all decision-making. Mission broadly defines how the institution’s resources must be directed and used. Note that this question assumes the mission does not need to be revised in view of the pandemic. In the rare case in which a new mission is in order, this remains the board’s first question once that new mission has been established.
Does the proposed action support success for all students? Students are at the heart of the college’s mission. The institution exists to prepare them for success in their professional and personal lives. Students now require even more outreach and services to be successful (e.g., mental health, food, housing, childcare, and financial assistance). This crucial support network must be accessible and equitable for all students.
Does the proposed action sustain or enhance quality instruction and academic and support services? The focus on mission and students demands an uncompromising attention to quality. As noted above, this includes ensuring availability and accessibility of technologies to all students and professional development opportunities for faculty and staff.
Is the proposed action consistent with the goals that have been mutually agreed upon for the president and the institution? Effective recovery requires that the board and president be in synch, working to achieve the same mission-related goals. Both the president’s and the overall institutional goals flow from the college’s mission and vision. While the plan to achieve those goals will need to be reevaluated in light of the pandemic, most board goals such as those focused on access, student success, embracing inclusivity, excellence in teaching, and a positive professional environment are unlikely to change. Time, energy, and resources must be allocated accordingly.
Market(s)-Driven
Does the proposed action better serve or strengthen the institution’s position in its existing market(s) or enable it to serve relevant new student/employer market(s)? Institutions must become increasingly nimble in their response to changing student and workforce demands with new undergraduate, graduate, and certificate offerings. For instance, many campuses have initiated new cybersecurity, data analytics, and health care programs while numerous contact-tracing programs quickly emerged to combat the spread of COVID-19. When allocating resources to any new program, the board must be assured that the program meets a defined market need within its mission and expands access for students and potential employers.
Data-Informed
Is the proposed action based on sound data? All decisions must be informed by reliable and valid data. The board should regularly review key data (enrollment, retention, credit hours, personnel, etc.), always keeping an eye toward indicators as to whether all student populations are being equitably served and attain comparable outcomes.
Does the proposed action reflect input from key stakeholders? Maintaining a sense of campus community is especially crucial during times of crisis and is integral to the institution’s future. The board should satisfy itself that the process leading to a proposed action engaged major stakeholders (faculty, staff, students, and/or alumni as appropriate) for input. The president also should have clearly communicated the rationale underlying the resolution to the campus, including supporting data, to promote shared understanding across all constituencies. This engenders greater trust in the leadership of the president and board and creates more confidence in the final decision.
If the board can truthfully answer each of the above questions with an unqualified “yes,” the proposed action has been well thought out and is in the best long-term interest of the institution and its students. Trustees should feel confident in approving the action and directing resources as proposed, provided the action is not expected to produce any unintended negative consequences.
The road ahead will remain bumpy and, at times, uncharted. Successful recovery after the pandemic requires taking the long view, a vision beyond today’s uncertain terrain to how the institution should look once the path forward comes into sharper resolution. This decision-making framework will help boards navigate the intervening course, keeping the college on track and positioning it to meet the demands of the future with renewed energy and focus.
Marsha V. Krotseng, EdD, is a trustee at HACC, Central Pennsylvania’s Community College. She previously served as president of Bluefield State College.
Charles P. Ruch, PhD, is a president emeritus of Boise State University and South Dakota School of Mines and Technology.
Cathleen Ruch, EdD, is the director of student success at Lake Region State College.
Takeaways
- As institutional stewards, governing boards are responsible for guiding colleges and universities through the post-pandemic environment. A clear vision is an essential part of any institution’s long-term strategy and future. An effective vision should be mission-focused, market(s)- driven, and data-informed.
- Remaining true to the institution’s mission and values must be the board’s top Mission-focused strategic board leadership encourages boards to support success for all students, enhance quality instruction and academic and support services, and align board actions with the president.
- Post-pandemic, boards must ensure their proposed actions strengthen their institution’s position within its existing market and enable them to serve new student/employer markets. Furthermore, institutions must become increasingly nimble in their response to changing student and workforce demands and boards must be assured their programs meet defined market need within the scope of their mission.
- Boards must ask themselves if their proposed actions are not only informed by reliable and valid data, but also reflect input from key stakeholders within the campus community. If the board can truthfully answer “yes” to these questions, then the action has been well thought out and serves the long- term interest of the institution.
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