Responding to the Enrollment Crisis With Academic Program Alignment

News of the financial crisis at the West Virginia University has me sitting up and taking notice. The gist of the situation is that UVW's president E. Gordon Gee and the governance board stating that WVU is in need of transformation. WVUs goal is to trim $75 million from their budget over the next 10 years to account for an expected 5,000 student decline. Implied in that realignment is the termination of programs and associated faculty and staff, which of course has resulted in concerns over shared governance.

Higher education is grappling with a demographic downturn where there are expected to be fewer high school graduates (referred to as the Demographic Cliff) compounded by increased skepticism over the value of a college degree and confidence in higher education. WVU's situation would be expected to be duplicated at a variety of institutions ranging from small, private non-profits to large, public regionals.

Institutions should be completing these reviews on a periodic cycle. These emerging fiscal crises may highlight the necessity of looking at an entire academic portfolio at once to make decisions about resource allocation. It is further important to note that program investment and renewal is just as much a tactic as eliminating a program.

Given the above - what data should be considered in an academic program health assessment?

• Enrollment trends - Looking at enrollment numbers over time, especially the last 5-10 years, can indicate if interest in the program is growing or declining. Steep declines may indicate a need to discontinue or revamp the program.
• Graduation rates - The number of students successfully completing the program each year indicates its effectiveness. Low graduation rates suggest issues with retention or program quality.
• Post-graduation outcomes - Tracking where graduates end up career-wise and if they are finding relevant jobs provides insight into the program's real-world value. High unemployment or low salaries post-graduation may indicate issues.
• Cost/revenue data - Comparing the program's expenses to the tuition revenue it generates. Programs running large deficits may not be sustainable.
• Faculty resources - Assessing faculty-to-student ratios, research productivity, qualifications, etc. Lacking faculty resources impacts program quality.
• Accreditation requirements - If the program is accredited, reviewing if it still meets all requirements is important to maintain accredited status.
• Employer demand data - Feedback from employers on the relevance of the program and demand for graduates provides market insight. Low employer demand is a warning sign.
• Competition - Looking at competing program offerings at peer institutions and enrollment trends. Unique programs with few alternatives may warrant investment.
• Facilities/equipment needs - Specialized labs, technology, equipment etc required for cutting-edge instruction. Outdated facilities indicate need for investment.

WVU does point out that programs could be sustained, improved, reduced, or discontinued based on the outcomes of these reviews.

It is helpful to note that the West Virginia Higher Education Policy Commission | Community & Technical College System has a dashboard to explore the data. Included are FAFSA completion rates, the College Going Rate, Enrollment, Workforce Outcomes, and Degree Production, among others.

I'd expect this to be a pressing need in coming years as institutions look to retool, with some fighting for their very survival or looking for merger partners.