|
Student and Faculty Needs
A-HEC: Many institutions and pundits are in what seems
like an endless debate on whether a student can also be a customer. At Peirce there are no qualms about the student
being the customer. How have you managed to achieve such strong alignment on this key point that is elusive at other
institutions?
AL: Framing the discussion is very important to achieving alignment. At Peirce we view students
as "intelligent education consumers". The average age of a Peirce student is 34 years young. We are concerned
with providing services to meet their needs, while never sacrificing academic integrity. So, we choose to use this terminology,
which seems to be easily understood and embraced, as opposed to using the term customer.
A-HEC: How do you recommend getting accurate, actionable feedback from the students/consumers?
AL: We utilize multiple instruments, including advisory groups and course feedback. Perhaps what
is different about Peirce is that we have dedicated program advisors that provide ongoing, hands-on relationship management
with students and the student feedback is reviewed at least monthly by our Chief Operating Officer. We do not have a
Provost at Peirce. The Chief Operating Office presides over the academic operations.
A-HEC: At Peirce you have implemented a very effective “Program Advisor Model”
to address the needs of distance students. Do these advisors also help place students into jobs, and, is that something
that the for-profits do that non-profits should consider emulating? Is this the ultimate “outcomes assessment”
or do you have other measurements you focus on?
AL: Most of our students are working adults and therefore are already employed. Economically our
students measure return through raises and promotions, which may come immediately or down the road. Such events are
difficult to measure. However, we are beginning implementation of a Customer Relationship Management (CRM) system to
enable us to track our graduate’s progress. We think the application of CRM in higher education will be important
in the future.
Outcomes assessment is a cornerstone of the Peirce academic offerings, Peirce has moved expeditiously to embrace and
implement the assessment guidelines of our accreditors. One of our motivations to move faster on this than most institutions
has been to deliver on our value proposition of the same quality across all delivery lines.
A-HEC: How important is keeping Peirce programs fresh, current, and practical to
their success in the market and are there secrets to making sure that happens? Who has responsibility for this?
AL: Since our focus is on four-year practical baccalaureate programs, by definition we must stay on
the leading edge. Besides the operational approach of program advisors and review by our COO, my office is directly
responsible for strategic planning and positioning. At Peirce, ultimate authority rests with the board of trustees.
The role of the faculty in academics is key, but the strategic direction of our institution is not delegated.
A-HEC: If I understand correctly, at Peirce the faculty are non-tenured. Being
very familiar with the tenure system yourself, how would you describe how this impacts Peirce’s relationship with its
faculty and academic freedom as perceived by the faculty?
AL: Peirce is a non-tenure environment with accreditation. This places us among a small group
of higher learning institutions in the U.S. During my tenor we have worked to make employee development a top priority
and implement a leading edge professional development process that the faculty actively participated in developing.
All employees at Peirce, faculty or staff, are reviewed annually to measure their progress against their plan and rewarded
on merit. Again, framing the discussion is key. While faculty and employees have rights, they have come
to recognize that the college also has rights to insure we are meeting the needs of students. In the end analysis we
believe that our faculty and other employees are very satisfied with their relationship with Peirce and it compares favorably
with other options.
|
 |
|
----------------------------------
"At Peirce we view students as intelligent education consumers."
----------------------------------
"Perhaps what is different about Peirce is that we have dedicated program advisors that provide ongoing,
hands-on relationship management with students and the student feedback is reviewed at least monthly by our Chief Operating
Officer."
----------------------------------
"During my tenor we have worked to make employee development a top priority and implement a leading edge
professional development process that the faculty actively participated in developing. All employees at Peirce, faculty
or staff, are reviewed annually to measure their progress against their plan and rewarded on merit."
----------------------------------
"At Peirce, ultimate authority rests with the board of trustees. The role of the faculty in academics
is key, but the strategic direction of our institution is not delegated."
----------------------------------
Click Here to download the entire interview
----------------------------------
|
|
|
|
|
----------------------------------
Like this Interview?
----------------------------------
|
|
|
|
|
|
|
|
