Toward the 21st Century

Introduction

As we plan the future of the University of Pittsburgh, it is imperative that we articulate governing principles to guide all that we aspire to do.

We recognize that, at our heart, we are an educational institution. Our overriding commitment is to ever enhance the quality of education that we offer to our students.

We affirm our commitment to the highest academic standards as we advance our primary missions of teaching, research, and service to others. We cannot afford to offer anything less than our best.

We will operate our educational enterprise with a minimum of bureaucracy, with rigorous compliance to the regulations of our funding agencies, and, overall, according to sound management principles.

We will think and we will act with a sense of collegiality, and with a sense of pride in the University of Pittsburgh.

We recognize and value the human needs of all those who work and live and study here: our students, our faculty, our staff, and all the communities we serve.

We acknowledge our responsibility, at all times, of honoring our commitment to these principles. We must steadfastly focus on what it is we prize. We must never lose sight of our collective vision for the University of Pittsburgh as it prepares to enter a new century and a new millennium. Our institution must do so as an ever-evolving, ever more consequential place of powerful ideas.

J. DennisO'Connor
Chancellor
Universityof Pittsburgh

Executive Summary

This document establishes a plan for the University of Pittsburgh for the remainder of this century. Its pages contain the input of hundreds of faculty, staff, and students, both as members of various committees and task forces and as individuals. In one sense, Toward the 21st Century serves as the end of a year-long process. This process saw the creation and review by the University community of long-term budget projections, environmental scanning analyses, improved revenue and costs attribution methodologies, and a capital budgeting process. However, this document truly represents only the first phase in the evolution of long-range planning the University needs in order to face a new millennium.

At the University-wide level, this plan consists of a set of strategies through which the University intends to attain the Goals approved by the Board of Trustees as an implementation of the Mission Statement earlier approved by the Board. The Mission and Goals sections reprint these statements, and the plan itself is set forth in the Strategies section.

The strategies which comprise the plan will be used during FY 1995 to evaluate the plans developed by each of the units of the University. Some individual strategies may apply more directly to one unit than to another. It is expected, however, that evaluating unit plans in light of relevant strategies will result in several positive effects, including:

• focussing all units on their strengths;
• eliminating duplication across units; and
• improving coordination among units to bring available resources maximally to bear on meeting the University's mission.

• Improve teaching and learning.
• Enhance research and scholarly activities.
• Focus service to people and to the Commonwealth.
• Articulate areas whose excellence is essential to future success.
• Improve student quality of life.
• Increase integration of the University's five campuses.
• Cultivate an environment conducive to increased faculty productivity.
• Reengineer University processes.
• Maintain appropriate facilities.
• Enhance the University's reputation.

Each academic unit has developed a plan during the past year as the central plan was being developed. Even though these unit plans have not yet been evaluated fully, one-page summaries are presented for each unit in Appendix C. The evaluation process, detailed in the section titled Evaluation, can be expected to require units to reduce their lists of aspirations, but it is not intended to introduce aspirations which do not originate in the units. On the other hand, some centrally-originated elements of implementation may be required in order to reduce duplication and increase consistency. Both the University plan and the unit plans have resulted from wide participation and consultation of all the relevant constituents of the University Planning and Budgeting System.

Mission

"A mission statement provides a point of reference and ensures a consistent, clear purpose for all planning and budgeting activities. A mission promotes commitment and communicates a self-concept."

The University of Pittsburgh, founded in 1787, is one of the oldest institutions of higher education in the United States and the first to be established west of the Alleghenies. The University has maintained a distinguished record of quality educational service to the City of Pittsburgh, the Commonwealth of Pennsylvania, and the nation. It stands today among the front rank universities in the country. Consistent with its historic commitment to high academic achievement, an overriding aim of the University is to enhance further the quality of its programs of teaching, research, and public service and to maintain the stature and prestige of the University, its schools, faculties, and graduates.

By its very nature, the University defies simple description. It shares with other universities the traditional responsibilities for teaching and research, and through these public service, which reach across the spectrum of human concerns. The distinctive character of the University, however, is defined by its commitment to academic excellence, its specialized programs, and the unique array of scholarly interests and talents represented among its schools, campuses, institutes, and centers. Thus, the mission of the University encompasses a range of varied undertakings and, in a sense, may be viewed as the sum of the missions of its academic divisions. While the University's mission is broad, its underlying coherence gives direction to the institution as a whole and to its component parts.

In carrying out its mission during the next decade, the University shall:

• engage in research, artistic, and scholarly activities that will advance learning and extend the frontiers of knowledge;
• offer superior graduate and professional programs that will respond to the needs of Pennsylvania, as well as the broader needs of national and world society;
• provide high-quality undergraduate programs in the arts and sciences, and preprofessional fields, with emphasis upon those of special benefit to Pennsylvania;
• offer continuing education programs adapted primarily to the personal, professional, and career interests and needs of adults;
• make available to local communities and public agencies the expertise and educational services of the University, in ways consistent with its primary functions of teaching and research; and
• provide leadership and cooperate in the development of academic programs with public agencies and other colleges and universities to meet the educational needs of the region and state.

The University also recognizes a natural and necessary linkage between acquisition of knowledge and its application to societal goals. Within a framework of liberal education, the University provides opportunity not only for intellectual discovery but also for career preparation. The University's commitment to the strength and diversity of its schools' programs, the expertise of its faculty, and its unique relationship to one of America's major urban centers enhance its capacity to foster mutually advantageous relationships with the society of which it is a part and from which it derives its sustenance.

A distinguishing characteristic of the University is the international dimension of its programs, which links the University to educational and research activities in other countries around the globe. This brings to the University faculty and students of varied cultural backgrounds and enriches the intellectual climate of the entire institution.

At the national level, the University bears important responsibilities for contributing to the economic, intellectual, and social development of the country and engages in a variety of programs in cooperation with other universities, public agencies, private associations, foundations, and business corporations throughout the United States. The continuation and enlargement of these relationships contribute to the national and international prestige of the University and are necessary to its intellectual vitality.

Equally important is the University's obligation to serve the people of Western Pennsylvania, who for almost two hundred years have furthered its growth. As the only comprehensive, publicly-supported institution in the region, the University addresses the higher education needs of Western Pennsylvania, provides educational leadership, and promotes cooperation among the region's colleges and universities.

By virtue of its location in the heart of a great city and its expertise the University has a special opportunity and responsibility to address the problems of metropolitan life. The increasing concentration of large populations in metropolitan areas is a world-wide phenomenon which generates many of the most critical problems of contemporary society. The University encourages programs of research, teaching, and service in areas related to urbanization, such as mass transportation, housing, education, health care delivery, and industrial development, using the Pittsburgh metropolitan region as a natural laboratory.

The programmatic activities of the University, derived from its mission, are a means for translating that mission into action. In developing and carrying out its programs, the University recognizes not only its commitment to academic excellence but also its obligations to society. While preserving the best traditions of the academy, the University encourages creative innovation and planned progress within an adaptive structure that permits the University to be responsive to the needs of a society characterized by rapid change.

Excellence in basic research is the hallmark of a distinguished university, and the University's commitment to research and graduate and professional education is its most distinctive characteristic. The University also shares with industrial and governmental institutions responsibility for applied research particularly within its professional schools. Research, graduate, and postbaccalaureate professional programs are intimately and inseparably linked. Graduate faculty members and advanced students, working together, are the keys to creative research and effective teaching at the graduate level. The University gives high priority to continued qualitative improvement in its research, graduate, and postbaccalaureate professional programs to serve Pennsylvania, the nation, and the world.

A vigorous and challenging undergraduate program is vital to the University's basic purposes. Creative programs in the arts and sciences and the professions promote intellectual development, personal enrichment, social awareness, and career preparation of undergraduates. Undergraduate programs of the University are rooted in the tradition of liberal education, emphasizing the fullest development of the individual's personality and abilities as well as the acquisition of knowledge, competencies, and values essential to personal and professional achievement. The University recognizes both teaching and research as essential to the professional development of the faculty and encourages the involvement of senior faculty members in its undergraduate teaching programs.

The University offers an environment that facilitates interaction between undergraduates and faculty engaged in research at the frontiers of knowledge, responds in innovative ways to student needs, and provides a stimulus of special importance to students who plan to continue studies at the graduate level. The University is committed to excellence in teaching and continued improvement in the quality and scope of its undergraduate programs to serve the educational needs of Pennsylvania and the region.

A growing number of Americans view education as a life-long process. Earlier retirement affords more time for mature persons to enrich their lives through education; the average period of formal education is lengthening; and larger numbers of working adults are returning to school for personal enrichment, professional upgrading, and career advancement. To meet these new needs, the University offers continuing education programs to promote human development and cooperates with other higher education institutions to provide diversified educational opportunities for adults. The role of the University in public service is related to the institution's commitment to social progress and community improvement. Its public service responsibility is fulfilled primarily through its programs of teaching and research and the availability of its expertise to local communities and public agencies. The services the University performs for society, therefore, must be consistent with its primary educational role and should not detract from its central functions of teaching and research. Within these constraints, the University seeks to strengthen its cooperative relationship with the community of which it is a part by providing educationally-related services of benefit to the public.

The faculty, administration, and trustees of the University are dedicated to achieving this mission, to which they pledge their individual and collective efforts, determined that in the years ahead the University shall remain among the most distinguished institutions of higher education in the nation.

Goals

"The vision statement identifies the core values of the University and, along with the mission statement, guides administrators, faculty, staff, and students in the development and achievement of goals."

Goal: An emphasis on excellence in undergraduate education

Goal: A renewed emphasis on graduate and professional education

Goal: A new emphasis on global studies

Goal: A continued emphasis on research

Goal: A strengthened infrastructure for learning

Goal: A national admissions strategy

Goal: An increased emphasis on enriching the University experience for all students

Goal: A more diverse student body, faculty, and staff through effective recruiting

Goal: A strong leadership role -- locally, regionally, and nationally

Goal: A comprehensive program of human resource development

Goal: To develop a communal sense of cost-consciousness that will be a prerequisite for excellence in this era of diminishing resources

Strategies

"Strategies provide the context for setting operational objectives and address expectations in the areas of performance, personnel, capital, and finances."

Higher education in the United States today operates in an environment filled with challenges and opportunities. Among the challenges facing universities today are ever present inflation and the decreasing ability of students to pay tuition rates, a student population growing in diversity, changing societal expectations of educational institutions, and growing regulatory pressures. On the other hand, institutions face a future bright with the promise of change and new discovery. New technologies expand potentials for instruction, research, and service every day and the critical need for the products of universities grows as society changes ever more rapidly.

American colleges and universities must remain vigilant in responding to changes in society, technology, and other elements of their operating environment. Limiting the organizational vision to products instead of potential, to processes instead of opportunities will inhibit the successful attainment of goals. As a new millennium approaches, universities must be cognizant of the importance of diversity, flexibility, and balance.

The University of Pittsburgh must address this future of promise and concern aggressively. In particular, the University must refocus from its historic inward orientation to one that faces and responds to the external environment. This new focus must especially stress the generation of income, including more effective production from existing sources as well as cultivation of new revenue sources.

In this organizational context and based upon the articulated mission, vision, and goals of the University, the Planning and Budgeting Committees of schools, centers, campuses, and departments, as well as the Provost's Area PBC, the Provost's Advisory Committee on Undergraduate Programs, and the University Council on Graduate Study have looked to the future. Based on their analyses and proposals, the Office of the Provost has adopted academic strategies for the next five years.
These strategies serve as the foundation for the identification of specific initiatives aimed at improving the quality of programs and services, the achievement and satisfaction of students, the cost effectiveness of operations, and overall institutional performance. Determining relative priorities among these strategies and constructing a reasonable timeframe for their accomplishment remains to be done.The extent to which these strategies and initiatives are implemented will be carefully monitored. Benchmarks will be established for each objective where it is possible to do so, and the degree of success of the University in achieving its projected goals will be periodically examined.

Implementing these strategies will not be easy. They challenge traditional ways of doing business and require difficult resource allocation decisions. But they nevertheless define the fundamental nature of the University and must therefore guide future decision making.

Strategies

Strategy 2: Facilitate the discovery of knowledge, enhancing funded research opportunities and promoting and assisting investigations in the humanities, natural sciences, social sciences, health sciences, and professions.

Strategy 3: Serve the citizens of the Commonwealth and beyond by seeking solutions to problems of human society and condition and by providing career-oriented educational opportunities to students, especially in professional programs unique in Pennsylvania.

Strategy 4: Strengthen the core areas of the University -- the arts and sciences, business, engineering, law, and medicine -- and continue to nurture existing areas of high quality.

Strategy 5: Enhance the knowledge environment by improving the quality of student life and providing the most appropriate range of academic opportunities and student activities.

Strategy 6: Move toward becoming a better integrated system of five campuses.

Strategy 7: Promote improved policies and procedures relative to the personnel who transmit, discover, and apply knowledge.

Strategy 8: Improve the structure and processes of the University, reducing barriers to the achievement of the other goals, and ensuring the continued primacy of the academic mission.

Strategy 9: Maintain and further develop the physical infrastructure and campus environments that support academic achievement, remaining sensitive to the interests of surrounding communities.

Strategy 10: Construct a new image of the University of Pittsburgh through the concerted application of long-range planning strategies, thereby enhancing institutional reputation and voluntary support.

Strategy 1

Transmit knowledge in more effective and efficient ways, seeking out new students, exploring different and improved instructional techniques, and recognizing the importance of all knowledge dissemination activities.

The University serves a wide range of publics. Ultimately, all activities must be designed to improve the University's capacity to enhance learning among the next generation of scholars, professionals, and citizens. Only by understanding and defining its total student body can the University successfully plan for the future.
The University must clearly identify its target student audiences. Academic departments and professional schools focus on the education of their majors, but the faculty need a clearer understanding of the student body as a whole, particularly at the undergraduate level. The University lacks coordinated retention efforts, indicators of student success, and any basis for long-term contact after graduation. Articulation of the desired student body will improve institutional responses to student trends and understanding of student characteristics, thus improving student academic achievement and satisfaction.

1.1.1

The University plays a leading role regionally and nationally in undergraduate education. As a leader, the University must reflect enduring educational and cultural values and not simply respond to perceived student demand. Before new professional undergraduate programs are added at the Pittsburgh Campus, the arts and sciences programs must be strengthened. Review the current balance between undergraduate arts and sciences majors and professional school majors.

1.1.2

The University, as a research institution, educates doctoral students who engage in original research and scholarship and trains the leaders of selected professions. The quality of these distinct, but related endeavors is a crucial factor in assessing the excellence of the University. The balance of programs within and among schools determines how the University achieves its mission and has important budgetary consequences as well. Establish an appropriate balance among professional masters/first professional and doctoral programs.

1.1.3

As a state-related institution, the University has an important responsibility to serve all students and guarantee fair and equal access to higher education. The University must recognize the social and cultural history of Western Pennsylvania and attend particularly to the constituencies of African Americans in creating a climate conducive to quality learning. At present, less than 10% of the U.S. student body represent racial/ethnic minorities. The presence of over 1,400 international students makes the University a national leader in enrollment of foreign students. While the University ranks 11th among AAU institutions in percent of African American students enrolled (6.7%), it ranks 45th in percent of all minority students enrolled. During the planning period, the University will improve both rankings, moving into the top ten AAU institutions in terms of African American student enrollment and reaching the median among AAU institutions relative to total minority student enrollment. Establish cultural diversity goals and an appropriate mix of U.S. citizen and international students at both the graduate and undergraduate levels.

1.1.4

The University has improved its position among the nation's finest institutions in many measures of excellence and will strive to enhance the quality of its student body. University student average SAT scores are currently slightly above the national average for all college-bound seniors, but the composite score ranks near the bottom of all Association of American Universities (AAU) institutions. During the planning period, the University will raise the average composite SAT score to the level of the third quartile among public AAU institutions (currently 1080). The University accepts freshmen at a rate 15% above the AAU median, indicating that selectivity is still below that of many peer institutions. During the planning period, the University will become more selective, lowering the percent of freshmen accepted from the current 76% to 70%. Set expectations of student quality, both in a general sense of entry-level basic skills and relative to specific program areas.

1.1.5

Raising the level of student quality requires standards for measuring institutional expectations of achievement. In addition, the pace of change facing students today compels the University to periodically assess the curricula taken by its students for appropriateness and comprehensiveness. Currently, the University ranks 37th among 56 AAU institutions in terms of the six-year graduation rate of undergraduate students. During the planning period, the University will increase it six-year graduation rate from 64% to the median of all AAU institutions (currently 72%). Determine desired student outcomes, both in terms of student achievement (retention and graduation rates) and curricular content, that is, an identified core of undergraduate education necessary for life in the 21st century.

Objective 1.2 -- Instructional Technology

1.2.1

Financial viability demands that universities today provide instructional alternatives to the lecture hall. With interactive television and other new technologies, universities can offer instruction at remote sites. Expand efforts in distance learning and other techniques to improve the cost effectiveness of course instruction while maintaining its quality, to serve various student clienteles, and to maintain an appropriate range of academic offerings.

1.2.2

New instructional technology can improve the cost effectiveness and quality of teaching activities. The University will prepare and train faculty in the effective use of new technologies within the context of its existing curricula, classrooms, and student body. Expand the use of technology to improve instructional quality and efficiencies.

1.2.3

The ability of faculty, staff, and students to access and use the rapidly growing number of  computer databases, online resources, and file transfer libraries is critical. Providing the necessary hardware and software and the training to use them is essential. Maintain state-of-the-art access to electronically-available information resources.

1.2.4

The University will support the level of technology needed to provide those services essential to achieving its academic mission. However, new expenditures for improved instructional technologies should be justified through revenues derived from expanded student markets. Any investments in instructional technology will include careful consideration of pricing strategies beyond current tuition and fee structures. Cautiously examine the total benefits and costs of technological growth relative to institutional goals.

Objective 1.3 -- Student Diversity

1.3.1

In addition to the Pittsburgh Campus continuing to serve Pennsylvania students, and the regional campuses serving their regions, the University will enhance the geographic diversity of its student body. At present, approximately 16% of the Pittsburgh Campus student body are non-Pennsylvania residents. At the regional campuses, approximately 3% of the students come from out-of-state. Increase the admission of quality non-Pennsylvania residents.

1.3.2

Student access activities mean little without concerted efforts to help students persist until graduation. Many students require unique types of assistance when navigating the University environment. Improve retention efforts and assess the nature and organization of all basic skills programs, tutorial services, instructional aids, and other support efforts, especially those aimed at disadvantaged students.

1.3.3

The University will look beyond current traditional student sources to identify new student populations. Pursue new populations of traditional and non-traditional students.

1.3.4

Once the characteristics of the desired student body are articulated, those students must be attracted and appropriate levels of financial aid identified and offered. Currently, the University lacks sufficiently coordinated recruitment efforts. Create an institutional recruitment and financial aid strategy to improve the quality and diversity of the student body.

1.3.5

An important role of any university is to foster students' understanding and appreciation of diverse cultures. This should occur both within as well as outside the classroom environment. Particularly through various aspects of campus life, such as student activities, support services, and residential experiences, students will be encouraged to comprehend different points of view. Provide students with ongoing student life activities and experiences related to diversity issues.

Objective 1.4 -- Disciplinary Diversity

1.4.1

Graduate level programs must meet the needs of the nation and the Commonwealth for well-educated researchers, scholars, and professionals. Maintain an appropriate range of high quality, nationally-competitive doctoral, professional masters and first professional degree programs.

1.4.2

Supporting the goal of emphasizing global studies, the University needs strong, coordinated academic expertise in certain areas. Promote expertise in economy, policy, science, and technology that supports graduate teaching and research initiatives in global studies topics.

1.4.3

Cultural diversity is not only important among students, but also within the core content of University curricula. Increase awareness of the role of culture in curricular content.

Objective 1.5 --Academic Infrastructure

1.5.1

Easy access to the library makes course work a more meaningful experience. Access to a research library, including infrequently-used materials and state-of-the-art databases, affects the quality of student research. Improve the library, providing greater access to paper-based and electronically-based information.

1.5.2

Computing facilities support academic course work. The Provost's Office will make a thorough study of instructional and student research computing needs and devise a plan to meet those needs. Meet the computing needs of undergraduate and graduate students, including access to both software and hardware.

1.5.3

Maintaining facilities is crucial, not only for safety and environmental concerns, but also for improving the learning environment and implementing new instructional technology capabilities. The Provost's Office will undertake a comprehensive review of instructional facilities and develop a plan for their improvement. Proceed with the ongoing classroom renovation plan and develop a similar multi-year plan to upgrade instructional laboratories, particularly in the natural sciences and engineering.

Objective 1.6 --Summer and Continuing Education

1.6.1

The summer term has been under-enrolled compared to the fall and spring terms and to enrollments at peer institutions. Expanded summer offerings will enhance the range and diversity of educational programs, increase revenue, serve a larger population, and utilize facilities more effectively. Establish the Office of Summer Session, Continuing Education, and Conferences in accordance with the recently advanced proposal of the Summer Session Task Force. 

1.6.2

The University's current calendar prevents summer instructional activities from achieving their maximum potential. While certain programs that would not be part of the activities of the Summer Session could retain their current calendars, the new offerings would benefit from a revised and more flexible calendar to better meet student needs and more effectively utilize facilities. Develop a flexible Summer Session calendar to permit a variety of instructional patterns and to encourage experimentation.

1.6.3

Fast changing technology and increases in fundamental knowledge mean that professionals in many fields must continually renew their education to remain effective. The professional schools of the University will meet this need, either through master's and certificate programs, or through workshops, seminars, and individual courses. Promote increased cost effective continuing education offerings throughout the year to meet the expanding needs of professionals.

1.6.4

Considerable potential exists for the development of non-credit general interest and certificate programs. Pursue the potential market for continuing education opportunities for students not necessarily related to professional advancement.

Objective 1.7 --Program Evaluation

1.7.1

The Provost's Office conducts evaluations of all academic programs over a 10-year cycle, a process that involves the preparation of a self-study and reviews by both University colleagues and peers from comparable institutions. Continue and enhance the evaluation cycle for all academic programs by the Provost's Office, ensuring their scheduled completion and incorporation in the planning and budgeting process.

1.7.2

The University Council on Graduate Study and the Provost's Advisory Committee on Undergraduate Programs provide valuable evaluation mechanisms for academic programs. Develop, through UCGS and PACUP, assessment indicators and collect data concerning program quality and effectiveness.

1.7.3

Academic offerings can be improved through the continuous assessment of student success and attitudes toward their educational experience. Surveys of recent graduates and studies of degree completion rates can provide valuable input to program evaluation efforts. Enhance activities that track graduating students and apply assessments of their progress to the improvement of academic offerings.

Strategy 2

Facilitate the discovery of knowledge, enhancing funded research opportunities and promoting and assisting investigations in the humanities, natural sciences, social sciences, health sciences, and professions.

Objective 2.1 -- Research Directions

Research has flourished at the University, particularly in the past decade. Many visible and respected faculty have distinguished themselves in a wide range of areas. From FY 1988 to FY 1994, total annual funded research rose from $111.9 million to $193.7 million, an increase of 73.1%. The University now ranks 15th nationwide among institutions of higher learning that receive federal research support. In FY 1993, federal grants and contracts constituted 77.4% of the University's external research support. This high percentage reflects the currency of University research activity and the national stature of its researchers. The University already ranks well above the median of AAU institutions in total federal obligations and will improve its ranking with a modest improvement in funding above the current rate of growth.

However, funded research faces challenges to its traditional structure and content.  Congress has signalled a move toward research that meets practical national needs, an emphasis that may come at the expense of "curiosity-driven" research.  The proposed change may shift federal support to institutions exhibiting increasing commitment to practical and commericially-applicable research and to those visibly engaged in technology transfer.  It is unlikely that the University can maintain the recent growth rate in funded research in this environment, especially since its commitment to perform curiosity-driven research will not diminish.  Even if such a growth rate could be maintained, there exists the fundamental question of whether the University could increase its relative dependence on revenues derived from the recovery of indirect research costs, given proposed governmental actions to limit total indirect funding provided to individual institutions.

2.1.1

Shifting federal priorities will impact University revenues. While increased emphasis on meeting national needs may help research efforts in fields such as engineering and health sciences, it may harm basic scholarship in the arts and sciences. Recognize funding trends and adapt research directions based on societal needs and institutional strengths without compromising the University's continued commitment to perform curiosity-driven research.

2.1.2

In the relatively uncontrolled expansion of the University since 1967, research has lacked institutional focus. The University has little directed research in the sense that the institution first sets areas of priority and adjusts hiring and support policies accordingly. In addition, as research is applied and new procedures developed, scholarly theory and research needs are refined. Identify research areas deserving of primary support and focused attention based on institutional priorities and scholarly interest, and target resources for their development.

2.1.3

Explosions in information and technology have brought opportunities for researchers, but the rapidity of change has also created dangers for scholarship. Many people no longer admire or take interest in the results of basic research, and scholarly results are no longer automatically accepted as above reproach and partisanship. Scientific illiteracy, rather than diminishing, seems to be expanding. Scholars must excel not only as experts, but also in terms of objectivity, honesty, and persuasiveness. Improve communication mechanisms and regain public confidence, acceptance, and support.

Objective 2.2 -- Research Support

In contrast to the substantial growth in external funding for individual projects, the University infrastructure for research has lagged. Adequate laboratory, computing, and shop facilities, as well as adequate start-up funds, are required in the sciences and engineering. In the social sciences, law, business, and other professional schools, adequate and easy access to current and historical information, professional support both through technical staff and funds for data acquisition, help for statistical analyses, and research of federal databases are required. Many areas are still insufficiently supported with computers, fast networks, and computer-literate staff. In addition, additional support is needed to meet the financial needs of graduate students.

The University is currently above the median of AAU institutions relative to research and development expenditures, both in terms of actual expenditures and percent of total institutional expenditures. During the planning period, the University will maintain these rankings.

2.2.1

Research faculty and administrators will examine the restructuring and enhancement of research infrastructure services. Improve technical areas such as shops and departmental computer support.

2.2.2

Funding is needed to enable schools and central service units to make significant advances in infrastructure support. As one mechanism for improving research support, fully fund the research allocations program.

2.2.3

Quality computing facilities help a university compete for research funds. While assessing instructional academic computing needs, the Provost's Office will also study research computing requirements and devise a plan to meet those needs. Place a greater institutional emphasis on academic computing to ensure achievement of overall goals related to research.

2.2.4

Library resources are the heart of a university's research activities. Any planning strategy related to research must place a high emphasis on maintaining and enhancing the University libraries. The University's commitment to library resources, in terms of holdings, staff, and expenditures, ranks just above the median of all AAU institutions. During the planning period, the University will maintain its commitment to keep its libraries at the median of all AAU institution libraries. Sustain appropriate levels of support for University libraries to ensure accomplishment of research goals.

2.2.5

The University commitment to diversity and retention of minority faculty also requires support for research efforts. Establish a research enterprise to facilitate research by African American scholars.

2.2.6

Graduate students require special attention in terms of financial aid and support for research efforts. Often, retaining quality students may depend on such support for their studies. Create a fund for the support of graduate and professional student research projects.

Objective 2.3 --Global Issues

The University has an excellent reputation in international studies, primarily through its area studies programs, organized centers, and various programmatic thrusts, such as those in foreign languages, literature, and culture studies.

2.3.1

Many faculty are involved, often as leaders and principal investigators, in regional and global efforts in which the University has a comparative advantage. Promote teaching and research initiatives focussing on strengths in global economic change, environmental policy, labor force issues, science and technology, security policies, and foreign cultures.

2.3.2

The University has several well-established cooperative agreements with universities in other countries. Recent events in Eastern Europe, in particular, have opened a wide range of possible connections to institutions all around the world. Maintain and promote increased joint research activities through linkages to institutions abroad.

2.3.3

Enhancing the research enterprise in many areas requires a specific commitment to increasing opportunities for faculty and students to travel to other countries. Expand faculty and student exchanges.

Objective 2.4 -- Compliance Requirements

The current dominant role of federal support subjects the University to certain dangers. Recent political challenges to curiosity-driven research and Congressional inquiries concerning research integrity are signs of an increasingly hostile environment. Dealing effectively with such challenges will require the University to develop new skills, facilities, and attitudes.

2.4.1

Increasingly invasive compliance requirements of the government must be addressed. Develop revised administrative structures that deal effectively with oversight issues and compliance aspects of large, externally-funded research projects.

2.4.2

The difficulty the University has faced in relationship to the management of research projects provides an opportunity to become a national leader in developing methods to ensure that quality control and auditing are done as effectively as possible. Implement quality assurance and monitoring programs, particularly for large-scale research projects.

Objective 2.5 -- Health Science Priorities

Many general trends affecting society and education have important, specific impacts on medical research and training. Recent advances in technology and knowledge, rising health costs and legislative action on reform, changes in the organization of health care facilities, and the roles played by medical practitioners are all having tremendous impacts on university health science schools and medical centers.

2.5.1

The University's Department of Neurology will strengthen necessary subspecialties and improve its record of research funding. Faculty recruitment will allow for rapid development of a multi-disciplinary research program and new research centers on functional and metabolic imaging and on the neural basis of cognition. Revitalize the Department of Neurology.

2.5.2

Attracting better graduate and postgraduate students calls for the establishment of a University-wide program in cellular and molecular biology. Such a program, to include scientists from Carnegie Mellon University, would also become a feeder for a comprehensive program in genetics. Establish a training and research program on cellular and molecular biology.

2.5.3

Reorganization will occur in the area of infectious diseases subsequent to the recruitment of hiring of a new chief clinician/clinical researcher. Revitalize clinical and research programs in infectious diseases.

2.5.4

Certain elements must be strengthened or created for the University to establish a comprehensive breast care center, including academic leadership and a research program dedicated to the genetics of breast cancer. Establish a comprehensive breast care program.

2.5.5

The University recently took the first step toward establishing a drug design/drug discovery program. Strengthening this program is essential if the University is to remain competitive for federal funding for biomedical research. Develop a drug design/drug discovery program.

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Strategy 3

Serve the citizens of the Commonwealth and beyond by seeking solutions to problems of human society and condition and by providing career-oriented educational opportunities to students, especially in professional programs unique in Pennsylvania.

Objective 3.1 -- Public Service Emphases

3.1.1

The University is a major economic player in the region, providing direct employment for more than 8,500 faculty and staff at the Pittsburgh Campus alone, creating over 35,000 job opportunities in Allegheny County, and generating almost $1 billion in local business volume each year. The University also has a strong record of involvement in economic development activities in Western Pennsylvania. Build upon strengths in economic and demographic analysis and forecasting, including the impacts of policies of the public and private sectors on the region's economy.

3.1.2

The University, through the School of Education and the Learning Research and Development Center, has a well-established reputation for working to improve educational processes. The New Standards Project is working to establish national educational standards and rigorous new assessment methods to measure progress toward achieving them. The Pittsburgh Mathematics Collaborative provides professional development opportunities for teachers. Efforts such as that in the Wilkinsburg School District focus on direct collaboration with communities to address critical educational needs. Continue to focus on public school reforms and improved educational delivery. 

3.1.3

Perhaps the greatest crisis facing the nation is the state of its children. Based on its strengths in early childhood, youth, and social programs, as well as its metropolitan location and expertise, the University has an obligation to focus significant energies in this area. Increase the effectiveness of service programs aimed at the problems facing children, youth, and families and facilitate improved coordination among existing programs located in various University units.

3.1.4

In recent years, understanding of the environment has become a widely recognized component of public policy. The University has certain strengths in the natural sciences and in policy and social sciences that promote effective and responsible stewardship of the regional environment and natural resources. Continue to develop strengths in environmental policy, regulations, engineering, and technology by facilitating cooperation and collaboration among faculty with expertise in these areas.

3.1.5

Service to the community by a major research university is also exemplified by the emphasis placed on producing graduates who become practitioners of professions important to the quality of life of the local community, region, and state. The University has several schools and programs found nowhere else in Western Pennsylvania and often unique within the entire Commonwealth of Pennsylvania. The economic and social well-being of Pennsylvania's citizens depend on no small measure to the ability of the University to produce highly educated practitioners in dozens of professional specialties. Continue to serve the people of Pennsylvania through the operation of unique professional programs.

3.1.6

Every great university serves as a beacon of cultural service to its community and to the larger society. The University will continue to preserve and create all forms of graphic and performing art for the edification and enjoyment of students and the general public. Special events will continue to attract the world's greatest thinkers and people of noteworthy accomplishment to share their insights and interact with students, faculty, staff, and local citizens. Maintain regional leadership in providing diverse cultural opportunities that benefit the University and broader community that it serves.

3.1.7

Intercollegiate athletics provide a common bond between students, faculty, staff, alumni, and community members through attendance at events or through television and print media. The success of these programs has a positive economic impact on the community in addition to the benefits derived from the use of University athletic facilities by local youth. Field athletic teams competitive with those at peer institutions and promote special events beneficial to the community.

Objective 3.2 -- Regional Health Care

UPMC is guided by these values: striving for patient satisfaction that results from a compassionate, patient-centered environment; nurturing highly skilled physicians and clinicians; creating an environment that supports and encourages the active participation of full-time and volunteer faculty; responding to the needs of individuals from all backgrounds; continuing to strive for quality improvement; setting the community standard for cost effective, high quality care; and establishing mutually supportive liaisons with local and regional health care facilities.

3.2.1

UPMC will expand and enhance innovative clinical programs, with special emphasis on AIDS, cancer services, cardiac services, environmental and occupational health, genetics, geriatrics, musculoskeletal services, neurosciences, transplantation, and trauma and critical care medicine. Enhance UPMC's position as a leading medical center through identified programmatic initiatives.

3.2.2

Ambulatory care capabilities will expand, as will mutually beneficial relationships with other health care providers throughout Southwestern Pennsylvania. Improve service to patients and families.

3.2.3

The coming years provide a tremendous challenge to the health care industry to improve service while containing costs. Contribute to improving the health care system while responding to the changing reimbursement environment.

Objective 3.3 -- Student Service

3.3.1

Student Affairs will optimize the contribution of students in fulfillment of the service mission of the University. In doing so, these units will instill service as an integral part of student life, enhance students' education and personal development, and promote the service ethic of the University community. Expand opportunities for student involvement in service through the newly created Center for Public and Community Service.

Strategy 4

Strengthen the core areas of the University -- the arts and sciences, business, engineering, law, and medicine -- and continue to nurture existing areas of high quality.

Objective 4.1 Unit Priorities

4.1.1

All units must focus on what they can do well. Emphasize developing quality through intelligent focusing of resources within all unit activities.

4.1.2

Inter-dependence, not independence, characterizes the future University organization. For instance, if focusing on its strengths requires a unit to de-emphasize a specialty required for accreditation, that unit will be expected to seek help from relevant faculty in related units. Consequently, those units will be expected to support such efforts. Increase cooperation and resource sharing among units to promote overall quality improvements.

4.1.3

Units can function better in an environment of strategic change and restructuring when the information available to them is timely and useful. The Planning and Budgeting System has opened channels to some University information sources, but access to others needs to be improved. Provide better access to University information by academic units.

4.1.4

Delivery of the economies available through unit cooperation requires an atmosphere of creative teamwork that can only derive from detailed discussion and Provost-mediated negotiation. Major resource shifts cannot be identified until such a process is concluded. Initiate necessary discussions leading to the identification of sources for significant resource reallocations through the Provost's Office.

Objective 4.2 -- Academic Program Priorities

4.2.1

The current array of academic offerings will be reviewed. Programs that are not central to the University's mission or of high quality and fail to produce adequate revenue should be reduced or eliminated. Strategic decisions will be made relative to units whose perceived quality is not at acceptable levels. Examine programs relative to their quality, centrality, and other institutional evaluative criteria and reallocate resources in support of University goals, raising good programs toward excellence by shifting resources from programs of lower quality and lesser centrality.

4.2.2

The University must ensure that its core programs remain strong and be made as excellent as possible. Central to the achievement of the University's academic mission and goals is the maintenance of a strong foundation in the arts and sciences and professional education in management and legal practices, engineering principles, and medical sciences. Therefore, the areas most crucial to the improvement of the University's reputation are the arts and sciences, business, engineering, law, and medicine. These areas have strengths that are a source of pride for the University community and contribute significantly to the achievement of institutional goals. While a particular unit may not be among those most central to the University, no center of excellence should be lost without just cause. Carefully examine all resource allocations to strengthen the core units without losing excellence in other areas. 

4.2.3

Although the University must establish clear priorities and focus its resources upon their attainment, it is equally important that sufficient flexibility be retained so that academic opportunities that arise may be pursued rigorously. This approach has led to past successes in areas as diverse as biotechnology, neurosciences, philosophy, and materials. Similar opportunities exist in diverse areas of bioengineering, physics and astronomy, and molecular biology, which must be seized when the opportunity is presented. Maintain the flexibility to pursue unique opportunities to attain distinction in emerging areas.

4.2.4

All units must be encouraged to focus on those areas in which they can best advance University goals. Therefore, any future restructuring must occur in a climate that requires the most central units to optimize their quality while minimizing the damage to less central but high quality units. The University must resist "quick-fixes" that may solve short-term problems while creating damage or reducing benefits in the long-term. Promote the dialogue needed to enlist grass-roots creativity in restructuring efforts to best improve the University.

4.2.5

Any long-range planning effort periodically assesses the effectiveness of the organization of functional units in the University. With the identification of those units of the highest priority, certain economies and logical combinations may appear that should be explored. For instance, improving the excellence of one program may call for the reorganization or merger of others. Examine the current array of programs to provide units with budgetary incentives to be innovative and grow.

Objective 4.3 -- Institutional Resource Allocations

4.3.1

The University will ensure that its central academic programs achieve excellence and that other high quality academic programs remain so in the coming years. Since this will occur within an environment of fiscal constraint, the University's ability to generate new revenues will likely be restricted. Therefore, this will be accomplished in part through the reallocation of resources from nonacademic to academic units and activities. Evaluate resource commitments to all University units and, to the extent possible, reallocate resources from nonacademic to academic activities to ensure excellence.

4.3.2

Universities historically have developed a wide variety of support activities within administrative and academic units in response to various perceived needs. In recent years, growth in university administrations has outstripped that in academic units. Given current and projected financial constraints, the University must review the appropriateness and centrality to its primary mission of these activities and make necessary changes. eview the purposes of administrative activities and their contributions to the University's academic mission, reducing levels of support when necessary to achieve institutional goals.

Strategy 5

Enhance the knowledge environment by improving the quality of student life and providing the most appropriate range of academic opportunities and student activities.

Objective 5.1 -- Student/Academic Affairs Linkage

5.1.1

The lack of coordination of academic with student life issues results in a student experience that is not well integrated with the academic experience. Particular attention is needed in the areas of housing, financial aid, cultural relations, safety and security, transportation, counseling, health, new student programs, and placement. Increase the integration between Academic and Student Affairs.

5.1.2

Institutional performance characteristics relative to the quality of student life will be studied, such as student retention, graduation, and placement rates; national recognition rankings; and amount of infrastructure support including libraries, computing, and operating expenses. Seek greater student input by developing specific measures and instruments that more effectively and systematically assess student perceptions of the quality of student life support services.

Objective 5.2 -- Intellectual Environment

5.2.1

Improved customer focus means more innovative structures for multi-disciplinary learning and interaction, increased exposure to intellectually stimulating people and ideas, and more processes that recognize student needs and desires. Improve the intellectual environment by enhancing student involvement and increasing student/faculty interaction.

5.2.2

Student involvement in the life of the University community generally contributes to improved retention, higher student achievement, and greater synergy among University activities. The University will promote projects such as undergraduate involvement in faculty research, academic projects with third- and fourth-year students, and non-classroom learning experiences. The quality of student life at each campus will be evaluated to ensure that health and safety, residential, financial, or cultural issues do not interfere with, and in fact contribute to the academic climate. Increase student involvement by providing more opportunities and encourage a higher rate of participation.

5.2.3

Designs for new construction and major renovation of academic facilities will address current deficiencies in accessibility and availability of space both for student study and social events. Reduce physical barriers to student activities and increase participation in student activities.

5.2.4

Increasing the resident student population alone is insufficient to improve the intellectual environment on the University's campuses. Students' academic life must extend into the dormitory room, providing a more unified learning experience. Informal programs and other non-classroom opportunities can stimulate the transfer of knowledge and improve the quality of campus life. Enhance the interactions between and among faculty and students outside the classroom. 

5.2.5

Improving the campus knowledge environment must not exclude any student population. For example, legislation such as the Americans with Disabilities Act has lead to an increase in the number of disabled persons seeking postsecondary education. One University response to this rising enrollment was the development of the Assistive Computing Lab within the Learning Skills Center. The University must continue adapting all services to meet the special needs of these and other students. Increase the credibility and visibility of services devoted to special student groups through improved policies and procedures and increased faculty involvement.

Objective 5.3 -- Student Financial Aid

5.3.1

Financing graduate and first professional education differs from financing undergraduate education. Parents are less willing to pay for graduate and professional education. Also, while most undergraduate financial aid is need-based, most graduate and professional aid is merit-based. The University's financial packages to incoming students are currently not competitive in many fields. More financial aid is needed to recruit highly motivated students with the greatest potential for achievement. Increase graduate and first professional student financial aid, especially in the areas of minority recruitment, student retention, and fellowship support for doctoral students.

5.3.2

Deans will be given goals for income generation and enrollment management, thereby providing greater leeway for awarding scholarships. Reform the tuition scholarship process.

5.3.3

The University will increase its external support for graduate student financial aid. Support training grant submissions and encourage researchers to include graduate student assistantships and other student involvement in grant proposals.

5.3.4

Financial aid is particularly important for disadvantaged students. The University goal to promote diversity requires continued and enhanced support for minority aid. Continue and strengthen programs such as the Helen Faison Undergraduate Scholarships, K. Leroy Irvis Graduate Fellowships, and African American Postdoctoral Fellowships and create Robert Lavelle CBA scholarships.

5.3.5

Increased financial aid is also needed to support strategies to increase enrollment of non-Pennsylvania residents and to increase the quality of the undergraduate student body through the attraction of high achieving students. Enhance financial assistance to out-of-state residents and provide additional grants and scholarships based on merit.

5.3.6

Basic to enhanced student financial aid is keeping tuition costs reasonable. The University now has the highest tuition and fees among public AAU institutions. During the planning period, the University will control tuition and fee increases, while keeping the ratio of combined tuition, fee, and appropriation revenues as a percent of total revenues at current levels. Reducing the cost to students relative to peer institutions will make the University more competitive and reduce the burden placed on students and parents. This action will also improve the University's ratio of scholarships and fellowships as a percent of tuition and fees from 24% to 30% over the next five years. Reduce the University's relative reliance on tuition and fee revenues.

Objective 5.4 -- Study Abroad

5.4.1

The University lags behind its peers in spending for study abroad and in the number of opportunities. The recently approved student fee supporting study abroad is an important first step in improving the University's commitment to these activities. Enhance the role of the Study Abroad Program.

5.4.2

One University comparative advantage is the Semester at Sea program. This program is known internationally and provides a unique educational experience to its participants. Explore greater participation of University students in Semester at Sea.

5.4.3 An important component of both a successful study abroad initiative as well as an institutional emphasis on global studies is a strong foreign language and cultures program. Without proper contextual preparation, students' experiences abroad will not achieve their maximum effect. Maintain an appropriate investment in foreign language and culture programs to support institutional global studies goals.

Strategy 6

Move toward becoming a better integrated system of five campuses.

Objective 6.1 -- Regional Instruction

6.1.1

Together, the five campuses of the University provide the most important single source of undergraduate education in Western Pennsylvania. Each campus will carefully assess the needs of students in its service area and maintain current or develop new programs to serve those needs. Maintain a broad, cost effective range of undergraduate program options that best meet the needs of Western Pennsylvanians.

6.1.2

The University will take further advantage of the diverse educational experiences available on its campuses. The regional campuses have worked diligently to achieve solid reputations in their service areas. Every effort will be made to eliminate any remaining barriers between the campuses, in terms of clear course and credit articulation, free student and employee movement, and equitable budgeting. Eliminate any inappropriate restrictions to achieving total internal articulation within the University system.

6.1.3

One key element to making the fullest use of each campus is an improved admissions process. The regional campuses are valuable resources providing higher education for local students as well as learning environments for other students perhaps better served by non-urban, intimate campus settings. Create a consistent process that most effectively coordinates admissions activities at all five campuses, thus recognizing the unique contributions of the campuses and optimizing enrollment.

6.1.4

Beyond current student audiences, the regional campuses can serve a vast, untapped market of potential students pursuing continuing education. Through distance learning, graduate and professional schools at the Pittsburgh Campus will develop cost effective offerings at the regional campuses that respond to student needs. Develop distance learning sites at the regional campuses and provide graduate and professional continuing education offerings.

6.1.5

The regional campuses are a key component to University diversity goals, providing unique ports of entry to students from various socioeconomic and cultural backgrounds as well as alternative learning environments for students whose needs may not be met by a large, urban campus. Incorporate the five campuses in diversity goals and in designing alternative undergraduate educational options.

Objective 6.2 -- Regional Public Service

6.2.1

The regional campuses serve a unique role in their local areas, serving as the major -- sometimes only -- source of faculty expertise and University services. Develop the service components of the regional campuses, focusing on needs unique to their areas.

6.2.2

Consistent with the public service mission of the University, the regional campuses will increasingly need the assistance of Pittsburgh Campus faculty and resources to address community needs. Increase cooperation among faculty from the regional and Pittsburgh Campuses in applying necessary resources to local problems.

Objective 6.3 -- System Policies

Regional campuses also experience difficulty when bureaucratic processes proceeding through the Pittsburgh Campus impede progress. As the academic units most empowered to act within an established learning environment, regional campus faculty, staff, and administrators can find that University procedures hinder the achievement of goals and the timely response to threats and opportunities.

6.3.1

As part of the general budgetary review, the University will consider the budgets of the regional campuses within the context of the total array of functions offered and the range of services expected. Cooperation with Pittsburgh Campus schools and administrative support units and among each other should increase to reduce unnecessary duplication and oversight. Coordinate budgets and activities among the five campuses to increase efficiency and regional campus flexibility.

6.3.2

The traditional decision making process associated with the establishment of academic programs at the regional campuses has become excessively restrictive and time consuming. Improved understanding of the unique role of the regional campuses is needed, as well as a redefined process for reviewing and approving their academic initiatives. Review the process for reviewing academic programs at the regional campuses and reduce the time required to attain approval of new programs.

6.3.3

Evolution toward a system structure opens the way for a host of opportunities for cooperation and partnerships among regional campuses including faculty exchanges, joint hiring of faculty and sharing of resources, collaborative proposal writing, improved coordination of auxiliary services, expanded student activities, and discussions, seminars, and lecture series utilizing distance learning facilities. Develop mechanisms that enable the regional campuses to cooperate, allowing better use of existing resources and improvement of overall quality.

6.3.4

The local political dimension is a constraint uniquely associated with the regional campuses. Coherent strategies are needed addressing issues such as targeting programs with economic development implications or emphasizing the importance of the undergraduate education. Develop a comprehensive strategy for dealing with legislative relations that incorporates all campuses.

Strategy 7

Promote improved policies and procedures relative to the personnel who transmit, discover, and apply knowledge.

Objective 7.1 -- Faculty Rewards

The recently-adopted University salary policy makes possible the recognition of various components comprising increases to individual salaries, including maintenance of real salary, merit, equity, and market. Equally essential to further revising the traditional reward structure is an understanding and appreciation of the full range of faculty activities, especially with regard to differences among disciplines. An important constant in most instances, however, is agreement that quality scholarly or professional activities are those that require a high level of discipline-related experience; are innovative; can be replicated or elaborated; can be documented; can be peer-reviewed; and have significance within or outside the discipline.
 

7.1.1

The faculty reward structure must recognize teaching and service activities as well as research. The University will develop evaluation processes that acknowledge not only class work, but all teaching-related activities, such as curriculum development, advising, and faculty mentoring and that recognize service within and outside the University. A commitment to teaching will be encouraged early in and reinforced throughout faculty members' careers. Implement strategies designed to systematically reward the full range of faculty activities.

7.1.2

Enhanced commitment to multi-disciplinary issues calls for recognition of those faculty activities that promote this University goal, such as cooperative teaching and research initiatives or service to development efforts. Devise appropriate rewards for faculty involvement in multi-disciplinary activities.

7.1.3

In developing faculty, the University should not only focus on skills enhancement, but also on performance expectations relative to career stages. Each faculty member goes through periods of professional life that emphasize different activities and thereby result in different types or levels of results. An institution that fosters innovation and exploration of new opportunities for teaching, research, and outreach should help its faculty shift into new academic directions by recognizing the possibilities of various career rhythms and innovative employment practices. Explore the concept of career rhythms relative to the changing nature of academic activity, and implement appropriate and creative policies and procedures to make the most effective use of faculty talents.

7.1.4

Revision of the process for rewarding faculty requires an understanding of the total financial commitment to faculty. Providing effective teaching, research, and service both at the unit and institutional levels takes a balanced team of individuals and resource allocations. The University will enhance its assessments of faculty distributions by age and salary, using various employment programs to prevent over commitment of resources or faculty shortages. The University will also maintain its commitment to keep average faculty salaries at the level of the median of all AAU institutions. Increase efforts to monitor and control salary resources to ensure appropriate distribution of faculty and avoid surpluses or shortages of human resources.

7.1.5

Another form of reward relates to the amount of support provided to assist faculty in their endeavors. Key to quality infrastructure support is adequately trained staff that free the faculty member from various professional, technical, and clerical tasks. The University will improve its staff/faculty ratio during the planning period to the level of the median of AAU public institutions. Ensure sufficient staff support for faculty in support of University goals.

Objective 7.2 -- Initiative Funding

7.2.1

One-time support for academic innovations and improvements in undergraduate education is needed. This will be an institutional fund raising priority. Create an annual fund for the improvement of undergraduate education.

7.2.2

Assistance is also needed in the form of small grants provided to individual instructors for the advancement of teaching at the graduate level. Create an annual fund for the improvement of teaching in graduate courses.

7.2.3

The Target of Opportunity Program to increase the number of African American faculty will fund up to five positions each year. Establish the Target of Opportunity Program for African American faculty on a permanent basis.

Objective 7.3 -- Evaluation and Analysis

7.3.1

A mandatory system of peer and student evaluation of courses will provide necessary input to faculty development activities. Such evaluation should include not only teaching skills, but also English language ability, course quality, and other appropriate assessment indicators. The Provost's Office has already mandated that each unit define policies for the regular evaluation of teaching activities. Expand and improve peer and student evaluation in support of academic goals.

7.3.2

The Office for Faculty Development and the Office for the Measurement and Evaluation of Teaching provide the primary evaluation and analysis services for University faculty. Ensure that faculty support services help the faculty meet University goals.

Objective 7.4 -- Faculty and Administrator Diversity

7.4.1

Diversity among the faculty is an important element to ensuring broad intellectual perspectives and providing an appropriate range of instructional opportunities. The University compares very favorably with other public AAU institutions in terms of the percentage of both African American and total minority faculty. However, these proportions still fall far short of those of the student body or society in general. The University will specifically promote raising the percentage of African American and women faculty in the tenure stream to be among the best among all public AAU institutions by the end of the planning period. Increase the number and retention rate of women and African Americans in tenure-track and tenured faculty positions.

7.4.2

The management culture of the University also requires broad perspectives that can be provided by a diverse staff. It is important that the leadership of the University reflects the racial and ethnic composition of society and the University community. Increase the number and retention rate of women and African Americans in senior administrative positions.

7.4.3

The achievement of diversity will be one criterion by which those in leadership positions are evaluated each year. There are many other potential uses for management data related to diversity outcomes. Establish accountability mechanisms for obtaining diversity results and reward significant achievement.

Strategy 8

Improve the structure and processes of the University, reducing barriers to the achievement of the other goals, and ensuring the continued primacy of the academic mission of the institution.

Objective 8.1 -- Reengineering

8.1.1

Duplication of effort throughout the University makes inefficient use of time and resources and causes inconsistent and uncertain reporting. Particular attention must be paid to duplications of services between the University and UPMC and among campuses. Analyze functional structures within the University and reduce or eliminate unnecessary duplication.

8.1.2

Many University processes are paper intensive and inordinately dependent on inspection for completion. Processes must be examined and staff empowered to perform their tasks more efficiently. Reengineer institutional processes to streamline activities and make better use of personnel.

Objective 8.2 -- Fiscal Management

8.2.1

Allocation of resources should be more flexible, allowing the University to respond more quickly to identified opportunities. Change the way the University budgets units from a line item, unit focus to a goal-oriented, program focus.

8.2.2

The current allocation of resources across programs and functions will be reviewed with the goal of eliminating funding imbalances and distributing resources in a manner consistent with the University's goals. To that end, the University will continue efforts to develop sophisticated analytic tools through the use of revenue and cost attribution models. Realign base unit budgets consistent with the levels of responsibilities of each unit and the quality of its programs.

8.2.3

An important element of the Planning and Budgeting System yet to be achieved is the development of a multi-year budgeting system. Only through such a system can units adequately plan for future needs, particularly when considering faculty recruitment or carrying forward funds for major purchases. Move toward implementation of a multi-year budgeting system.

8.2.4

Despite external constraints, the University must pursue new revenues, particularly from new sources. Future success depends partially on avoiding heavy reliance on any one source of funding. Identify and pursue new revenue sources to support University activities.

8.2.5

As potential new resources become more constricted, the University must strive to make more efficient use of existing resources. For example, the implementation of a new space allocation process will proceed as soon as possible. Promote efforts to make the most efficient use of current resources.

8.2.6

The University will continue to improve the capital budgeting process with particular attention to monitoring the impact of capital projects on the E&G operating budget. Establish fiscally responsible priorities for preserving and enhancing the existing plant.

8.2.7

As understanding of University management and finances increases, it may become desirable to establish and maintain certain ratios to serve as institutional policies to guide resource decision making. Examples may include ratios relating the balance of institutional capital expenditures to operating revenues, personnel expenditures as a percentage of total expenditures, and headcounts among various classifications of faculty and staff personnel. Examine the utility of establishing financial and management ratios to improve institutional budgeting decisions.

8.2.8

As important components of the educational enterprise, the pricing and composition of the University's auxiliary services impact the ability of academic units to achieve their goals. Examine management policies and practices of the auxiliary enterprises to ensure that these units maximize their support of the academic mission.

Objective 8.3 -- Academic Processes

8.3.1

When an appropriate opportunity exists, the University will build on its current strengths (such as the University centers), and adapt new, less permanent structures that would provide an institutional focus on selected issues. Resources to fund such efforts will be sought from areas where redundancy or duplication currently exists. Examine organizational structures and reduce the barriers to multi-disciplinary activities.

8.3.2

The University will create funding sources for new initiatives, particularly those that involve University-wide initiatives and other types of cooperation between schools. Reallocate resources to fund new and multi-disciplinary initiatives.

8.3.3

The Provost's Office will undertake an initiative designed to coordinate curriculum and course offerings. The primary intent is to enable undergraduates to obtain all essential courses in a timely fashion. Efforts will also include greater communication between schools in terms of assessing the impact of changes in undergraduate course offerings and the establishment of curricular equivalents throughout the University. Improve service course offerings, increase adherence to required prerequisite courses, reduce curricular redundancy, and help students receive the requisite courses for timely graduation. 

8.3.4

The University will eliminate barriers that reduce academic flexibility and cooperation among units, particularly concerning credit articulation and transfer, the academic calendar, and course and section formats. Reward "institutional thinking."

8.3.5

Working with campus presidents, deans, faculty, staff, and students, the Provost's Office will implement a systematic set of enrollment management principles, policies, and related procedures. Establish an enrollment management system to maintain and improve the overall quality of the student body within a budgetary framework wherein tuition revenues are more predictable.

8.3.6

The Provost's Office will strive to make programs more cost effective, while maintaining and enhancing quality, by supporting and encouraging more efficient delivery of course instruction. This might mean increasing the size of some classes; eliminating some small classes; scheduling classes to attract predictable and large enrollments; eliminating low quality, under-enrolled programs; eliminating redundant courses; scheduling cooperative classes with neighboring colleges and universities; and increasing the use of instructional technology. Develop methods of reducing expenditures and increasing efficiency that will not reduce the volume or quality of service to students.

8.3.7

In addition to eliminating the barriers to internal articulation, as noted earlier, every effort must be made to facilitate the transfer of qualified students to the University from other institutions, especially community colleges. The Provost's Office is committed to easing the student transfer process, thus taking the greatest advantage of potential student populations. Improve articulation agreements with other institutions of higher education.

Objective 8.4 -- Administrative Processes

8.4.1

The administrative support units of the University have a fiduciary responsibility for the judicious stewardship of University resources. Adequate fiscal controls and reporting mechanisms are needed with respect to the collection, management, allocation, and disbursement of funds and the application of resources to provide important services in support of the academic mission. Aspire to elevate the University's administrative support services to be among the most efficient and respected organizations on any campus in the country.

8.4.2

The Planning and Budgeting System imposes an increasing demand on the University's information systems. The lack of integrated management information systems continues to deplete resources from more productive initiatives, thereby impeding operational efficiency. The current financial accounting system, for example, is antiquated, inflexible, and cumbersome and requires frequent manual intervention. Introduce and integrate new technologies into management information systems that support the University's mission.

8.4.3

The scope and quality of administrative support services will be assessed, with enhancements to such services made only when mandated by forces beyond the control of the University or when their cost is balanced by new revenue, excluding internal transfers. Assess administrative support of academic functions.

8.4.4

Implementation of the University's planning initiatives will result in reallocation of resources, both financial and human. While the responsible use of financial resources is important to future success, the University's human capital is its most precious resource. Whenever possible, unit personnel reductions will occur through natural attrition and retirement, or careful relocation of faculty and staff. Where feasible, opportunities for professional development or retraining will be provided. Purces of the University by reducing the adverse effects of planning actions on individual faculty and staff.

Strategy 9

Maintain and further develop the physical infrastructure and campus environments that support academic achievement, remaining sensitive to the interests of surrounding communities.

Objective 9.1 -- Capital Planning Process

The entire physical infrastructure either owned, operated, or controlled by the University and associated with the Pittsburgh Campus, including UPMC, was examined. Space planning for the regional campuses is being or has been initiated and shall be integrated in the near future into a University System Space Plan. Such a comprehensive approach to facilities-related decision making enhances long-range planning and budgeting while allowing sufficient flexibility to address unanticipated opportunities or concerns.

9.1.1

Efforts to develop a comprehensive capital planning and budgeting process will continue. Long-range budgeting models will be further refined to more accurately incorporate facilities-related costs. Each annual iteration will improve the annual process for reviewing and approving the capital budget. Complete development of the capital planning and budgeting process and fully integrate that process with other planning and budgeting activities.

9.1.2

The University lacks a coordinated set of policies governing the allocation and utilization of space resources. Without such policies to ensure consistency and adequate evaluation of needs, units cannot fully plan for the future. In response to this need, the University has established the University Space Allocation Committee, which is charged with creating policies with regard to the use of internal versus external space, space utilization, and space standards. The Committee will also review programs for space in new facilities and examine issues such as the appropriate balance of property acquisition and renovation of current facilities. Create policies guiding the allocation and utilization of existing space and procedures for the submission of proposals to acquire or rent new space.

Objective 9.2 -- Capital Priorities

9.2.1

An institution driven by its academic mission must place high priority on its instructional space. Without quality classrooms and teaching laboratories, student enrollment and achievement suffer. Especially in the coming years, updating classroom spaces to integrate changes in instructional technology will be critical to providing distinctive learning environments. Preserve current classroom capacity and enhance, where necessary, the quality of instructional space to incorporate new instructional technologies and meet overall academic needs.

9.2.2

Research growth can continue only if the University maintains and, when necessary, enhances space devoted to the discovery of knowledge. As the body of human knowledge expands, research space must readily adapt to meet societal needs and the availability of research funding. Preserve the quality of existing research spaces and enhance the flexible adaptation of space for research purposes as needed.

9.2.3

The spaces in which faculty, staff, and administrators function have a direct influence on the amount and quality of their work. Offices should be efficiently designed to best support the work of the University. At the same time, work spaces should encourage faculty, staff, and administrators to produce effective and creative outputs. Ensure that office spaces allow faculty, staff, and administrators to realize their highest possible efficiency and effectiveness.

9.2.4

The demand for student housing at the Pittsburgh Campus continues to exceed current supply. Expanding student residential space is an area where the University can invest with a reasonable expectation of financial return. Increasing the amount of available student housing, as well as associated study and recreation spaces, can meet student needs in a cost effective manner, while promoting an improved knowledge environment. Increase the Pittsburgh Campus resident student population by expanding available residence space by 1,000 additional beds for undergraduate students (while recognizing the parallel need for additional graduate student residential space) and improving related physical requirements, such as recreation facilities and study spaces.

9.2.5

The University's athletics programs operate for the holistic welfare of its student-athletes, including their physical, moral, and mental well-being; their educational development and progress; and their honor and integrity as young men and women preparing for useful citizenship. Current athletics facilities are inadequate or in disrepair and are substandard when compared to peer institutions. Develop a strategic sports facility plan and address funding needs to support athletics facility initiatives. 

9.2.6

Teaching, research, and public service activities at a major university each place demands on the services provided by its libraries. Appropriate library space ensures adequate access to academic materials, the ability to keep pace with advances in information technology, and necessary facilities that help improve student learning. In response to anticipated needs, the University is in the midst of major capital projects to expand library space. Creation of this new space will address the University's library space needs for the foreseeable future. Adapt library space as needed to keep pace with modern information technology, and add appropriate library space to ensure adequate access and student study areas.

9.2.7

The University is more than people and services. As a physical entity, the campus has a strong influence on the quality of life for students, as well as every other member of the University community. Certain architectural elements will be refined, specifically on the Pittsburgh Campus, in the areas related to vehicular transportation, parking, outdoor leisure spaces, and pedestrian circulation to improve access, enhance green space, minimize conflicts between pedestrians and motor vehicles, and promote use of public transportation. Enhance the environment and natural design of the Pittsburgh Campus to promote improved quality of life.

9.2.8

Significant historic relevance contributes to reputation and overall aesthetics. The University will protect and foster the memorable urban character of the Pittsburgh Campus. Enhancing this architectural heritage will be achieved through the creation of transitional spaces between buildings, embellished campus edges and gates, and the establishment of consistent site furnishings, streetscaping, and signage. Preserve and enhance the architectural heritage of the Pittsburgh Campus.

9.2.9

The University will continue its commitment to universal accessibility, accommodating the needs of physically challenged individuals. Complete implementation of the Facility Accessibility Transition Plan and consider access needs in all new construction.

9.2.10

Space plans will be completed for each regional campus and incorporated into a University-wide space plan during the planning period. Develop the University System Space Plan.

Strategy 10

Construct a new image of the University of Pittsburgh through the concerted application of long-range planning strategies, thereby enhancing institutional reputation and voluntary support.

Objective 10.1 -- Institutional Reputation

Likewise, the University of Pittsburgh has faced, in recent years, its own crisis of confidence. While already considered a top research university across the nation and even the world, the University often suffers from a negative reputation among local constituents. Like any organization, the University has certainly made its share of mistakes. However, much of the lack of confidence in the University held by some is a direct result of insufficient public relations activities and inadequate emphasis on cultivating lasting associations with various constituencies.

10.1.1

Higher education faces a future of ever increasing change and dwindling resources with which to adapt to that change. Colleges and universities are among the institutions in society best suited to analyze and adapt to trends in the social, economic, political, and technological environments. This ability serves not only the institutions themselves, but also the society that is the benefactor of its products. Such an environment will require the University to foster a climate of trust and confidence among its constituents. Such a reputation can only be earned through the continuous application of the strategies outlined in this planning document, especially those devoting energies to the improvement of quality, cost-effectiveness, and flexibility to meet constituent needs. Act upon established planning strategies as a way of engendering trust and confidence in University decision making and activities.

10.1.2

The University can enhance its reputation through the fostering and stewardship of mutually beneficial relationships between the University and alumni, friends, and other constituencies. Providing cost-effective services to alumni serves our former students while, at the same time, enhancing gift revenues to the University. Promoting volunteer involvement expands the audience of people exposed to the positive elements of the campus environment. Concern for the needs of business, government, and society at large secure the ties between the University and funding entities with similar goals. Promote an increase in mutually beneficial interactions between the University and its constituencies.

10.1.3

Much can be done internally to improve the image of the University. Units can define and prioritize objectives for continuous improvement in a manner that will produce measurable results. Every faculty, staff, and administrator can strive to be quality conscious and customer-oriented. All management and employee actions must occur in the context of high ethical standards. Commit to provide a superior level of innovative, courteous, and cost effective service to all constituents of University services.

10.1.4

Previous objectives have stressed the importance of linking academic affairs with student affairs to improve the quality of student academic achievement, as well as the total student experience. Similarly, the University must strive to identify and strengthen linkages between student affairs and public affairs. Attending classes must be viewed as only the first phase of a person's long-term relationship with the University. Graduates are the ultimate ambassadors of any college or university, and the University of Pittsburgh must work harder to ensure that its graduates leave satisfied and open to a continuing relationship through continuing education activities and as alumni. Strengthen the ties between Student Affairs and Public Affairs to lay the groundwork for long-term relations with students.

10.1.5

The University has already developed several high quality communication vehicles to enhance public knowledge and understanding of the University. These successful endeavors will serve as the foundation to initiating increased capabilities in support of fund-raising, recruitment, and constituency relations. Guiding the development of effective marketing materials and ensuring that all promotional marketing communications advance the academic mission, principles, and image of the University are essential. Ensure that the University's marketing communications materials are highly competitive and effective in support of fund-raising, recruitment, and constituency relations.

Objective 10.2 -- Voluntary Support

10.2.1

Crucial to the long-term viability of the University is increased private support. Rising operating costs and significant reductions in federal and state support for higher education dictate an increased pursuit of funds from corporations, foundations, alumni, and other private sources. The University's endowment currently ranks 6th among AAU public institutions, a ranking which will be maintained. Total voluntary support, however, is one of the lowest among these institutions. During the planning period, the University will improve voluntary support to the level of the median of public AAU institutions. One way of achieving this will be by improving the current alumni giving rate from 15% to 20% over the next five years. Increase total voluntary support to the University through both the Annual Giving Fund and in major gifts.

10.2.2

Significant increases in total voluntary support cannot occur unless the University cultivates an improved relationship with alumni. Several planned initiatives may improve alumni relations, including establishing a comprehensive Alumni Association membership dues program, an Alumni Center, an Alumni Legislative Network Program, an Alumni Recruitment Team, an a career networking program. Initiate new programs to promote and improve alumni relations.

10.2.3

Implementation of the University's long-range planning strategies will result in the identification and promotion of programs and activities of excellence and institutional emphasis. Such programs with high social or community impact are strong candidates for foundation support that is so vital to the University's fund-raising approach. Concentrate efforts to promote the University's superior programs to those national foundations with high funding potential.

10.2.4

Another important area to foster an improved institutional reputation and, thereby, voluntary support is through University Development activities. Over the planning period, development staff will increase the level of personal contacts with potential donors and strive to achieve an overall increase of 7% annually in the Annual Giving Fund. Efforts to formulate a comprehensive donor recognition program will proceed and the national Chancellor's Circle volunteer network will be expanded. Several initiatives in the areas of Athletics development and Health Sciences development could lead to an expanded volunteer base, the identification of new revenue sources, and the successful funding of specific, targeted projects. Expand University development activities to promote the institution's reputation and enhance voluntary support.

10.2.5

The single most comprehensive way to increase voluntary support is by conducting a campaign. The large number of capital projects to which the University is committed, as well as the ongoing need to maintain existing facilities, point to the need for a University-wide comprehensive capital campaign. Such a campaign is likely to require creation of a new department of capital programs and the selection of fund-raising counsel. Initiate a comprehensive capital campaign during the planning period.

Evaluation

"Evaluation provides guidance for the continuous review, adjustment, coordination, and prioritization of institutional plans and budgets."

The academic programmatic plan is at the core of the entire planning effort, and planning in the other areas reflects and supports academic goals and priorities. Imposition of planning formats ensures consistency in the preparation of the plans, uniformity in the presentation of materials, and completeness in the submission of proposals.

In preparing their individual long-range plans, academic units have used specific criteria to determine their goals and establish their priorities. Programs and activities will be given priority if they are of high quality and:

• Contribute to better instruction and to the overall quality of undergraduate, graduate, and professional education, or enhance campus life outside the classroom;
• Fulfill the University's goal of carrying out excellent research important to the academic world and to benefit the public at large;
• Support the University's public service function;
• Are cost effective : are achievable within constraints imposed by the need for an appropriate relationship between revenues and costs associated with the program or activity;
• Build on existing strength or potential strength, especially if they advance into new or emerging fields and have a high probability of attaining great quality;
• Combine, or encourage cooperation among, programs and activities within the University to streamline offerings, avoid duplication, and maximize the benefit derived from existing resources; and
• Are not duplicated elsewhere within the University or state or, if duplicated elsewhere, are of exceptionally high quality, make unique contributions, and/or are central to the University's mission, as described in the Chancellor's "vision and goals" statement, or, in the case of the regional campuses, to the specific mission of those campuses.

Units will then be apprised of the results of this assessment and proposed implementation actions. This process of evaluation will be concluded by April 1995. Appendix C contains abstracts of the individual academic unit plans (yet to receive final approval), identifying the priorities that each has established.

Those specific initiatives identified through this process will, in large measure, be supported by ensuring that existing resources advance areas of greatest priority. Individual units, as well as the University as a whole, will be restructuring their current programs and operations to ensure their efficiency and centrality. The range and extent of academic offerings will be critically reviewed to determine continued relevance and importance.

All segments of the University, academic and administrative, will establish priorities and develop specific plans for achieving them. The current deployment of resources will be carefully examined to more closely align it with expressed priorities. Units must focus on what they can do well, reducing the range of their operations if necessary to achieve requisite levels of quality.
The plans of administrative support units, including all nonacademic programs and activities and auxiliary enterprises, are designed to advance the academic mission of the University. Chief among the criteria upon which these units are to be evaluated are efficiency, quality, and appropriateness. Administrative support unit plans will emphasize benchmarking, comparative cost assessment, and customer satisfaction evaluative measures in reaching unit goals.

Without formal linkages, long-range plans lose their vitality soon after they are written, and operational plans lose their focus. Toward the 21st Century will evolve and grow during the next five years, enabling the University to face the challenge of its environment and achieve excellence.

Appendix A

Appendix B

Appendix C