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Problems of Practice Case

Study:

Constituent Building to Form a New University and Promote

Regional Economic Development

Partial Fulfillment of the Requirements for

EDD=FPX8520 – Educational Leadership by Design

Prepared by

Raia Ensour

Capella University

Table of Contents INTRODUCTION ......................................................................................................................................................3 PART 1: ORGANIZATIONAL DESCRIPTION AND PROBLEM IDENTIFICATION .................................. 3

SITE INFORMATION ................................................................................................................................................. 3 PURPOSE OF THE ORGANIZATION .......................................................................................................................... 3 EXISTING DATA ........................................................................................................................................................ 4 MISSING DATA ......................................................................................................................................................... 4 ORGANIZATION GOALS/OBJECTIVES/MISSION/VISION ........................................................................................ 4 YOUR ROLE .............................................................................................................................................................. 4 STATEMENT OF THE PROBLEM ............................................................................................................................... 4

PART 2: APPLICATION OF SYSTEMS THINKING CONCEPTS ................................................................. 6 PART 3: DIAGRAMMING AND COMMUNICATION OF EXISTING DATA ................................................7 PART 4: DATA COLLECTION PLAN ..................................................................................................................10 PART 5: DESIGNING A WAY FORWARD ............................................................................................................11

REFERENCES. ..........................................................................................................................................................15

Part 1: Organization Description and Problem Identification

Site Information

The Central Texas University Task Force (CTUTF) is a regionally based, non-profit

organization focused upon leaders primarily from business, education, and the military in Central

Texas. The CTUTF was established in 1991 to address the higher education needs of the region

by working to establish a public university with 6 members initially but now has about 50

employees. It operates in the cities of Killeen, Copperas Cove, Harker Heights, and the other

adjacent areas. The overall goal of the Task Force is to advocate and endeavor for the creation of

Texas A&M University-Central Texas (TAMUCT) to provide educational services to the Central

Texas area. It is an organized formal organization with a membership-elected board of directors

consisting of community leaders(Altman & Vitucci,2015).It is structured into a number of

specialized units including Strategic Planning, Project Management, and Data Analysis. CTUTF

funding includes grants, donations, and public support. Its budgets mirrors its financial health

and sustainability and it is divided to strategic planning, advocacy activities, and project

management to drive its mission forward. Its leadership includes an executive team, including a

President and various department heads. The leadership structure supports its mission through a

board of directors composed of prominent community leaders who oversee strategic decisions

and organizational governance.

Purpose of the Task Force

The purpose of the Central Texas University Task Force shall be to create a public

university located in Central Texas. The necessity of the university is evident since the nearest

two universities were miles away and had capped enrolment( Altman & Vitucci, 2015,p.59). The

Project exists as a result of the necessity to bolster local macro-economic development, and to

satisfy the population's educational needs, as well as meet military service individuals and their

families' education needs while at the same time, stemming off the exodus of educated

professionals from the community. The activities carried out by the task force involve advocacy

work, legislation activities, community sensitization and leveraging, and working in close

collaboration with existing educational institutions like Central Texas College and the

University of Central Texas. Data and evidence to fulfill this objective have been provided

through legislative endeavors, community meetings, and working group manifestations that have

been formed to remove the negative conditions put in place by the THECB. The strategic goals

seeks to increase enrollment capacity, expand educational programs, and integrate community

feedback into the university’s development plans. The task force sets specific milestones and

timelines to ensure progress towards these objectives.

Stakeholders and Participants

The taskforce will be working to serve the interests of diverse stakeholders. The primary

stakeholders whose vision will be served by the taskforce include businesses, schools,

community leaders, military, and residents in the larger region of Central Texas. The interests of

the stakeholders are well served with the availability of local access to higher education to

stimulate economic growth and to address the needs for the military families for education.

Community leaders, business owners, and educational administrators are the primary decision-

makers of the task force that makes the regional educational blueprint. Military representatives,

local government leaders, and educational consultants also play an incredibly essential advisory

and involvement position.

Data Already Available

Existing Data

Existing data sources include legislative records, meeting minutes from task force

sessions, reports from the Texas Higher Education Coordinating Board, and archives from

involved educational institutions. Key indicators for forming the problem statement include

enrollment numbers, legislative outcomes, community support levels, and financial audits of

educational initiatives. Data also reflect the challenges faced by the task force in meeting

THECB criteria and overcoming legislative and community hurdles.

Missing Data

There are also various potential instances of missing data in this case in question. Perhaps

more underrepresented are the voices and perspectives of East Bell County and the cities,

including Belton, which have resisted the new university as already-existing educational

institutions in those cities believe that the new university would be in competition with them.

More data needs to be gathered from these communities to fully understand their concerns and

what they can offer. Other areas for which insufficient information to formulate a response are

descriptive feedback related to what local residents believe they need/use for higher education

and potential collaborations with current players such as the University of Mary Hardin Baylor.

Task Force Goals/Objectives/Vision/Mission

Purpose and mission of the task force, in addition to the above-identified roles to

influence and facilitate in every way possible the creation of a public university to meet the

higher education needs of Central Texas, with particular attention given to providing for upper-

level and graduate programs. The vision provides economic opportunities through education, the

retention of local talent and service to military personnel. The mission is to be an advocate for

and to facilitate the establishment of Texas A&M University–Central Texas as a sustainable and

available educational institution.

Initial Draft Statement of the Problem

The problem in the organization is that the Central Texas University Task Force faces significant

barriers in achieving the enrollment thresholds and legislative support necessary to establish a

standalone public university, despite strong community and military support.

The Dilemma

The task force appointed to establish a public university in the area of Central Texas

certainly has its work cut out. There is enormous community support and demonstrated need, but

the task force needs to be aware of all of the obstacles that are placed before them because of the

coordinating board. First and foremost are the required FTES quota that must be reached in terms

of enrollment and legislative approval to establish the university. One of the stiff hurdles in the

way of this force is existing local institutions, such as the University of Mary Hardin Baylor,

fearing competition. Another problem is that enrollment growth is slow and the targeted student

population is not really aware of these new opportunities. These are some of the challenges that

bring forward a complex situation regarding the efforts of LTG Bob Johnson and his task force in

fighting for higher education accessible to all within the Central Texas community.

Part 2: Diagramming and Application of Systems Thinking Concepts

Alignment of Task Force Information with System Thinking Concepts: Diagram of the

dynamics and tensions related to the problem.

Performance gap

EPPIC(2011) argues that the performance gap models help in the illustration of the disparity

between the current state of affairs and the desired outcomes.

Figure 1:Performance Gap Model

The Performance Gap Model for Central Texas University Taskforce illustrates a critical

tool toward understanding the chasm between the current state of the task force and the desired

future outcomes. It identifies major challenges the task force would have to go through: low

awareness and engagement, sluggish and fitful enrollment growth, active resistance from the

Mix of existing institutions, and inadequate financial resources. These challenges are interrelated

and stem from deeper systemic problems that need to be approached holistically. For instance,

low public awareness about Texas A&M University–Central Texas might continue to fuel the

cycle of low engagement, further diminishing the ability of the university to attract students and

garner support from the community. Similarly, resistance from established institutions not only

discourages collaboration and continues to present additional hurdles at the legislative level,

thereby even further retarding the growth of the university. These, coupled with a lack of funds,

weave a complex tapestry of the different barriers to achieving the goals by the task force.

Strategic interventions should, therefore, target crucial leverage points within the system

in order to close the gap between where the task force is and where it should be. These actions

include mounting strategic awareness campaigns to engender public understanding and support,

as well as efforts to improve recruitment and retention activities in order to stabilize and grow

enrollment. Another action to be taken is developing strategic partnerships with established

organizations to combat opposition and secure legislative support. Securing diverse funding

streams and optimally allocating the resources available are also critical to TAMUCT's long-term

financial viability. Such leverage points provide a starting point for the transformations the task

force wants to drive from present challenges toward their vision of a thriving, sustainable

university that will address the Central Texas educational needs. This approach can not only give

an immediate solution to problems but lay down the foundation for success and long-term

growth.

Fishbone Diagram(Root Cause Analysis)

Figure 2:Fishbone Diagram

Attached above is the fishbone of the Central Texas University Taskforce, showing the

major problems which are actually barriers to the establishment and growth of Texas A&M

University–Central Texas. The major problem, "Challenges in Establishing Texas A&M

University–Central Texas,'' forms the head of the diagram. This major issue is driven by a

number of sub-issues which are all interrelated and fall under the diagram head. Major categories

in the chart are Enrollment Issues, Legislative Barriers, Institutional Resistance, Funding

Challenges, and Stakeholder Engagement. One critical barrier in all of these categories could be

standing in the way of the task force's success in completing its mission.

Enrollment Issues In slow growth and general lack of knowledge about the university.

This is an important issue as enrollment numbers have to be met in order to receive funding/and

or support. They also do not enable people to have proper awareness of TAMUCT or the

opportunities at hand because of their limited community engagement and very minimal

marketing. This directly affects their recruitment and retention of students, especially since

potential students may be interested in getting an online degree or certification but are not aware

of its existence, therefore having an enrollment number lower than what is required for

sustainable growth.

Adding complexity to its charge were legislative barriers and institutional resistance. This

makes the process of national recognition to be quite slow for TAMUCT through legislative

setbacks, including difficulty in passing bills and strict THECB rules. In addition, competition

generated by the institutional opposition against the fear of local competition from other existing

educational institutions always fosters a feeling of competition rather than cooperation.

Resources have it that this is claimed not only to deny the workgroup progress but also the local

institutions the prospects of which are supporting or partnering with TAMUCT.

The other strengths lie in Funding Challenges and Stakeholder Engagement. The task force

operates with a small scope of scholarships to offer with limited resources, which denies it the

ability to attract and build the needed infrastructure. The university, therefore, cannot compete

for students with institutions that are more developed in financial aid that provides fuller

packages. Furthermore, these are worsened by low stakeholder involvement and unclear

communication. These, in turn, lead to missed coordinated efforts and supports from the different

stakeholders, local business, community leaders, and military families, which then make it even

harder for the task force to overcome the other hurdles. Addressing these issues holistically is

essential for the successful establishment and growth of TAMUCT.

Causal Loops Reinforcing Loop (R): Awareness and Enrollment Growth

Figure 3:Reinforcing Loop

Figure Balancing Loop (B): Legislative Barriers and Institutional Resistance

Figure 4:Balancing Loop

Explanation of the Diagram

The causal loop diagram encapsulates the dynamic interplay of different variables

affecting growth and challenges for TAMUCT. The Reinforcing Loop (R) indicates how a

positive cycle of growth can be harnessed through some strategic actions that increase the

visibility of the university. While growth increases awareness, growing students translate into

further community support. This eventually does translate to increased financial resources that

would now be available for the university to further its marketing and outreach efforts,

continuing in this cycle of growth. Such a loop does show that if only the initial challenges in the

TAMUCT are attended to effectively, it would then be capable of achieving sustainable

development.

The Balancing Loop depicts in what problems prevent TAMUCT from reaching its full

potential. Institutional resistance, engendered by the fears of the competition, results in

legislative barriers—difficulty in passing supportive bills and stringent requirements. These

make student enrollment low, further limiting funding capabilities at the university. The lack of

funding makes overcoming resistance hard, thus perpetuating this cycle of stagnation. Unless

otherwise altered, this balancing loop can continue to hold TAMUCT in a self-limiting cycle of

growth.

It is, therefore, very important for the Central Texas University Taskforce to master these loops.

This brings out the need to act on those leverage points within the system with clarity. The

positive loop could thus be reinforced by targeted marketing and community engagement, while

strategic collaborations breaking the negative loop can help create a more favorable environment

for TAMUCT to strive.

Part 3: Diagramming and Communication of Existing Data.

Betley et al. (2021) argue that the systems model entails examination and improvement of mental models

for complex scenarios. As such, the case in question and its structures call for the adoption of the mental

model so as to not only strengthen but also enhance the capacity of the institution under question.

Figure 5:Fall Headcount graph

Fall Headcount Enrollment Over the Years

The trend observed in this case fluctuates from 2002 to 2007. From the look, an initial

increase was evidenced in the year 2002 against 2003(1498 to 1685). Following this is a dip in

the year 2005 when it dropped to 1555. After this was a recovery where the numbers rose again

to 1688 in the year 2006 and a continued rise to 1719 in the year 2007.

Overall, the fall headcount increased moderately, with fluctuations here and there. The

dip in the year 2005 could be associated with external factors or internal issues faced by the task

force. Continuation of the trend with minimal fluctuations could eventually lead to stabilization

between 1700 and 1800 in the years ahead.

Figure 6:Fall Full-Time Equivalent Students Graph

Fall Full-Time Equivalent Students (FTES) Over the Years

There was an overall increasing trend from 755 to 875 between the years 2002 to 2007

but a decrease was witnessed in the year 2005 to a low of 750. The performance trend in FTES is

an indication that more students are opting for a full course load rubberstamping the improved

capacity of the institution as well as its appeal to learners. The projection for this is that a

continued trend would mean that the 900 mark will be surpassed in a few years. This would

imply that there has been substantial student engagement and enrolment.

Figure 7:Spring Headcount graph

Spring Head Count Enrolment Over the Years

From the years 2002 through 2007, the spring headcount rose from 1543 to 1800 but

minor fluctuations were observed. The enrolment was at its peak in the years 2003, but there

were decreases even though slight observed in the years 2004 and 2005, but then a steady

increase followed. Compared to the trend for the fall semester, the spring headcount was more

consistent, while the sustained rise after the year 2005 implies success in the retention and

recruitment of students. If the trend is maintained, the headcount would potentially hit the peaks

of 1800-1900 in a few years, provided efforts in recruitment and retention are retained.

Figure 8:Spring Full-Time Equivalent Students Graph

With the spring FTES rising from 814 in the year 2002 to 950 in the year 2007, despite

minor fluctuations, a significant rise is seen from the year 875(2006) to 950(2007). The increase

in the spring FTES is an indication of more students taking a full course load ,moreso shown by

the rise from the year 2006 to 2007. Continuation of the trend observed will potentially cause the

spring FTES to exceed 1000 in very few years to come showing robust growth in the FTES.

Overall Analysis

The trends for fall and spring are increasing but there are fluctuations once in a while in

student enrolment and engagement. Data for FTES reflect a positive trend in the full-time

student participation. Decreases in the years 2005 for both headcount and FTES are an

indication of challenges resulting from either external factors or internal struggles in the

organization. However, an impeding recovery and subsequent growth in the enrolment after 2005

implies more resilient and successful strategies undertaken by the task force.

Part 4: Data Collection Plan

Focus Area

Question Types of Data (Interview? Survey? Trend?)

Sources of Data (Who, What)

Perceptions

How and what are the perceptions of donors concerning the initiatives of the taskforce?

How do local businesses view TAMUCT establishment?

Survey, interview

Donors, Funding organizations and Financial Advisors

Local business owners and the Chamber of Commerce

Focus Area

Question Types of Data (Interview? Survey? Trend?)

Sources of Data (Who, What)

Resources What are the particular resources that the taskforce lacks?

Survey, Interview Taskforce members, financial records

How to better optimize the currently available resources?

Interview Resource managers and consultants

Operational managers

Enrollment Challenges

Why is there slow growth in enrolment

Survey, interview Potential students

Admission officers

Academic advisors

Enrolment records

What are the factors influencing the student’s decisions to enroll or not to enroll leaners?

Survey, focus groups Current and prospective students, college advisors and enrolment management staff.

Analysis

The information that is identified to be incomplete or absent will be collected through

structured surveys and interviews. In the case of resource assessment, members of the task force

and financial managers will be surveyed in an attempt to assess perceived resource shortages and

opportunities that exist for optimization. It will be easier through online survey tools such as

Google Forms and SurveyMonkey. In-depth interviews with resource managers and financial

consultants will attain detailed insight. These may be individual in-person or virtual interviews,

targeting only individuals who have direct knowledge and experience regarding resource

management and financial consulting.

Opinion Surveys: Opinion and reaction of the donor community and business owners

within the local community towards the task force and TAMUCT will be determined through

online and paper surveys. The opinion survey participants will include donors, business owners

in the local community, and members of the Chamber of Commerce. Moreover, individual or

small group interviews will be carried out to get in-depth feedback from some of the main donors

and influential local business owners in order to better understand the opinions and attitudes of

important stakeholders. This will further help determine their perceptions.

Educational needs

What are the educational needs of local residents?

What potential collaborations with current institutions like the University of Mary Hardin- Baylor are feasible?

Survey focus groups

Survey interview

Local residents ,community leaders ,educational consultants and local schools

University of Mary Hardin- Baylor representatives , Local educational institutions, Partnership coordinators, Academic administrators

Table 1:Data Plan

Surveys of current and prospective students will be conducted to analyze the factors that

influence their decisions on enrollment and discuss issues relating to enrollment. These

questionnaires will be online and on-campus in schools and colleges to reach the highest number

of people. The additional in-depth interviews conducted with the enrollment officers existing and

prospective students, will be meant to give a better insight into reasons for the slow nature of

growth in enrollment. This comprehensive approach will help in detecting the critical factors and

possible solutions toward improving the enrollment rates.

Questions Answered by Data Collection

1. Perceptions:

o Donors' Perspectives: Understanding donor support or concerns about the

taskforce's initiatives.

o Local Business View: Insights into how local businesses perceive TAMUCT and

its potential impact on their operations or community.

2. Resources:

o Resource Gaps: Identifying what resources the taskforce currently lacks and

potential areas for improvement.

o Optimization: Strategies for better utilizing the resources currently available.

3. Enrollment Challenges:

o Enrollment Growth: Factors contributing to slow enrollment growth and ways

to address these issues.

o Student Decisions: Key influences on students’ decisions to enroll or not,

helping to tailor recruitment strategies.

4. Local Concerns:

o Community and Institutional Concerns: Comprehensive understanding of the

resistance from East Bell County and local educational institutions, including

perceived competition and potential impacts.

o Collaboration Opportunities: Potential for collaboration with existing

institutions, including concerns and benefits.

5. Educational Needs:

o Needs Assessment: Detailed insights into the educational needs of local residents

and gaps in current offerings.

o TAMUCT Perception: How TAMUCT is viewed compared to existing

educational options and areas where it can meet community needs more

effectively.

References

Altman, B. W., & Vitucci, S. S. (2015). Constituent Building to Form a New University and

Promote Regional Economic Development. Journal of Case Studies, 33(1).

Betley, E., Sterling, E. J., Akabas, S., Paxton, A., & Frost, L. (2021). Introduction to systems

and systems thinking. Lessons in Conservation, 11(1), 9-25.

EPPIC(2011)Capturing Ideal Performance and Gap Analysis On One Page – The Performance

Model Chart. Pursuing Performance via Performance Based Instruction; EPPIC -

Pursuing Performance via Performance Based Instruction.

https://eppic.biz/2011/11/18/capturing-ideal-performance-and-gap-analysis-on-one-page-

the-performance-model-chart/

https://eppic.biz/2011/11/18/capturing-ideal-performance-and-gap-analysis-on-one-page-the-performance-model-chart/