PEOPLE

Document Sample
PEOPLE
LONG RANGE PLAN (LRP) Document & Triangulation Guide



What is its purpose?

The purpose of the LRP is to anticipate what future college programs and facilities are

needed to best serve community needs. Program and facilities needs are forecast by

predicting, analyzing, and comparing program enrollment and community trends. The

LRP provides baseline data that will be used to develop a Facilities Master Plan (FMP).

The FMP will be developed by a professional facilities planner contracted using

appropriated Advanced Planning Funds.



Who are the readers?

While the LRP provides baseline data on program and facilities needs to a facilities

planner, several different groups – college & NCCCS staffs, legislators, and the general

public – will have an interest in the LRP. Therefore, the LRP should be written in clear

and concise language that assumes no prior knowledge of the college, community, or

process.



What data sources are used?

Four (4) primary qualitative and quantitative data sources are used in the subsequent

forecasting and analysis:

1. Service Area Trend Data (quantitative) as provided by CCbenefits Regional

Scan & Program Demand Reports and/or other comparable data

2. Enrollment Trend Data (quantitative) as provided by NCCCS colleges using one

of three NCCCS-provided models or other college-derived models as deemed

appropriate

3. Internal Data (qualitative) from college surveys of faculties and staffs regarding

predicted program enrollment growth, new program needs, and associated

facilities needs

4. External Data (qualitative) from community stakeholders regarding efficacy of

preceding data sources, new and existing program needs, and other related

considerations



What are the key questions?

As a document, the LRP provides evidence that an objective, comprehensive and

systematic process has been utilized to forecast, analyze, summarize, and compare all

data sources. The LRP should clearly reflect how the collected data answers questions

in three important categories:



PEOPLE: The potential for economic and, therefore, enrollment growth is related to

population growth and educational attainment.



 What is the outlook for population growth in your community? Population increases

imply growth in the potential pool of students.

 Which population segments are growing the fastest? An increase in older segments

implies different program needs than those of younger segments.



LRP document & triangulation guide

Prepared by Dr. Betty H. Adams

Page 1 of 4

 What is the general level of educational attainment in the community? Low levels of

educational attainment may imply a greater need for Basic Skills programs.



PROGRAMS: How do currently offered programs match up with those anticipated to be

needed given expected trends?



 What programs currently exist and what level of enrollment growth is predicted?

 How do current programs stack up with the Critical Occupations associated with

High Growth Industries and Occupations as predicted by CCbenefits or other

comparable report?

 What NEW programs will be needed?



FACILITIES: What are the general implications for additional facilities required to

accommodate NEW & EXISTING Programs?



How is LRP data triangulated into Key Implications?

The Key Implications section of the LRP is most important in that it seeks to reduce all

data into a list of concurring indications. This section is the culmination of the entire

LRP process and report and is derived through an iterative (repetitive) process. A

broad-based college planning committee examines, compares, and analyzes all data

sources. This committee meets as many times as is necessary to distill a handful of

reliable key findings.



To thoroughly analyze and triangulate the collected data, committees should consider

what the four data sources indicate about People, Programs, and Facilities. The

following questions provide a framework from which committees can begin the process

of triangulation:



1. Triangulation of service area data projections

CCbenefits Report or other comparable data



People

 Is the service area population – the pool of potential students – predicted

to grow or decline?

 To what degree?

 Which population segments are predicted to increase/decrease most?

 What is the current & predicted educational attainment of people in the

service area?



Programs

 What are predicted high growth industries?

 What programs are required to serve these anticipate needs?

 Are these programs currently in place at the college?



Facilities

 No inferences regarding facilities’ needs should be made from this data

LRP document & triangulation guide

Prepared by Dr. Betty H. Adams

Page 2 of 4

2. Triangulation of enrollment projections

Curriculum, Continuing Education, and Basic Skills Programs



People

 No inferences regarding community demographics can be made from this

data alone



Programs

 In general, is enrollment predicted to grow or decline in each of the three

program areas?

 To what degree is growth or decline indicated?

 Any surprises or unexpected developments revealed in these predictions?



Facilities

 No inferences regarding facilities’ needs should be made from this data





3. Triangulation of internal feedback

Faculty & Staff Program Planning Surveys



People

 No inferences regarding community demographics should be made from

this data



Programs

 In general, do faculty & staff predict minimal, moderate, or maximum

growth for EXISTING programs in each of the three program areas?

 Any surprises or unexpected developments revealed in these predictions?

 How do faculty & staff projections match up with

1. Enrollment Projections?

2. Service Area Data – programs associated with predicted critical and

high-growth occupations?



Facilities

 Is additional or renovated space required to accommodate growth for

EXISTING programs anticipated to experience moderate and maximum

growth?

 What type of space e.g. classroom, lab, etc?

 Is additional or renovated space required to accommodate growth for NEW

programs anticipated to experience moderate and maximum growth?

 What type of space e.g. classroom, lab, etc?









LRP document & triangulation guide

Prepared by Dr. Betty H. Adams

Page 3 of 4

4. Triangulation of external feedback

Listening Forum Feedback



People

 Do stakeholders agree with predicted demographic trends in the CCbenefits

Report (or other comparable reports)?

 To what degree are stakeholders in agreement e.g. Do they agree with the

entire report or only parts? On which parts do they agree or disagree and

why?

 What additional information/data should the college consider?



Programs

 Do stakeholders agree with predicted demographic trends in the CCbenefits

Report (or other comparable reports)?

 To what degree are stakeholders in agreement e.g. Do they agree with the

entire report or only parts? On which parts do they agree or disagree and

why?

 What additional information/data should the college consider?



Facilities

 No inferences regarding facilities’ needs should be made from this data









LRP document & triangulation guide

Prepared by Dr. Betty H. Adams

Page 4 of 4


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