• Is this available for public view? Could we link this to our website? This would be very interesting and relevant for current B&T students.
• To be perfectly honest, and with all due respect, you are getting started on the wrong strategic foot with your approach. Strategy is only superficially about "mission", "vision", etc. as written in your Strategic Plan Dictionary. This is overly simplified, undergraduate textbook definition that will not help you to make better strategic decisions. In support of this, note that you are starting from "Goal 3" (Set the standard for global education). The problem with this is that although often misunderstood, "goals" are not the same thing as "strategy" itself, and it can easily take one off course and lead to incorrect strategic moves. 'Strategy' is about movement and countermovement of resources. In Webster's case, this would include movement of resources with regard to both degree programs and site locations, both domestic and international. The choice of where to apply those resources strategically made will yield stronger market and financial performance. The trick is in understanding 'strategic thinking' well enough to make the superior decisions that result in the superior outcomes. This is what I teach, research and write about.
• To me, the vision should include measurable objectives that show "forward thinking" and the hopes and aspirations of the institution. I continue to believe that our vision statement must be innovative and courageous enough to consider *the possibility* that we *might* in 20 years have more than five colleges or we might have *new* partnerships for delivering innovative programs in what we know will be high demand fields: healthcare, engineering, and I believe we absolutely must encourage the further development of the School of Technology *within* the School of Business and Technology so that its strength mirrors the reality of the Technological Information Age we are currently living within. I am grateful for this opportunity to contribute to the discussion of the Strategic Plan.
• I encourage the committee to consider the phrase "Academic Quality & Institutional Effectiveness." Our academic programs happen within a corporate body - one is not complete without the other. Thank you for this opportunity to contribute!
• In the email we just received from President Meyers, the University core values he lists barely address academics. With the exception of the last one, these might well be the core values of a socially aware business. While they are worthy of our support and commitment, we are a university and so first and foremost, we should be articulating the characteristics of the learning environment we strive to provide.
• Adjunct faculty are woefully underpaid. We all know this, regardless of whatever manipulation of the figures we use to deny it. It is exploitation, pure and simple. Adjuncts need 1) some job security, 2) some fringe benefits, and 3) salary commensurate with duties performed. Students pay the same per credit, whether it's taught by an adjunct or full-time faculty. We are not Wal-mart here, but we use some of the same dodges to avoid adequate compensation. How about a little show of integrity and courage to address this issue?
• In order to set the standard for global education we must first understand how education is changing - and what tomorrow's student will expect. To me that means innovative delivery models that may not exist today using technology that is just being developed. It also means that classroom and online will blend together to create a learning environment where missing class due to travel, choosing between on the ground and online, and any one dimensional ('click' OR 'brick') delivery system is outdated. We must also invest in infrastructure, including giving students tools to help them 'step up' to a higher standard of learning.
• Staff representation is noticeably absent from the strategic planning committee.
• I would like to suggest the word "prepares" instead of transform. Thanks
• just a suggestion.... Webster University, a worldwide institution, ensures high-quality learning experiences that prepare students for global citizenship and promotes individual excellence.
• Has an external scan be conducted? I can find no evidence that it has on the website. If a scan effort has been conducted, what have been the findings?
• Please invite an extended campus director or two to serve on the planning committees. Their perspective is vital to your work.
• "ensure" is a confusing word to choose: it implies a third party relationship--like an accrediting body. Only if we offer such programs can we then ensure them. This statement seems static. Perhaps concepts such as innovative or progressive belong in the vision statement. Ensure, in and of itself, requires no action.
• Would you please send me and post the University prior strategic plan and any assessment as to how well the goals of the prior strategic plan were met. Thanks.
• The first Core Value ought to be a Global Education which is inclusive, diverse, accessible, and socially responsible.
• This projected plan is a hopeful and greatly appreciated plan for Webster University and its future. However, after the tragic events that has transpired over the past year at Universities all through the United States. Such as Virginia Tech, and some other shootings coved by our local and national news. It is a reality that must be addressed and brings many questions to be answered. Safety is a huge concern and this plan should have a future for improved Security measures and growth of the Public Safety Department. Great Job to Public Safety for their continued effort to keep us all safe on campus!!!!!!!!!!!!!!!! Thank you.
• The current vision is atrocious - here is a rewrite. "Webster University is an internationally esteemed and diverse learning community committed to the betterment of a changing world."
• Where will customer service be addressed -- i.e., service to the student, alumni and community? Also, will the plan address student retention and enhancing accessibility via scholarship/loans/etc.?
• As an MBA student, I am finding that Webster's reputation, locally and nationally is that of a degree factory, with rumors circulating that professors HAVE to pass students and that the quality of students in the university is not up to snuff. I attend the Saint Louis main campus location and have heard these things from colleagues, parents etc. I figure the cost of my degree generates only as much return as the information I retain, but also in the reputation amongst businesses in how esteemed or tarnished the university may be.
• I think it is the right place to start to figure out where the global education will ultimately head. The school has set the framework for other universities around the country as the world ushered itself into the new millennium. Now as the world further closes the gaps between countries it will take Webster University to stand up and officially tell other schools, where the global education needs to go. We have that authority and right because we took the lead first and it worked. So I support this first goal.
• I would like the strategic plan to emphasize the strengths of studying face-to-face in real buildings at the extended and international campuses over institutions that are purely distance learning. Among these advantages are personal meetings with University staff and services, including library services. Webster University needs to more actively support libraries at the extended and international campuses. Digital resources are good, but are enough. They are not enough for a solid undergraduate education and they are not enough to really differentiate from the many distance learning programs available to non-traditional students. Thank you for considering this point.
• Suggested Vision Statement: "To boldly go where no university has gone before."
• How come Extended Campus Directors are never evaluated by their own staff. Good or bad, doesn't St. Louis want feedback about the performance of the people representing Webster around the globe?
• Why is there no worldwide SOP manual available online so that everyone is aware of the correct person to contact at that time? SO much time is wasted weaving through different departments. Some days Webster operates like a competitive, global University. Other days it operates like it just opened for business and no one is sure who makes a decision.
• Will Webster ever become metric-centric? Retails stores have conference calls where everyone reports their numbers and everyone is aware of who is performing and who is not. Why the isolation and secrecy? Moreover, why are there no shared "best practices" for recruiting. With no faces coming and going, the concept of One University can quickly get lost into fiefdoms.
• You cannot call yourself a School of Business & Technology when the "technology" in classrooms is an overhead projector and transparencies. Students pay a good chunk of money to learn here. We should be providing a learning experience that prepares them with modern tools for tomorrow, not outdated junk from yesteryear.
• How come people in St. Louis who travel out of state do not know that Webster has campuses beyond Webster Groves? Does ANYONE anywhere know who about Webster besides the military?
• Is there any succession planning in place today so that when key members at Webster retire or move on there will be consistency in our academic excellence?
• Is Webster doing anything to help fight the rising cost of textbooks? Perhaps update textbooks every other edition so used copies are more readily available.
• I would like to add my name to those calling for sustainability as a core value. I would also like to point out that a library is a model for sustainability. If students can borrow the materials they need, pooling and sharing their resources, then we need to produce and consume less than if students need to purchase each item separately. Sustainability -- another reason to support larger libraries in the extended and international campuses.
• Strategic Plan should address environmental sustainability as key issue for operations in the near future, not just long term. Webster University should lead the way and set an example to students that we are committed to environmental and social responsibility. These issues should be addressed at the satellite campuses as well.
• I would like to see the environment and sustainability written into the strategic plan as part of the University's core values and global education
• I feel that the strategic plan should include a commitment to environmental responsibility and sustainability.
• Can there be some energy focused on how to engage more with the satellite campuses, provide more support to them in marketing & development & really build a global campus that is not St. Louis centric? After 4 years as faculty in a satellite, I have seen virtually no improvement or change in this area and it feels very out of touch with the rest of the world from a strategic perspective.
• Environment...global Warming urgent action necessary if we are to be able to do all the other good things
• I think it is extremely important to understand the potential negative impact of increasing enrollments on both "brand awareness" and "institution of choice." Although all of these terms seems far more suited to a for-profit rather than an academic institution, it is imperative to realize that the external image of universities is based on prestige not market choices or opportunities. Increased academic prestige and the desired objectives (e.g. increased enrollments) would be obtained through highly selective admissions policies; enhanced reputation of faculty as academics (not "real-life" businessmen and women) and professionals; and on-campus student life opportunities.
• Language clarity is important to setting successful strategy because it shapes how one understands the situation, and what one will do. Unfortunately, the language chosen to express Goal #2 lacks clarity and specificity. Note that to say, “Strategically increase our worldwide enrollment” says NOTHING more than “Increase our worldwide enrollment”. In other words, “strategically” as stated here, has virtually no usable meaning, and it’s just a nice sounding word we toss about. If by “increasing worldwide enrollments” you mean, increasing enrollments everywhere throughout the Webster system worldwide, then there is no “strategy”, but rather only a ‘goal’, and one unlikely to be achieved given resource constraints. To correct for this, I recommend that Webster recognize that total enrollments may increase by “strategically choosing” which battles to fight, where to put resources, which sites, which programs, which students, etc. Prioritizing resource commitment will move you closer towards thinking “strategically” for Webster. In contrast, fighting all battles simultaneously, as currently implied in Goal #2, is to apply no strategy whatsoever, which will dilute the resource base, and is unlikely to achieve the stated goal. "Strategy" and "strategic thinking" require hard choices about resource allocation and priorities, and is not simply 'long-term planning' that it is most often confused with.
• I highly recommend the inclusion of a clear commitment to sustainability in section 4
• Saying 'American based' is incorrect and insulting. You mean, I assume, a United States model for education. 'America' comprises Canada through Tiera del Fuego.
• Five areas of excellence is an extremely silly way to say colleges and schools.
• We have zero comprehensive marketing plan that is visible to anyone outside of Webster. If we have one, it's not present, it's not accounted for. Who do I hear about? SLU. WashU. Who do I see online? Phoenix, Capella. I don't understand why such lax efforts are allowed, are commonplace, are joked about being the "Webster Way". It's sad. None of our marketing pieces are engaging, are riveting. We need to do more and we need to do it now. Oh sure, we'll keep growing, but not at the rate of our potential. This is not just me saying this, I've heard these same thoughts from site directors and faculty members. Something must be done or we risk languishing in mediocrity.
• I appreciate all the hard work that has been going into this process. I would really like to see "Academic excellence" in more places than the "Mission" and the "Goals" sections. It should be in the first two paragraphs of the vision (if the vision is being cut to those paragraphs) and definitely listed as a "Core Value." I cannot imagine anything more valuable to an educational institution than the pursuit of student excellence. Under the "Objectives" under the Goal of Excellence, we need to expand beyond "real world" or "practical" learning. We are not only a professional school--we should also list as an objective the pursuit of knowledge for its own sake (to expand the mind, enrich one's life, etc.) Again, thank you for your work.
• I believe the usage of "transform and "for" in the mission statement is awkward. I think a better way of stating it would be "transforms students into global citizens and helps them to achieve individual excellence."
• One of the most genuine ways the University could reflect our Core Value of increased Social Responsibility would be to ensure that all Webster employees (even contract employees) earn a living wage and health insurance.
• I think this statement is confusing and would suggest that it would be more comprehensible if it read: Webster University, a worldwide institution, ensures high-quality learning experiences that prepare students for global citizenship and individual excellence.
• I think it would be more effective to express the core values in the same part of speech. As is, some are nouns and some are adjectives.
• Comments reference the Webster University VISION: 1) Strongly endorse the first paragraph as a true vision statement. Recommend adding the words “one of” in the first sentence and spelling the word premiere (reference an opening night at a performance) as PREMIER (leading or foremost) so it reads: In 2020, Webster University is recognized around the world as ONE OF the PREMIER American based University fostering dialogue, respect and understanding across boundaries and between peoples. 2) Also strongly recommend eliminating the remaining four paragraphs. These discuss accomplishments or former visions. They discuss the HOW or the goals/objectives of accomplishing the vision. 3) Finally, I recommend changing the word “bases” to “installations” in the second to last sentence of the first paragraph so it reads: Enriching the global mix are learners in multiple US metropolitan areas and military INSTALLATIONS. I know it’s a play with words, but the US Army does not have bases, they have posts, so installation identifies all geographical branches of the military.
• New faculty lines is the most important item for faculty. I believe that any strategic plan needs to address faculty growth and new faculty lines. Fiscal responsibility allows for faculty growth. We need to plan for this growth. Furthermore, we need to be able to re-position faculty lines where the faculty member has retired or died. In some areas we have more than enough full-time faculty. In other areas, we are woefully inadequate in the number of full-time faculty. This is true in many of the schools and colleges. We should do an assessment of the number of faculty and what they are teaching. Have they been hired for one need and because of greater needs elsewhere has that member ended up teaching in a related area? An audit of faculty and their teaching loads might answer this question.
• It is depressing to me that there is so little faculty representation on the current SP committee (i.e. in its final iteration.) Faculty are the ones most likely to still be here in 2020. Faculty carry the weight of implementing this plan "on the ground." Moreover, there are some faculty who have been here for 30 years and understand the culture, the history, the essence of this institution in ways that no one else does. Why aren't they on this committee? It makes me wonder about how faculty really fit into the "mission" of the university. And should I really bother trying to formulate my own vision when there is so little reason to trust that anyone is listening?
• We really need more full time faculty in the SOE. Our adjuncts are wonderful, but university teaching is not their primary role, nor is Webster their only university affiliation. We need individuals who will come to Webster and stay here because their vision is congruent with ours.
• The core values seem to emphasis more unbridled growth and almost ignore the education of student. Shouldn't the primary core value be learning? We can define what they learn and who learns it after we state that learning is fundamental. In the current arrangement of core values, it conveys the message that we want everyone included and then we'll figure out why.
• Improve technology in every classroom to enhance learning. Suggestion you investigate Interwrite School Boards that connect to the internet via wireless connections with many research and learning resources available to the instructor. I work with one in my elementary school where I mentor once a week and it is amazing all the learning that is available. 2. Make adjunct faculty feel more like a part of the WU family. I personally feel that the financial support they provide could improve if someone could find a way to accomplish this. I have burned many brain cells trying to figure this one out and can't resolve it in my mind.
• You can bring the real world into the classroom with technology. I do it all the time with my laptop and the wireless system available. Somewhere we need a dedication to technology in every classroom and by every faculty in our plan .
• I would like to see Webster University's name added to the list of the Association for the Advancement of Sustainability in Higher Education: http://www.aashe.org/, I would like to know that our commitment to environmental responsibility and sustainability is going to be a focus of our strategic plan, I would like to see Webster incorporate environmental responsibility and sustainability into Webster Works Wordwide and as as least one program of Governor Holden's Public Policy Forum, I would like to see our name in the list of Campus Sustainability Projects appended to the Higher Education Sustainability Act of 2007, and I have every confidence that Webster University could get a Senator to introduce the bill which was introduced in the House on September 24, 2007.
• Dear Members of the Strategic Plan Committee, As you may know, President Meyers recently signed the American College and University President's Climate Commitment, which states “The fight against global warming will shape the 21st century. Colleges and universities must exercise leadership in their communities and throughout society by modeling ways to eliminate global warming emissions, and by providing the knowledge and the educated graduates to achieve climate neutrality. Campuses that address the climate challenge by eliminating global warming emissions and by integrating sustainability into their curriculum will better serve their students and meet their social mandate to help create a thriving, ethical, and civil society.” We, the undersigned, support this commitment to campus sustainability in general and the more specific effort to combat global climate change. In order to provide the strongest support for this commitment, we believe environmental responsibility and sustainability must be written into Webster's mission statement and strategic plan. Thoughtful and sustainable interactions with the environment are a crucial component of social responsibility, especially on a global scale, and thus environmental responsibility is an excellent fit with the mission statement and strategic plan as already conceived. Making a commitment to the environment explicit will allow Webster to take a true leadership stance on this crucial global issue. Please note that another copy of the petition, with **59 additional handwritten signatures**, will follow in the campus mail. (It was posted in the Music Building.) The names on this copy are **in addition** to the names below, making the total number of signatures well over one hundred.
• What is more practical than doing our best to make sure the planet and resources on which we depend for existence can continue to support us? And, to quote a wise man I used to teach with at another institution, "Students are the only customers who want you to cheat them." That's the problem with the student-customer comparison. We don't need to call them customers. We already have a word for them — students. Of course, I am not expecting anyone to sign the petition who does not agree with it. But I must say I am saddened by the lack of respect in your message for me and the others who do think sustainability is an important issue. If we can't provide models of civil discourse for our students, who can?
• OH COME ON!!!!!!!!!!! Can we just stick to the bottom line? We exist to deliver high quality and practical education to students, both traditional and non-traditional, around the world. That's it! Let's leave all the fluffy diversity, inclusion and save the planet junk out! That's how we get distracted from our mission and end up adversely impacting the quality, efficiency and efficacy of the services we deliver to our primary customers - our students!!!!!! One thing I do think we need to focus more attention on is exploiting technology to support our mission. When extended campuses have trouble getting internet connectivity and there is no worldwide teleconference capability - that's a problem that affects our customers. I appreciate that this issue HAS been folded into the Vision Statement and the Strategic Plan.
• Dear Webster Faculty, Staff, and Students, Last week, after the Campus Sustainability Day webcast, we had a very lively discussion, and one issue that emerged is the need to reflect environmental responsibility and sustainability as a value in Webster's new strategic plan, which is currently being written. As you may recall, President Meyers recently wrote to the Webster community soliciting input on the strategic plan. If you share the view that our plan should overtly reflect a commitment to environmental responsibility and sustainability, you may want to go to the web site for the plan at www.webster.edu/strategicplan/home.shtml and say so. I would also like to offer you the opportunity to add your name to a group petition addressing the need for sustainability to be part of the strategic plan. The text of the petition is included below. You can also find it as a text file on the Environmental Studies Connections Group site. To learn more about campus sustainability and the American College and University President's Climate Commitment, go the the web site for the Association for the Advancement of Sustainability in Higher Education: http://www.aashe.org/ If you would like your name added to the petition, please write to me and let me know. And please spread the word . . . any Webster student, staff member, or faculty member is welcome to sign the petition by e-mailing me with his or her name and title (students should just identity themselves as students or by their majors). If you would like your name on the petition, I need to hear from you by November 12th. Thanks very much for your consideration of this issue.
• Assigning brand awareness as a sub component of enrollment growth assumes that its primary importance is to support enrollment growth. In fact, understanding who we are and how that's articulated and ultimately executed is of such strategic importance that it deserves being its own goal. A well articulated brand, communicated across all facets of the university can benefit enrollment, board recruitment, donor and alumni relations, peer perceptions (and associated rankings) etc. However, the university's current management structure does support proper management and oversight of the Webster brand. We should consider the creation of a Vice President of Communications/External Affairs/Brand Management to drive this critical function. Part and parcel to their success would be a long-term institutional commitment of resources to support the objective.
• I have discussed the SBT strategic planning process with Dean Akande. I am wondering if the University level process is the same as SBT as described in the Self Study.
• In 2020, Webster University is recognized as the premiere U.S. based global provider of an American Education fostering,....(continue the sentence)
• To say we are "the premier...etc." reflects an unrealistic arrogance that should have no place in the plan. Sure, we should beat our own drum, but there are other universities that are "out there" as well. Why can't we be satisfied with the truth: "Webster is an important US based...etc."?
• We are proud to call ourselves Americans and invite anyone who calls himself a proud American to join us in proclaiming that Webster University Worldwide has no peers on this planet in creating opportunities for respectful international discourse in an American style university setting.
• Dear Colleagues, To determine the state of citizenship for purposes of establishing suits in diversity, corporations can be identified first by either state of incorporation or state of major activity. In determining citizenship in re: major activity, courts use the 'nerve center' test as either state of primary corporate activity or state of decision making. It would seem that in this case if you wanted to identify the specific legal jurisdiction of citizenship it would be appropriate to use United State of America (USA). If, however, you wanted to identify the essence of the University's major activity it would be appropriate to use American. Strikes me that American is a more inspired and inspiring expression of this great university.
• Please keep in mind the Community Music School when assessing how well this goal is met. A number of our students are foreign nationals who are stateside for jobs or study. Our faculty also come from Taiwan, Japan, Mexico, Russia, Ireland, and the US.
• Who is representing the staff in the planning process? I do not see a WSA member on the strategic planning committee.
• I am not sure where or how this would fit into our future plans, however I spoke with the staff here as well as other directors and all feel (along with me) that we are not doing what we teach with regards to performance based incentives at the extended site level. For example, campus A grows by 40% and campus B stays the same. Both staffs receive the same % pay increase. This acts as a disincentive for growth in the future years for both campuses. It impairs the ability to attract and retain top talent which is a key to success. 2.) Sharing strategies and tactics that have proven effective will contribute to the institutions growth and success for years to come. There are few tools in place that allow sharing between extended campuses. For example an intranet, blogs, or even a training and development specialist to work with extended sites. They can share how to set up systems within an extended site to function efficiently and effectively, grow from within as well as establish cohorts with corporations (outwardly). 3.) Lastly, we need to be proactive in identifying and proliferating best practices instead of waiting until a campus is ready to close due to poor leadership and performance.
• "In 2020, Webster University is [will be?] recognized as the premiere provider of US-style university education fostering dialogue, respect and understanding across boundaries and among people." Simple enough.
• What's the matter with the designation for the country I spent thirty-one years protecting. U.S.A.
• Dave, I like the idea of using U.S. but would recommend not abbreviating it. Go with United States. We appreciate the work you are doing on this project.
• As the premiere American-style university (lower case) ---between peoples? Either between people (singular) or between cultures. Rather than racial, can we use ethnic?
• Neil and Dave, I see no need to state U.S. or American in the vision statement. Instead, I suggest that we include the name of the recognized authority or publication that we expect to rank us as premier.
• Although in the States, and in some other circles, "America" is taken to mean the United States of America, to most Latin Americans saying "America" means the entire Western Hemisphere. Listen to "America" in West Side Story, and you will hear that my native land is in America...I quote," Puerto Rico is in America." And that is true, although Puerto Rico is not a state of the Union and only a territory. In the context being discussed, I would argue that many would understand that "American-based" refers to an institution in the U.S.A. but I can believe that some might be confused.
• I'm in total agreement with the change to "U.S. - based". There are several other points about which I wanted to comment, but I have had no time to do it. I'll let you know as soon as I can. Thanks.
• Neil and Dave, In the UK the adjective American implies it is from the United States. We promote the Webster MBA as an "American MBA" and that is claearly understood and valued as such. I appreciate the points you make but thought you might like to know the perception here.
• Often administrators speak about how Webster needs to grow. Rather than a general plan of growth focused at the top, we would be better served to have individual growth plans for each School or College. Full time faculty positions may be tied to each growth plan for each School or College. If the School or College meets or exceeds their growth plan, then they receive a full time faculty position(s) as a reward. That way it is a win-win situation for faculty and Webster.
• I suggest including a broad emphasis on "ethics" and "competency" - two characteristics increasingly absent in the world of organizations.
• I have been teaching a course for audits of organization for Webster for over 30 years. (See recent syllabus for MNGT 4900 and the Wheelen and Hunger text STRATEGIC MANAGEMENT AND BUSINES POLICY, 11th ed. I presume your work more or less followed the eight-step process so well described in the text. Note that use of independent disinterested third parties is usually considered essential for an objective analysis and development of strategies for recommended plans.
• In my 30+ plus years with Webster, I have always viewed the students as "customer". I suggest ongoing feedback from the students via an omsbudsman or some other conficental forum with the purpose of giving Webster feedback. I tell my undergrad seniors their names will soon be added to the list of "prospective donors". Let's do what we can to make them receptive to this new role.
• I am not comfortable with the expression American-based or U.S. based. WE advertise ourselves to be an international university but to say U.S. based takes away from our global organizational structure and role. To refer to only a part of the global economy (US) will possibly alienate international community. Also I am not sure if there is an unique "U.S. style education" in today's developing world. Our international structure/role is a foundation which many other schools do not have and it gives us the ability to meet the learning needs of all global citizens. We need to build on that successful foundation an organizational structure that will result in a sustainable competitive advantage. Think Globally act locally.
• I believe the limited number of full-time faculty threatens academic excellence. It negatively affects availability of faculty to students, time available for academic management, time available for curriculum assessment, revision and invention. We're playing with firs.
• I like the U. S. based instead of the American-based. We are in the United States. For Advanced Academic Excellence I have a no cost idea. Currently the Adjunct Faculty is allowed take two courses per academic year under the tuition remission program. Think how much better our Adjunct Faculty would be if they could take one course every term on a degree that augments their knowledge in the area they are teaching. I would be happy to work with someone to update the tuition remission for Adjunct Faculty that would be no cost to the University while increasing the credentials of the Adjunct Faculty. Remember the adjunct faculty teaches more students than the full time faculty.
• Maybe I am missing something, but I am struggling to find any mention of preparing our graduates to use the 21st century skills that will be so important for them in the world they will enter beyond our doors. One of the most important skills will be developing an information literacy and fluency using the technology tools that are available on our campus. Nowhere do I see how we will strive to make teaching and learning more effective through the use of technology. The students we are teaching today are different learners than any generation before them and we need to make sure that the delivery of our information and knowledge acknowledges and embraces that fact.
• To advance excellence in teaching and learning Webster will embrace new forms and creative approaches to measuring its progress in all dimensions of university life. Webster will set the objective to *articulate* its values for inclusive, international, diverse, principled citizenries around the world. For goal 5 - the objective to create Webster Marketing TEAMS that include members from across the worldwide network will be created to result in local and global effective marketing campaigns. Best wishes for success with the December meeting and January wrap-up! Happy holidays to the chairs and all members of the planning committee...
• Where's the yellow box noting the key/primary goals - I think we are well served to highlight the standards/goals or criteria of the institution's strategic plan.
• I'm glad to see the recommendation for a communication plan to integrate the messages so that we have one, recognizable, consistent message about Webster.
• For both goals 5 and 6, I think it would only be appropriate to include the implementation and expansion of utilizing the partnerships with outside organizations which Webster has developed. Part of Goal 5 could elaborate on its relationship with well know community groups such as the Rep and Community Music School. Both of these organizations, while based at the home campus, extends the Webster message to many community members beyond the St. Louis metro area. For Goal 6, making mention of the further utilization of groups like Air Force education offices, OTSL, Rep., Community Music School as recruiting tools for students and places for students to become involved in volunteerism on campus (for REP, OTSL, and CMS at least). These organizations are already in place and have very high reputations. Thanks!
• Goal 5: please do not use 'image' or 'brand'; I abhor such pop nonsense. 'Reputation' may be staid, but it means something; Webster's reputation is something about which we are all concerned.
• I believe that excellence in education can only be realized at Webster University with more full-time faculty. Although the model of the practioner-educator serves our students well, especially in professional programs, Webster must have more full-time professors in the classroom. I would hope that this would be the number one priority in the coming years.
• Thanks for the opportunity to comment. “6c. Strategically invest in new faculty and staff to support effective levels of academic programs, student service and support of the institutional initiatives 6g. Continue to build upon the university technology infrastructure in network and telephony systems to insure the quality and responsiveness required of an international university 6h. Continue to invest in academic technology, and in particular, online learning systems which scales to academic needs 6g. Continue to build upon the university technology infrastructure in network and telephony systems to insure the quality and responsiveness required of an international university 6h. Continue to invest in academic technology, and in particular, online learning systems which scales to academic needs” These are all admirable objectives that seem “fundable” to me. When articulated, a clear strategic vision about what faculty and facility upgrades are needed (and why) should feed the Development Office the information they need to make a credible case to donors. Perhaps we need to formally mention an evaluation of these areas that will inform the decision-making process.
• Could you tell me more about item 6 m and what that means please?
• To the Committee: It is interesting that point #4 about preparing students to be informed and socially responsible (actual substance) has only one suggested strategy, whereas goal #5 on our image has 10 suggested strategies! If we do our job as an effective educational institution with successful graduates, the "image" problems will take care of themselves. Success is the necessary predecessor of recognition. Also, under Goal #5 why do we need five separate points to say we are planning to communicate with different constituencies? You need one point about communication with students, faculty, staff, alums, etc.
• In order to advance goals 3 and 5, I strongly believe that we need to increase the number of full-time faculty teaching on our campuses. There simply are not enough of us to cover the classes, advising and curriculum development necessary for promoting academic excellence.
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