CATEGORY 9: BUILDING COLLABORATIVE RELATIONSHIPS

9P1. Creating, prioritizing, & building relationships with organizations from which we receive our students

Figure 9P1.1 provides a listing of the institution’s key collaborative relationships and ways these relationships reinforce WNMU’s mission.

Figure 9P1.1 Key Collaborative Relationships Legend for Relationships: X: existing; E: emerging; F: feeder; R: receiver; CS: community support; O: outsource; C: collaborative; P: partnership; G: governmental agency; S: sets academic standards
Item Ref and Entity	Nature of Relationship	Impact on Mission
9P1, 9P2 School Districts (X,F,C,P)	§ Child Development Center Program site § Fieldwork and Internship site § Feeder of potential students § Grant collaborator § Special programming such as Science Olympiad, Expanding Your Horizons § Access to DISCOVER© § COMPASS testing site § Middle School initiative	Supports learning; professional development and growth of students; innovative work
9P1 Community Colleges (R, X,F,K,C)	§ Receiver of CC graduates, especially from Arizona where we have reciprocal tuition waiver program	Student learning
9P1 Dual Enrollment Program Participant High Schools (X,F,C,P)	§ Provide concurrent enrollment classes for rural school districts in service area § Supports other collaborative projects § Provided equipment, technical support & training for facilitators	Student learning; community development, professional growth of faculty, staff
9P5 New Mexico Higher Education Department (X,G)	§ Establish funding formula and budget recommendations § Create policies in regard to programs § Articulation Task Force for Gen Ed	Liaison with state to support quality academic programs
9P3 Workforce Coalition (X,R,CS,C)	§ Testing and support for entry/reentry to higher education § Provide certificate and degree opportunities § Provide opportunities to “try out” new programs	Supports lifelong learning; community and economic development
9P5 Accrediting Agencies (X,E,S)	§ Provide external peer review § Establish standards and guidelines for programs § Identify best practices	Add credibility to degrees; provide guidance on good practice; support quality education
9P3 State Lobbyist (X,F,R,O,C)	§ Develop legislative relationships and lobby for legislative priorities § Advocate for legislation introduced into legislature and legislative priorities	Supports quality academic and other programming
9P2 Business and Industry in Grant, Luna, Hidalgo, McKinley, and Sierra County (E,C,P)	§ Source of internships and co-op placements § Support for athletics and co-curricular events § Support for centers	Supports learning; collaborative relationship with constituents
9P1 International Institutions: Universidad de Regional del Norte; Technical Institute in Nuevo Casas Grande; Technologico de Monterrey (X,F,R,P)	§ Student Exchanges § Faculty Exchanges § ESL Courses § Economic Development courses	Student learning; professional development for faculty Economic development
9P2, 9P4 Community Organizations (X,E,CS,C,P)	§ Source of funding for University/Foundation § Provide cultural and other opportunities for students, faculty, and staff § Provide service learning opportunities for students § Generate ideas for programs	Collaborative relationships with constituents; support community development
9P2, 9P3 Health Related Organizations/ Agencies (X,E,F,E,CS,P)	§ Provide internship and fieldwork sites § Provide scholarships for students in health professions § Provide faculty for courses	Student learning; access and affordability
9P1 Other Universities (X,E,F,R,P)	§ Provider of graduate education § Provider of professional program completion § Joint academic programs § Share resources (Internet connections, software licenses, etc.)	Student learning; quality academic programs; access
9P2 New Mexico Public Education Department (X,E,C,G)	§ Provide input into definition of standards for P-12 teachers § NCATE Partnership	Student learning; professional development for faculty
9P3, 9P4 Follett Corporation (X,O)	§ Run bookstore	Supports learning
9P3 City and County Governments (X,R,CS,G)	§ Provide instructional and office space § Town and Gown Committee involvement	Access; student learning; economic development; supporting student activities
9P2 Professional Organizations (X,E,C)	§ Provide opportunities for staff and faculty professional development § Provide professional conferences on campus § Provide publications and other research	Lifelong learning; student learning; professional growth of employees
9P3 Small Business Development Center (X,CS,C,P)	§ Economic Development and Research § Interactions with potential business people in four county area § NAFTA Institute, Economic Development Course § International Business Accelerator	Supports economic development of the region; uses technology to create opportunities; builds international ties
9P5 Advisory Boards (X,E,P)	§ Provide expertise to enrich curriculum and input on program strengths § Source of current information and student internships	Student learning; professional growth of faculty/staff; quality academic programs
9P4 CHECS (X,C)	§ Provides information regarding available IT  infrastructure in state § Sharing of technical expertise and equipment	Supports student learning; use of technology; seeks continuous improvement
9P1 Teach for America Program (X,R,P,G)	§ Provide graduate courses and programs for teachers in the Gallup area	Supports access; student learning; professional growth of faculty; quality academic programs
9P4 TAC (X,C,S)	§ Mechanical system design for compatibility with energy saving systems in-place	Learning; innovation; uses technology
9P3, 9P5 Office of Institutional Advancement (X,E,C)	§ Provides networking opportunities for graduates § Source of fundraising (capital campaign, endowed scholarships)	Supports students (former, present & future) Supports growth of WNMU

 

The most critical relationships and ones that seldom change are those that impact teaching and learning today and in the future, and support enrollment at WNMU. These frequently involve other educational institutions (P through graduate school). Changing requirements for public school students are impacting WNMU’s Dual Enrollment Program (see figure 8R2.1) and created the need for a Director of Dual Enrollment, a new position on campus. Recruitment efforts have been fine tuned to specific markets in the Southwest, and to emerging global markets. Relationship building activities for feeder schools are detailed in figure 9R1.2.

 

Figure 9P1.2 Relationship Building Activities
Segment	Relationship Building Activities
Parents	Orientation, homecoming, campus tours, student ambassadors, special publications for parents, financial aid presentations in local communities
Feeder schools	Monthly meeting with local school superintendents, free testing and career exploration for juniors and seniors, feedback reports on performance of graduates in first year college classes, concurrent enrollment programs, financial aid programs presented in high school settings, college day and college night programs, use of 1-800 number for high school counselors to get answers to questions, transfer programs in community colleges, invite teachers to participate in professional development activities; collaborative student teaching activities; School of Education (SOE) advisory board
Community/ region and local taxpayers/citizens	Learning centers established to serve local communities, special programs for displaced workers, monthly community relations meetings, access to campus facilities, faculty and staff membership in local service clubs, child care facilities open to the public, newspaper articles, continuing education activities, Kids College, pre-University programs in Adult Basic Education and Welfare to Work, ability to purchase meals in the student cafeteria on a cash basis; Advisory Boards; CRC, educational tours, gallery, museum, and library exhibits
State agencies including HED	Attendance at meetings, timely completion of requested reports, special studies as requested; leadership roles in state task forces and committees; a coordinated NM Associated Students lobbying effort; CUP inputs
Employers	Advisory Boards, career fairs, campus interviews, employer surveys, job listings,  successful student placements
Alumni	Office of Institutional Advancement, Alumni association, alumni regional chapters, alumni newsletter, homecoming events, Great Race events, alumni in the classroom program, placement services for alumni, alumni survey, alumni social networking space
Suppliers	Follett Bookstore, Sodhexo Food Services, building contractors, photocopier support. Attendance at meetings; WIN Team improvement processes (e.g. Bookstore WIN Team in 2006); advisory boards
Field Placement Sites/Potential Employers	Membership in/involvement with community organizations in service region; on-campus training of field instructors; Field Director site visits multiple times per semester; networking with community and potential employers to recruit and place students

 

 

9P2. Creating, prioritizing, & building relationships with organizations that depend on our students & graduates to meet their requirements

Formal and informal agreements that build and create relationships in the most critical category of teaching and learning involve recruitment of students and interactions with counselors; opportunities for practice teaching, clinicals, and internships; in-service training in education, health care, and other professional areas. Because WNMU serves small communities, prioritizing relationships is not so much an issue as meeting community needs for educators and social workers. In the case of the latter, students are prepared to mentor future BSW and MSW students; instilling in them the sense of responsibility, as practitioners, to support other WNMU students strengthens our relationships with the organizations that recruit our graduates.

 

9P3. Creating, prioritizing, & building relationships with organizations that provide services to our students

Listening to suppliers and partners is key to building relationships on campus. The Directors of WNMU Dining Services and Follett Bookstore solicit and receive feedback from WNMU employees and students; representatives of these and other organizations are invited to various meetings on campus to impart information, answer questions, or listen to concerns. In 2007, when numerous concerns about Bookstore services and products were brought to the attention of the store manager, she requested that a Bookstore WIN Team be created to address these gaps. The results were improved store layout, expanded inventory of WNMU clothing, and better communications with campus regarding book adoption procedures.

 

 

 

9P4. Creating, prioritizing, & building relationships with organizations that supply materials & services

Priority for establishing relationships with organizations that supply materials and services is largely conducted by the Director of Materials Resource Management through a formal Request for Proposal and bidding process. Service contracts exist for photocopying services, construction services, and contracted employee services (such as the Public Relations firm). Maintaining productive relationships with contractors of all types is critical. Architects and contractors are at the table during all building planning meetings for the duration of the project. The public relations firm CEO is a member of the Institutional Advancement Team and attends meetings either in person or via telephone. Two-way communications builds and sustains relationships with service and supply organizations.

 

9P5. Creating, prioritizing, & building relationships with education associations, external agencies, consortia partners & general community

Relationships with education associations, external agencies and consortia partners are determined by a number of things, including accreditation requirements, the State of New Mexico, and community needs and expectations. Relationships with accrediting agencies are given priority to ensure ongoing viability and success of our programs. Figure 1P11.2 provides an overview of WNMU’s various accreditations. Consortia relationships may be created by a shared infrastructure: an example of this is the New Mexico Council for Higher Education Computing/Communication Service (CHECS), of which WNMU, with over 30 other institutions in the state, is a member. In this case, common service goals, shared technology concerns, and scarce resources create a forum for collaboration. Relationship building with the general community is a priority at WNMU, and prioritizing this process is the main focus of the Marketing and Controls Plan. Category 2 provides extensive detail on community relations process, results, and improvements.

 

9P6. Ensuring that partnership relationships are meeting needs

Advisory boards exist in many areas as diverse as business, education, construction technology, and office administration and provide important feedback on whether needs are being met. Regular meetings with the school superintendents, economic development entities, clinical faculty, and the community provide many avenues for determining whether needs are being met.

Adjustments to programs generally come from several places including discussions with individuals or groups, professional conferences and workshops, accreditation guidelines and state standards, and feedback from graduates through surveys and other interactions.

 

9P7. Creating & building relationships within the organization; assuring integration & communication

Throughout this portfolio, the creation and building of relationships has been a focus and communication methods have been identified. An executive summary would include the following means used to create and build relationships within the institution: the University assessment convocation; AQIP Action Project Teams (particularly the First Year Experience Team, the outgrowth of Foundations of Excellence®) and Quality Council; the SPP, the Online Policy Group and Online Student Services Committee; President’s Cabinet and SEAT; the WNMU Leadership Program; Writing Across the Curriculum luncheons; faculty and staff governance committees; training and development activities; accreditation and Quality New Mexico and Baldrige service; team and/or linked teaching activities; and being a small institution. Communication vehicles, along with encouraged involvement in the activities listed above, ensure engagement as well as integration. These include Mustang Express, which archives minutes from any group wishing to submit minutes; the WNMU website; the general use employee shared drive, Steel, where the Resource Room and numerous other data repositories are stored and accessible to anyone on the network; daily email distribution of meeting minutes, memoranda, and announcements; and press releases and newsletters.

 

9R1. Measures of building collaborative relationships

A number of measures are collected. Generally the decisions to collect them are inspired by an interest in institutional performance rather than their ability to measure the results of collaborative relationships. Such measures include AQIP data, NCATE, and other professional and regional accreditation related data, enrollment numbers, satisfaction surveys, grant funding and applications involving joint efforts, technology usage reports, purchasing records, vendor performance, alumni surveys, and legislative results.

 

Results related to collaborative relationships are provided throughout this portfolio and include:
Figure 1R1.1 Measures of Student Performance
Figure 2R1.1 Measures of Other Distinctive Objectives
Figure 2R2.2 Validated Alumni Database Entries
Figure 2R2.3 Gifting & Fundraising
Figure 2R2.4 Quality Initiatives at WNMU
Figure 2R2.5 NAFTA Institute Attendance
Figure 3P4.1 Examples of Stakeholder Building Activities
Figure 4I1.1 New Staff Orientation Participant Evaluation Results
Figure 9R2.1 Application Capture Rates in NM
Figure 9R2.2 Application Capture Rates Outside of NM
Figure 9R2.3 Career Services Results
 

Figure 9R1.1 provides selected results related to collaborative relationships. References to a number of results presented throughout the portfolio are included along with several other results presented as part of this category.

Figure 9R1.1 Measures of Collaborative Relationships
Figure	Performance Results	Relationship Attributes
1R1.1	Measures of Student Performance	External collaboration that reflects paying attention to needs of key employer stakeholders and feedback from alumni
2R1.1	Measures of Other Distinctive Objectives	External collaboration with community members, accrediting agencies, and other organizations
2R2.4	Validated Alumni Database Entries	External collaboration with WNMU graduates for collecting accurate and current alumni information; reconnecting with alums
2R2.5	Gifting & Fundraising 2006 - 2009	External collaboration supporting WNMU through donations and matching gifts from friends of WNMU and former students & employees
2R2.6	Quality Initiatives at WNMU	External and internal collaboration supporting quality initiatives within the University, within the state, and nationally
2R2.7	NAFTA Institute Attendance Over Time	External collaboration supporting business and trade between the U.S. and Mexico
3P4.1	Examples of Stakeholder Relationship Building Activities	External and internal collaboration reflecting efforts to build relationships with WNMU stakeholders
4I1.1	New Staff Orientation Participant Evaluation Results	Internal collaboration reflecting cross- functional efforts to build relationships with new staff employees
9R2.1	Application Capture Rate in New Mexico Counties	External and internal collaboration with recruiters, school counselors, alumni, and cross functional efforts internally
9R2.2	Application Capture Rates Outside of New Mexico	External and internal collaboration with recruiters, school counselors, alumni, and cross functional efforts internally
92R.3	Career Services Results	External collaboration to support student and alumni success in the workplace

 

9R2. Performance results in building internal & external key collaborative relationships

Key collaborative relationships are those that contribute to enrollment growth at WNMU. Internally, recruiters and other Admissions personnel work with Athletics, Institutional Advancement, faculty, and alumni to bring students to the University. As figure 9R2.1 illustrates, most of our students are recruited from Grant County. Out-of-state recruitment (figure 9R2.2) clearly shows that Texas is the next biggest state market for New Mexico. Recent collaborative efforts between the WNMU President and several universities in China have resulted in a 1-2-1 program for Chinese students. This effort could significantly change the results of recruitment efforts at WNMU in the near future.

 

9R2.1 Application Capture in New Mexico Counties

 

 

9R2.2 Application Capture Rates Outside of New Mexico

 

The Office of Career Services is one of several entities on campus that links internal and external relationships as students prepare to enter the workforce. The Director of Career Services assists students with resume writing, interviewing, and job placement. She also collaborates with potential employers in job fairs and assists the Office of Institutional Advancement with keeping contact information of recent graduates current. Career Services surveys the previous year’s graduates to determine their success in finding jobs after college. Figure 9R1.2 provides results for AY 2007-2008.

 

Figure 9R2.3 Career Services Employment Survey Results

 

Internal and external key collaborative relationship results are also provided in Category 2.

 

 

9R3. Comparative results

Comparisons for Building Collaborative Relationships, beyond student and alumni satisfaction data found in the CUP Report of Institutional Effectiveness, are not gathered at this time.

 

9I1. Recent improvements

Improvements in Building Collaborative Relationships can be seen in increased enrollment number, increased engagement of alumni and gifts to the university, and vastly improved community relations. These improvements are supported by, and the results of, rigorous and focused strategic planning at the institutional and VP division level. Operational plans for Academic, Student, and Business Affairs, and for Institutional Advancement, focus on Building Collaborative Relationships at all levels. For example, the Social Work Department recently upgraded the status of field instructors, and offers five continuing education credits for the training that they receive from WNMU. This benefits the University in that qualified field instructors are recruited to teach and mentor our Social Work students. This benefits the practitioner instructors as the continuing education units count toward maintaining a Social Work license.

 

9I2. Selecting processes to improve & setting targets for performance results

The culture of continuous improvement at WNMU, along with the institution’s small size and necessary agility in the context of scarce resources, supports selection of processes to improve in a number of formal ways:

 

 

• Strategic Planning
• AQIP Action Project Teams
• President’s Cabinet & SEAT
• Institutional Advancement Committee
• Academic and Chairs’ Council
• Student Affairs Attraction/Retention Meetings

 

Less formally, staff and faculty are given the latitude to develop and bring forward to the VPs suggestions for improvement and targets associated with new approaches. With the continued development of WNMU by the Numbers, the institutional scorecard, more of these processes, targets and results will be captured and shared, both internally and externally.