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A Decade of Performance · people. All of the advances in student or faculty performance, in...
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A DECADE OF P ERFORMANCE AT THE UNIVERSITY OF FLORIDA 1990-1999
Transcript of A Decade of Performance · people. All of the advances in student or faculty performance, in...
A DECADE OF
PERFORMANCEAT THE UNIVERSITY OF FLORIDA
1990-1999
The Campaign for the University of Florida — It’s Performance That Counts –manifests a design for the university’s future that builds upon the remarkableachievements of past generations. Nothing speaks to the message of this
campaign more clearly than the university’s performance during the last decade.
This campaign works to translate those accomplishments into a self-sustaininguniversity, where performance and productivity become part of the institutionalculture. It rests upon strategic campaign goals amounting to $750 million that targetimportant areas of the UF mission. In these areas, timely investments of privatesupport will leverage exceptional performance for the 21st century.
Launched in 1996, the campaign already is producing impressive returns on theinvestments of the university’s alumni and friends. Campaign support has enhancedthe quality and productivity of the faculty. It has increased financial aid and post-baccalaureate opportunities for students. Campaign donors have improved thefacilities, technology and equipment that sustain world-class research and teaching.
In fact, because of the generous campaign support so far, the campaign has been ableto add important new initiatives in genetics, graduate studies and technology.
December 31, 2000, will mark the end of UF’s five-year fund-raising drive. As thecampaign closes in on the goal, the University of Florida, its administrators, stu-dents, faculty and staff are committed to delivering the very top returns on theseinvestments of private support.
IT’S PERFORMANCE THAT COUNTS
A Decade ofPerformance
at the
university offlorida
1990-1999
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
www.ufl.edu
PPerformance defines the University of Florida at the close of the1990s. The decade that began with personal tragedies and difficultfinancial times ends celebrating the strong performance of faculty,students, staff, alumni and friends. In reviewing the transformingchanges of this decade, the key element in every success story resideswith the creativity, commitment and achievement of the university’speople. All of the advances in student or faculty performance, inadministrative efficiency, fund-raising achievement, or researcheffectiveness come from the investment of time and talent by thisinstitution’s people. The following review of this remarkable decadeis the record of their achievement; it is their story.
The 1990s at the University of Florida represent a coming of age of agreat university. By 1989-90, the university’s people had alreadysucceeded in establishing Florida as a significant research institutioncapable of competing on the national level. Admission into theAssociation of American Universities in 1985 represented acommitment to sustain that national level of performance into thenext decade. That decade challenged the University of Florida toengage fully in the national competition for academic quality andproductivity and to move the university into the ranks of America’spremier national public research universities.
The decade challenged the university’s people to improve theirperformance as students, faculty, staff, alumni and friends. Andimprove they did.
This brief review highlights the comprehensive nature of thetransformation required during these years to position the Universityof Florida for continued success into the next century. Although thework of improving and enhancing a university is never complete, theengagement of all of the university’s people in this campaignproduced some remarkable change.
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A DECADE OF
PERFORMANCEAT THE
Universityof Florida
FTHE DESIGN
The University of Florida fulfills itsmission as a premier national publicresearch university for its state byengaging fully in the nationalcompetition among America’s bestpublic research universities and bymaking the choices that sustainperformance. No university can do
everything, excel ateverything, or compete ineverything. Great publicuniversities, nonetheless,have a wide range ofexpertise, cultivate manyspecialties, and engage insupport of their state andtheir nation on manyfronts. Speaking onbehalf of the university,the president defined theinstitution’s agenda forthe century’s last decadeas follows:
• It must grow large enough tosustain all of the missions andfunctions assigned to it at thehighest level of national quality.
• It must focus clearly on its mainpurpose of teaching and researchto ensure the quality andproductivity of its core missions.
• It must measure its performanceagainst the best in the nation asbenchmarks for improvement.
• It must pursue efficiency tocreate a margin of revenue eachyear that it can reinvest inquality and productivity andperformance incentives andrewards.
• It must identify and increase theresources that make possible thequality and productivity of itspeople.
• It must insist on performancethat places it within America’stop 25 public researchuniversities in America.
If the university achieves thesecharacteristics, it will alsocontribute effectively to itscommunity and its state; serve itsstudents well and prepare them forsuccess in a highly competitiveinternational market; generateeconomic development throughtechnology transfer and agriculturalassistance; and serve its manystatewide constituencies whether inagriculture, business, education,economic development, publicservice, or culture.
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ITHE STUDENTS
In the 1990s, the consistently highquality of University of Floridastudents continued to improve.Whether measured in terms of testscores, high school grade pointaverages or numbers of NationalMerit and Achievement Scholars,incoming students arrived betterprepared to participate in theacademic life of the university. Asthe quality of the studentsincreased, so also did their number.
In 1990, students numberedapproximately 33,300—sufficientfor a good university but not anadequate size to sustain nationalquality at a major land-grantinstitution. By the 1999–2000academic year, the studentpopulation had grown to nearly44,000—comprised of 31,000undergraduate and 13,000 graduateand professional students.
The 31,000 undergraduatesrepresent a near-capacityenrollment for a residential campusthe geographic size of theUniversity of Florida. Moreundergraduates would diminish theability of the campus to function asa geographically self-contained
enterprise, and the universitywould need to invest heavily in theadditional infrastructure necessaryfor a large-scale expansion ofnighttime classes. With theconcurrence of the state, theUniversity of Florida stabilized itsundergraduate enrollment in 1998.
The number of undergraduatedegrees awarded increasedthroughout the decade. This trendwill continue for several years,despite stable admissions, becauseof the university’s remarkablysuccessful program to increasestudent retention and graduationrates.
While undergraduate enrollmentreached near capacity, graduateenrollment lagged behind.Nationally competitive researchuniversities of Florida’s scale need asignificant number of graduatestudents at the master’s andparticularly the doctorate level. Theuniversity determined that graduatestudents should grow toapproximately 25% of the totalnumber of students. Given anundergraduate population of31,000, the total university studentpopulation should increase toapproximately 47,000. To achieve
J
J
J
J
JJ
J
J
J
J
J
19891990
19911992
19931994
19951996
19971998
1999
90
110
130
150
170
190
210
96
192
National Merit Scholars
J
J
J
J
J
J
J
J
J J
J
19881989
19901991
19921993
19941995
19961997
1998
1130
1140
1150
1160
1170
1180
1190
1200
1210
1220
1135
1210
Total SAT Scores forEntering Fall Freshman
J JJ J
JJ
J
J
J J
J
1988-89
1989-90
1990-91
1991-92
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
5,200
5,700
6,200
6,700
7,200
5,394
7,428
Baccalaureate DegreesAwarded
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A DECADE OF
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Universityof Florida
this result, by 1999 the universityinstituted a range of specialfellowship and scholarshipprograms to recruit and retain thevery best graduate studentsnationwide. In fall 1999, theuniversity awarded 100 alumnifellowships and 42 new minorityfellowships providing four years ofsupport to outstanding studentsbeginning Ph.D. programs on theGainesville campus.
The data reflect the changes andtrends in the student population. Ofparticular note is the balance ofgender and ethnicity amongstudents which demonstrates thematuration of the University ofFlorida. At the beginning of thedecade, women represented only46% of all students; by the 1998–1999 academic year, women hadreached just over 50%, matchingthe profiles of other highlycompetitive national researchuniversities.
In 1988–89, the university’s studentbody consisted of only 14%minority students; but by 1998–99,minority enrollment had increasedto more than 21%, again reflectingthe growing maturity of theinstitution. The University of
Florida ranked seventh amongAAU public universities in thenumber of African-Americanstudents receiving doctoral degreesduring the 1993–97 period andfourth in the number of Hispanicstudents receiving a baccalaureatedegree who continue on to receive aPh.D.
By the early 1990s, the largenumbers of undergraduates clearlybegan to overwhelm the university’sadministrative systems. In 1990–91,the university found that
19881989
19901991
19921993
19941995
19961997
1998
43%
44%
45%
46%
47%
48%
49%
50%
51%
46%
50%
Percent Women Students
19881989
19901991
19921993
19941995
19961997
1998
0%
5%
10%
15%
20%
5.8%
5.1%
2.8%
6.3%
9.2%
6.0%
Asian/ Pacific
Hispanic
Black
Percent Minority Students
JJ
J
J
J
J
J
J
J
J
J
1988-89
1989-90
1990-91
1991-92
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
1,500
1,700
1,900
2,100
2,300
2,5002,558
1,613
Graduate DegreesAwarded
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inefficiencies in its systems resultedin students waiting for spaces inrequired courses, engaging inwasteful drop-and-add processes,and graduating with large numbersof excess credit hours.
Surveys of student satisfactionindicated enthusiasm andadmiration for the faculty and theirinstruction but great distress andunhappiness regarding theacademic bureaucracy. A systemthat in the past functioned for manyfewer students could not handle theincreased volume, and theuniversity instituted a program toincrease the efficiency of itsacademic administrativeprocedures. Because of theseefforts, student satisfactionimproved dramatically.
Comparisons between graduatingsenior surveys in 1993 and 1998illustrate these changes. Studentswho will have the benefit of thenew systems throughout theirundergraduate careers will reflectlarger increases in satisfaction infuture years.
The singular effort to eliminatebacklogs in required classestriggered a complete review andanalysis of the system for advisingstudents, following their progress,and ensuring their success. Theuniversity’s various academicadministrative offices reorganizedthe delivery of services to students.
Rather than ask students tonavigate the academic bureaucracyin search of requirements,prerequisites and other issues, theuniversity harnessed its computingpower to deliver a student-centeredview of the university’s academicopportunities and student services.Under the rubric of the IntegratedStudent Information System(ISIS), the university now provides
Graduating Seniors Survey
Survey Item 1993 1998
Overall Ranking
Experience positive 92% 94%
Experience excellent 36% 47%
Recommend to friend or relative 93% 96%
Student Academic Support
Registration Systems—Positive 36% 91%
Drop/Add System—Positive 10% 68%
University Responsive to Problems 34% 47%
an individualized point of contactfor students, createdinstantaneously on-line to reflecteach student’s particularcircumstances and expectations.The key elements in this systeminclude:
Degree Tracking
Initiated in 1996, this servicedelivers an on-line, continuouslyupdated view ofstudents’ progresstoward theirdegrees. Trackingincludes a listing ofcourses taken and ofcourses remainingfor the completionof the degreeprogram. Itidentifies thesequence in whichstudents should taketheir courses anddelineatesprerequisites orother requirementsfor entry into orcompletion of thedegree program. Degree trackingprovides all students with a
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A DECADE OF
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Universityof Florida
personalized guide to how well theyare meeting the requirements fortheir chosen degree, and it requiresoff-track students to visit anacademic advisor.
In 1996, the university included allstudents in the degree trackingprogram, and the resultingincreases in retention andgraduation rates proved dramatic.Within the first year, the rate ofstudents graduating in their fourthacademic year increased by four
percentage points. Therate increased anadditional fourpercentage points inthe second year. Ofthe freshmen whoentered UF in 1993,32% graduated in fouryears. Of those whoentered in 1994, 36%graduated in fouryears; and of thosewho entered in 1995,40% graduated in fouryears. Tracking hasproduced thissignificant eight-percentage point
increase in the four-year graduationrate. The graduating class of 2000will be the first to include studentswho have benefited from trackingthroughout their entire UF career.
An important component of degreetracking, the university guaranteeson-track students a seat in requiredcourses. Because students remainon track, the university knowswhen they will need a requiredcourse and can provide thenecessary seats.
With a $1 million appropriationfrom the state legislature to supporttracking, the provost’s officeprovides funds to colleges to createneeded seats in required courses.Since the advent of tracking in
1996, the University of Florida hasnever had to deny a student a seatin a required course. Thisachievement represents a dramaticchange from the previous systemthat forced hundreds of students towait, sometimes in vain, forrequired courses.
An additional benefit of computer-based degree tracking comes fromthe need for all colleges anddepartments to specify preciselytheir requirements and curricula.The system depends on accurateand reliable data, and as a result, allcolleges and departments use thisprocess to review, update andconfirm the specific requirements oftheir various degrees, a process thatimproved the quality andeffectiveness of the degreeprograms themselves.
Degree Shopping
A complement to degree tracking,this program helps students choosean alternative degree. The systempresents students with anindividualized track illustratingwhat they will need to do tocomplete any degree program.Because students do this on-line,they can try out many differentdegrees, taking into accountadditional requirements and theapplicability of past academic work.
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This makes the process of changingdegrees much easier and puts thestudents in control of their ownchoices.
Financial Aid and OtherInformation
ISIS provided the opportunity toadd a wealth of other informationand student services into thesystem. With the computinginfrastructure in place, theuniversity provided students withon-line financial aid data and muchother important studentinformation.
Enrollment Management
In the course of eliminating therequired-course backlog andcreating the degree tracking system,the university also identified aserious management problemrelated to enrollment. Each year,the state calculates its contributionto the university’s budget on theanticipated number of credit hourstaken by undergraduate andgraduate students. If the universityfails to enroll the number ofstudents anticipated, it must reduceits budget by the amount of theunder-enrollment revenue.
Throughout the early 1990s, budgetrecalls from enrollment shortfalls
occurred with considerablefrequency, forcing painfulreadjustments in college anddepartmental plans. With degreetracking and the increasedemphasis on monitoring studentenrollment, the university instituteda management process thateliminated these enrollmentshortfalls.
In the last years of the1990s, the institutionmet its enrollmentgoals every year. Thesuccessfulmanagement ofenrollment producedan effective addition ofmore than $4 milliondollars to theuniversity’s revenuefor teaching andresearch.
Student Success
Retention is the criticalmeasurement of the success oftracking and other student supportinnovations such as the centralizedAcademic Advising Center. In theinitial two years of tracking, thefreshmen retention rate increasedtwo and one-half percentage pointsto 91.7%, and the sophomoreretention rate increased four points
1993-94 1994-95 1995-96 1996-97
1997-98 1998-99
-2
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
$ -1.9
$ 2.1
Mill
ions
of D
olla
rsTuition Revenue CollectedMinus Revenue Budgeted
1993-94 to 1998-99
loss = under enrollmentgain = meet enrollment
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A DECADE OF
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to 85.6%. As the retention ratecontinues to rise over the nextseveral years, so too will thegraduation rate.
Increased numbers of exceptionallytalented students inspired theuniversity to improve programsalready in existence and developnew methods of ensuring studentsuccess. During the decade,enrollment in the university’shonors program increased from 769to 1,713 in 1999, reflecting theincreased quality of the studentbody.
Improved management ofundergraduate degree trackspermitted and encouraged studentsto obtain an undergraduate degreein fewer semesters than in previousyears. Building on that success inthe late 1990s, the universityintroduced more than 30 combineddegree programs, in whichundergraduates receive both abachelor’s and a master’s degree infive or six years.
Improved advising allowedundergraduates to plan for enrichedacademic opportunities duringsummer semesters. In 1998, theprovost funded a special researchprogram for undergraduates. In theprogram, students propose aresearch project in collaborationwith a faculty mentor. Onceaccepted, the students receive astipend, and the faculty memberreceives research funds. During thesummer, the student completes amajor research project, writes aformal paper for presentation to apanel of experts at an on-campusmini-conference, and submits it forpublication in an on-line, peer-reviewed journal. In the summer of1999, some 252 studentsparticipated in this program.
In addition to the university’s focuson the academic experience of itsstudents, extracurricular activitiesalso provide educationalopportunities for leadership andservice. University of Floridastudents, as is their tradition,developed and participated in awide range of activities throughstudent government and otherstudent organizations, ably assistedby staff and faculty whereappropriate.
Many of these activities involvesocial, cultural and recreationalpursuits, such as Homecoming,Gator Growl or the InvitationalStep Show. Many students embracean impressive array of publicservice work on behalf of local andnational agencies. From Habitat forHumanity to the Alternative SpringBreak; from volunteers at health-care facilities and clinics to fund-raisers for important charities;University of Florida studentscontinue to expand theircommitment to campus andcommunity life.
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Student Service HoursUniversity Programs
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I
The University of Florida’s studentsprovide the energy andcommitment that drive so much ofthe institution’s intellectual andcampus life. Their vision forthemselves and this universitysustains the institution not onlywhile they are here but aftergraduation when they become theuniversity’s exceptional alumni.
THE FACULTY
If the students provide energy,enthusiasm and talent to theuniversity, the faculty deliver theacademic substance that sustains it.For nationally competitive researchuniversities, the faculty assumeeven greater significance becausetheir research performance ensuresthe institution’s competitiveness.The academic reputation derivedfrom the faculty’s work attracts thevery best students, and the facultythrough their commitment toteaching, deliver the qualityeducation these students expect. Inthe end, teaching and researchcreate the substance from which theuniversity provides its manyservices to the state and nation.Faculty are the university’s mostimportant investment.
Within their colleges anddepartments, the faculty do theprimary work of the university inteaching and research, and whilestudents, staff, alumni and friendsall participate and support thiseffort, it is the faculty’s quality thatdrives the university. The facultyalso provide the initiative forimprovements in productivity andquality. Their design of curriculum,pursuit of research opportunitiesand inspiration for gifts make theuniversity’s success possible.
One of the most dramaticdemonstrations of the faculty’seffectiveness appears in the growthof research and teachingproductivity during this decade.The university’s total research anddevelopment expenditures reportedby the National ScienceFoundation stood at $126 million in1989 and more than doubled to$271 million in 1997; researchawards increased from $161 millionin 1990 to $296 million in 1999.
Although the faculty grew in sizeover this period, primarily inresponse to increased studentnumbers, the productivity of thefaculty per capita also rose duringthe decade—by 19% in teaching
1988-89
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$20
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Tho
usan
ds
$28
$50
Sponsored ResearchPer Faculty
(Thousands of Dollars)
1998-99
1997-98
1996-97
1995-96
1994-95
1993-94
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1991-92
1990-91
1989-90
1988-89
220
240
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Student Credit HoursPer Faculty
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A DECADE OF
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and 79% in research. During thisperiod quality increased as well, asis evident in survey data fromgraduating students and in thesuccess of faculty researchers inacquiring peer-reviewed grants andcontracts.
mentoring and retaining female andminority administrators.
Innovations in the university’soperations support this facultyrenaissance. Beginning in 1996, theprovost decentralized the budget tothe college deans. Because thisprovided deans with lump sumbudgeting and the ability to allocateresources to the most productiveuse, this initiative acknowledgesand utilizes the creativity andexpertise of colleges and theirdepartments. By decentralizingresources and the decisions abouttheir use, and measuring andrewarding performance rather thanprocess, the president and provostgave the deans the opportunity andthe tools to succeed.
A key element in thisdecentralization of authority gavethe colleges the ability to savemoney in one year and carry itforward to the next forreinvestment. By this simplemeasure, the university increasedits internal savings from about $3.4million in 1995–96 to about $25million in 1998–99. These savings,reinvested by the colleges in
19891990
19911992
19931994
19951996
1997
$100
$125
$150
$175
$200
$225
$250
$126
$271
Research andDevelopment Expenditures
(Millions $)
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19901991
19921993
19941995
19961997
1998
75%
95%
115%
135%
155%
175%
195%
J Black Ranked Faculty Growth
J Hispanic Ranked Faculty Growth
J Minority Ranked Faculty Growth
J Female Ranked Faculty Growth
Percent Growth since 1990 inMinority and Women
Full-Time Ranked Faculty
Through a variety of programsdesigned to make the universitymore competitive in the search forsuperior faculty members, theuniversity increased the diversity of
the faculty. While the datademonstrate a markedimprovement in this decade,much remains to be done.
The university appointed itsfirst minority college dean ineducation, its first minorityvice presidents in publicrelations and in studentaffairs, its first minority viceprovost, its first female vicepresident for research, andits first female provost. Inaddition, during the decadethe university appointedthree women as deans and aHispanic interim dean.
Although the university madeconsiderable progress, it still hassome distance to go in creating aneffective method for recruiting,
* Black and Hispanic
*
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support of teaching and research,contributed significantly to thefaculty’s ability to perform.
Rewarding Faculty
Incentives and rewards for facultyperformance prove among the mostdifficult challenges for publicuniversities. The bureaucratic rulesthat govern faculty pay often inhibitrewards for performance, choosinginstead to provide insufficientacross-the-board or other non-merit-based compensationincrements. During this decade, theuniversity found a number ofmethods to enhance faculty salaries,but even with these, facultycompensation often lags wellbehind faculty performance.
Aimed at rewarding the mostproductive and the highest qualityinstructors, the Teaching IncentiveProgram (TIP) providedpermanent salary increases to 742faculty at the University of Floridain the 1990s. A related program,known as the ProfessorialExcellence Program (PEP),rewarded the overall performanceof 216 senior faculty. TIP and PEPadded approximately $5 million tothe university’s faculty salaries
above the general incrementsprovided by the legislature duringthis period.
Faculty also continued to enjoy theregular merit increases associatedwith promotion and tenure, andapproximately 1,567 facultyreceived an average 9% increaseduring 1989–1999. Specialsegments of the university facultyin medicine and some of the otherhealth science colleges alsobenefited from substantial bonuspay programs. In 1997, theuniversity introduced the rank ofDistinguished Professor for thosefaculty at the top of their fields.This new rank carries a 9% salaryincrement, and 22 faculty now holdthe Distinguished Professor title.
Over these years, the universityprovided a number of extra salarysupplements derived from endowedchairs and other private sources.Because the faculty function in ahighly competitive researchenvironment, the universityresponded proactively to offersfrom other institutions made tooutstanding UF faculty. Thesecounteroffers provided salaryincreases sufficient to meet marketconditions.
1994-95
1995-96
1996-97
1997-98
1998-99
$0
$5
$10
$15
$20
$25
$4
$25
Mill
ions
$3
$10
$16
Internal Savings
(Carryforward)
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A DECADE OF
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Universityof Florida
All of these efforts raised the salarystandard for many faculty andcreated opportunities to rewardperformance. Unfortunately, thefragmentary nature of theseincentives made it difficult for theuniversity to systematicallymeasure and reward theexceptional performance of manyother faculty members.
In 1998–99, thanks to substantialproductivity increases and thebenefit of sound budgetmanagement, the provost’s officedistributed funds to the collegesand other university units for a newbonus program. Affectingapproximately 30% of universityfaculty and staff, the programprovided one-time rewards fordemonstrated increases inproductivity. This program,designed as a prototype,demonstrated that the colleges andother units could identify highperformers whose productivity hadmade a difference.
Additionally, the university usedsome of the savings fromproductivity increases to fundapproximately 20 special facultysalary increases in selected colleges.Fixed at a minimum 15% salaryenhancement, the deans of severalcolleges identified faculty withexceptional performance andnominated them to the provost forthis increase.
For 1999–2000, the provostexpanded funding to provide anopportunity for all colleges toreward highly productive faculty atthe level of 15% of salary to a limitof $20,000 in accordance withBoard of Regents rules for specialpay increases. This initiativeincluded 125 faculty members.
These various programs reward thestrong performance in productivityand quality that must drive theUniversity of Florida. Withoutrewards for achievement, it isdifficult to motivate people toperform at ever-higher levels.
Faculty InterdisciplinaryPrograms
Although the university paidconsiderable attention to thegeneral academic and fiscalcondition of the faculty during thedecade, some of the most importantfaculty activities involvedinterdisciplinary initiatives, such asthe University of Florida BrainInstitute. The decade began withthe development and expansion ofthis project, an activity underconsideration since the late 1980sbut brought into focus throughfaculty and administrativeleadership in the 1990s. Thanks to abroad-based, campus-widecollaboration, the Brain Instituteproject moved from faculty dreamto scientific reality. By the close ofthe decade, the Brain Instituteconsisted of a 206,789 sq. ft. facilitythat houses state-of-the-artequipment and superb faculty,students and staff.
At the curricular level, theuniversity faculty created anenvironmental college as a
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collaborative enterprise drawing onthe resources of colleaguesthroughout the campus. TheCollege of Natural Resources andthe Environment, established in1994, provides an interdisciplinaryprogram for students who thengraduate and take positions inindustry, government and not-for-profit agencies concerned withenvironmental management. Thisfaculty initiative illustrates thepower of creative collaboration, forthis college exists without a singlepermanent faculty member. Itsentire faculty have appointments inother colleges but combine theirtalents to provide this opportunityfor undergraduate students.
Another example of collaborationbegan taking shape at the end ofthe decade. The university’s faculty,student and staff strength ingenetics research is substantial. Thefaculty and deans concluded thatthe university could create agenetics institute with a unique andhighly competitive scientific focus.The university’s strengths in geneticscience and understanding inmedicine, chemistry, agricultureand other fields gave the universitya comparative advantage, and thefaculty organized themselves to
create the University of FloridaGenetics Institute.
Approved by the Board of Regentsin 1999, the Genetics Institutealready has begun to accumulatefaculty strength and map itsprograms. Due to productivitygains from the improved budgetsystem, the provost provided asubstantial investment inthe faculty positionsnecessary to bring thisinstitute to fruition.
An additional example ofinterdisciplinarycollaboration in 1999 comesfrom the faculty initiative torevive the university’sInstitute on Aging. Withsupport from the provost’soffice (again derived fromthe productivity gains of thenew budget system), theInstitute on Aging benefits fromnew faculty positions in therelevant colleges and departments.
While these initiatives symbolizethe campus’ focus oninterdisciplinary opportunities inthe sciences, other faculty initiativesin the university’s 153 differentcenters also flourished throughoutthe decade. The university’s faculty
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A DECADE OF
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Universityof Florida
T
maintained and enhanced theperformance of long-establishedinterdisciplinary enterprises, suchas the Center for Latin AmericanStudies and the WhitneyLaboratory.
Although these academic programsspeak to the faculty’s initiative, theyrepresent but a small part of theircreative energy and researchachievement. Whether in music,theater or fine arts, or in thehumanities, social sciences or theprofessions, the faculty’sperformance clearly exceeded allexpectations during the decade. Forexample, in 1999, 15 facultymembers were GuggenheimFoundation New Fellows orFulbright Scholars, ranking theUniversity of Florida ninth amongpublic universities in the number ofthese Arts and Humanities awards.
MANAGING THE
UNIVERSITY
The performance of faculty,students, staff, alumni and friendssustained the university’s agendaduring this decade. Their success inmoving the university into theranks of America’s best publicresearch universities rested in large
part on a program to modernizeand focus the institution’s multiplesupport systems.
Developed over the years to serve amedium-sized university, theseadministrative structures no longerfunctioned efficiently. Symptoms ofthis dysfunction appearedeverywhere: backlogs of studentswaiting for lower-level requiredclasses until their junior or senioryears, budget structures incapableof providing consolidatedmanagement data, persistentshortfalls in enrollment,micromanagement of colleges fromthe central administration,duplicate services, and many otherinefficiencies.
The university began to review,reorganize and implement a new,consolidated, performance-basedmanagement system. Using theanalytical skills and resources of theOffice of Institutional Research, theuniversity began the project withtwo purposes. They first identifiedand captured every source and useof revenue in the university in aconsolidated, college-based budget.The second developed aperformance measurement systemfor quality and productivity thatcould drive the university’s budgetmanagement and decentralizedecisions to the colleges and othermajor campus units.
Named the Florida Quality EvaluationProject, this effort, begun in 1991,spanned several years ofdevelopment and improvement.The provost implemented it as abudget management system in1996.
The effort to create a rational andcomplete budget picture of theuniversity received added impetusas the state shifted its emphasis to
14
lump sum rather thanmicromanaged, line item funding.This approach, long sought by theBoard of Regents and the stateuniversities, required areadjustment in the university’sbudget methodology in order todeliver this flexibility to thecolleges.
Thanks to the support of thepresident and the Office ofInstitutional Research and thecooperation of staff and faculty, theuniversity succeeded inconstructing an accurateconsolidated budget for theuniversity that included allactivities of the Health ScienceCenter, the Institute of Food andAgricultural Sciences (IFAS), andthe Education and General colleges.The consolidated budget alsoidentified revenue generated fromall sources—not just state dollars—including revenue from practiceplans, research funding, sales ofgoods and services, and privategiving.
The Bank
While a variety of bureaucraticimpediments delayed theimplementation of the new budgetmanagement model, known as theBank, until 1996, the delay alsogave the university time to developand refine its performance model.
Decentralization of the authorityfor budget decision requires amechanism to measure theperformance of the decentralizedunits. To that end, the Bankincorporated the quality elementsfrom the Florida QualityEvaluation Project into a two-dimensional, annual evaluation ofperformance. This evaluationassesses productivity and qualityimprovement. The refined Bankmodel was much discussed on
campus by deans and othersinterested in this topic and alsogained considerable nationalattention as an effective method forachieving institutionalaccountability through incentivesfor improvement.
The university published a series ofshort white papers derived fromthis analytical effort and addressingthe measurement of universityperformance. By the end of thedecade this series included:
• State Support, August 1995
• Teaching, September 1995
• Classrooms, October 1995
• Research, November 1995
• Excess Hours, December 1995
• Transfer Students, January 1996
• Research Benefits, February 1996
• Student Quality, March 1996
• Financial Aid, April 1996
• Jobs, June 1996
• Costs, September 1996
• The Bank, September, 1997
• The Ph.D., September, 1997
• Universal Tracking, February, 1998
• The UF/SUS Team, March 1998
• Undergraduates, May 1998
• Graduate Growth, September 1998
• Improvement, January 1999
• Efficiency, February 1999
15
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
The effectiveness of the modelbecame clear as the president andthe provost, who is also chiefbudget officer, fully implementedthe Bank in 1996. Simply put, theBank identified the key componentsof the university’s mission inteaching and research and thenmeasured the productivity of thecolleges in terms of these twomissions. The Bank collectedquality data on a three-year cyclethat benchmarked the colleges totheir counterparts among the bestpublic universities in the nation andon an annual cycle that measuredthe colleges’ quality improvementagainst its previous year’sperformance.
By combining these twoassessments—productivity andquality—the university could holdcolleges responsible for thedecentralized management of theirbudgets and create incentives toreward exceptional performance.By referencing each college’sannual change in performance andits national benchmarks, the Bankavoided the fallacy of comparingcolleges of different types. Eachcollege could succeed on the termsof its own disciplines and its ownnational peer group. The Bankcollected a host of otherinformation about collegeperformance related to fund raising
and other income generated andused these data in allocatingincentive rewards.
Since the Bank’s implementation in1996, the university’s performance,as measured by Bank indicators,showed substantial improvement,testifying to the importance of clear,specific and verifiable measures ofsuccess. The Bank data provide thedeans and the university with clearreference points from which tomeasure improvement. Given thissuccess, it comes as no surprise thatmany institutions across thecountry have demonstratedconsiderable interest in themethodology and several seek toadapt the principles of the Bank totheir particular local circumstances.At the University of Florida, theBank focuses on collegeimprovement, but the aggregateimprovement in the institutionappears in various nationalrankings.
Per Faculty Increase in Bank Indicators: 1995-96 to 1998-99
1995-96 1996-97 1997-98 1998-99 % Increase
Ranked Faculty 2,856 2,851 2,870 2,907 1.8%
Weighted Credit Hours per Faculty 1,071 1,086 1,119 1,157 8.0%
Sponsored Research per Faculty $47,431 $51,430 $56,061 $63,206 33.3%
Private Fund Raising per Faculty $33,808 $36,331 $52,272 $57,277 69.4%
Other Income per Faculty $139,570 $161,072 $171,060 $181,117 29.8%
16
Efficiency Improvements
In support of this program, theuniversity began to streamline itsoperations to reduce paperworkand eliminate duplicate operations.Many of these improvementsresulted from small but significantchanges in the administrative affairsof the university. In large part,these improvements came from aquality improvement initiativeheaded by the vice president foradministrative affairs. Others camefrom the diffusion of technologythroughout the campus.
A key example is the on-line systemfor budget transfers known asManaging Your Money. Designed tosupport decentralized budget
management, Managing Your Moneygives deans and other unitmanagers the ability to movedollars from one function toanother quickly, without incurringthe endless delays andbureaucratic entanglementscharacteristic of the previoussystem. Managing Your Moneyensures that a transaction is legaland does not exceed the unitbudget. This implements in realtime the commitment todecentralized budget managementand provides the deans and otherunit directors with the flexibilityneeded to enhance performance.Transactions that previously tookweeks now can take placeinstantly on-line.
Absolute Increase in Bank Indicators: 1995-96 to 1998-99
1995-96 1996-97 1997-98 1998-99 % Increase
Weighted Credit Hours 3,058,446 3,096,987 3,211,339 3,362,341 9.9%
Sponsored Research $135,448,938 $146,646,810 $160,880,095 $183,756,798 35.7%
Private Fund Raising $96,547,018 $103,594,955 $150,007,767 $166,520,295 72.5%
Other Income $398,571,346 $459,279,697 $490,899,515 $526,557,986 32.1%
University of Florida’s Most Recent National Rankings
Measurement Rank Year
Total Research and Development Spending as reported by NSF (AAU Public) 12 1997
Federal Research and Development Spending as reported by NSF (AAU Public) 21 1995-97
Earned Doctorates Awarded (AAU Public) 14 1997
Number of Black Students Receiving Ph.D. Degrees (AAU Public) 7 1993-97
Number of Hispanic Baccalaureate Students Going on to Receive a Ph.D. (AAU Public) 4 1993-97
Post-Doctoral Appointees (AAU Public) 15 1997
Patents Awarded (AAU Public) 4 1997
Library Holdings (AAU Public) 21 1997
National Freshmen Merit Scholars (AAU Public) 3 1998
National Freshmen Achievement Scholars (AAU Public) 2 1998
US News and World Report: 2000 College Rankings (All Public) 16 1999
Money Magazine’s 10 Best College Values (All Public and Private) 10 1997
Kiplinger’s Top 10 Values in State Universities (All Public) 5 1998
Alumni Giving Rate (AAU Public) 5 1999
Total Voluntary Support (AAU Public) 13 1998
Endowment ( All Public) 18 1997-98
Enrollment (All Public and Private Universities) 7 Fall 1998
Sears Director’s Cup for Athletics (All Public and Private Universities) 4 1998-99
17
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
Several other benefits emergedfrom the consolidated approach tothe university’s budget andperformance. With the HealthScience Center and IFAS fullyintegrated into the universitybudget matrix, both entitiesdiscovered opportunities forcollaboration. As a result,undergraduate and graduatestudents began taking advantage ofthe tremendous intellectualresources of these units, and theHealth Science Center and IFASbegan to earn significant revenuefrom their participation in theuniversity’s core instructionalmission.
With an integrated approach to thebudget, the university alsoidentified duplications of services.Many small efficiencies emergedthat in aggregate saved theuniversity considerable resources,but some large opportunities alsoappeared. Perhaps the mostsignificant involved theconsolidation of the Health ScienceCenter and university services in1998-99. A complete review ofHealth Science Centeradministrative functions wasconducted at the request of thepresident and implemented by the
provost with thecooperation of the vicepresident foradministrative affairsand the personnel ofthe Health ScienceCenter. This reviewidentified a wide rangeof duplicate servicesperformed both at theHealth Science Centerand at the universitylevel.
After a thorough review, theuniversity implemented a programof consolidation that returned $2.5million dollars of reduced
administrative costs to the annualbudgets of the Health ScienceCenter colleges. The vice presidentfor administrative affairs and theprovost/chief budget officer foundways to provide the needed serviceswithout duplication, thusgenerating a permanent savingsthat released state dollars,previously spent on administrativeservices, to the academic budgetsoverseen by the deans of the HealthScience Center colleges.
A collaborative arrangementbetween the University of Floridaand Florida Power to install andoperate an on-campus cogenerationplant also resulted in substantialsavings for various utility costs,with the added advantage ofproviding a laboratory setting forstudents interested in theengineering and managementaspects of cogeneration. Between1994 and the close of fiscal 1998–99, cogeneration saved theuniversity approximately $6 millionin utility costs.
The Bank’s focus on key elementsof quality and productivity, and itsinsistence on capturing all revenueand expenses, gave the university apowerful tool for improvement.Decentralized managementproduced internal savings that
Medicine
NursingPharmacy
Health Professions
Dentistry
Veterinary Medicine
$1,078,760
$137,311$207,997
$189,085
$443,199
$442,617
Health Science CenterConsolidated Savings
Distribution of $2.5 Million
1998-99
1988-89
1989-90
1990-91
1991-92
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
0
500
1,000
1,500
2,000 2,132IFAS
HSC
1,602
Undergraduate andGraduate FTE* Enrolled in
IFAS and the HSC
* Full Time Equivalent
18
W
increased dramatically once theprovost introduced the system in1996.
These internally generatedsavings became part of thecollege and unit budgets in thesubsequent year for investmentin renovations, computerequipment, library resources andother items.
The central university alsosucceeded in generating substantialinternal savings and invested thesedollars in campus computinginfrastructure ($3.4 million in 1997,$3.8 million in 1998), classroomrenovations and technologyupgrades ($3 million in 1998–99, $3million in 1999–2000), and similarenhancements.
By the close of the decade, theuniversity had achieved aconsolidated budget and adecentralized management systemthat placed responsibility andauthority for academic andadministrative performance in thehands of deans and unit managersand a performance measurementsystem that identified and rewardedimprovement in quality andproductivity.
Further, due to the effectivemanagement of the budget, the
university generated the revenuerequired to provide computersupport to all students, faculty andstaff; pay the costs of participationin the high-speed Internet 2consortium; and expand thecomputer network infrastructurefor large parts of the campus.
THE CYBER
UNIVERSITY
With the emergence of the Internet,the university anticipated thetechnological trends of the late1990s and moved quickly tosupport the computer needs of itsstudents, faculty and staff. One ofthe participants in the Internet 2consortium, and a long-time leaderin computing technology in thestate, the university also sought toimprove its own infrastructure.
This initiative moved on severalfronts. In 1997, the universitybecame the first institution of itssize to require its students to ownor have access to a computer. Thiscomputer requirement served twoimportant purposes. First, it helpedclose the gap between students whocould afford computers and thosewho could not, because therequirement made the cost of acomputer eligible for financial aid.
19
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
Second, the computer requirementenabled the university to addresscomputing infrastructure, facultysupport, and other computingservice needs as a whole. No longercould the university viewcomputing as a province oftechnical disciplines. Instead, thecomputer requirement committedthe institution to providing theappropriate infrastructure for allcolleges, departments and units. Byproviding every student and facultyor staff member with a free emailand Internet account, the universityalso enabled everyone to participatein the global expansion ofinformation that has characterizedthe closing years of the 1990s.
Indicative of the rapid increase inall forms of computer use duringthe last years of the decade,students began registering in evergreater numbers using the ISIS on-line system.
As part of this initiative, theuniversity also invested heavily inimproving networking on campus.By the end of the decade, theuniversity’s residence halls andclassrooms will all have networkaccess. This effort to provide the
essential infrastructure for students,faculty and staff required aninvestment of some $7.2 million.
The technology revolution alsoenabled the university to launch aseries of distance learning ventures,from an Internet-based MBA in theWarrington College of Business tothe Pharm.D. distance educationproject in Pharmacy. The universityalso initiated a program calledDigital Worlds that combines theresources of engineering and finearts and launched a major initiativewith colleagues in Latin America onexecutive education.
While the consequences of thecomputer/networkingtransformation of American highereducation are by no means clear,the University of Florida ends thedecade well-positioned to assume aleadership role in the newmillennium. To ensure thecoordination of the university’smany technology initiatives, theuniversity appointed a ChiefInformation Officer in 1999 tocoordinate policy in this vital area.
1997-98 1998-99 1999-2000 Est.0
100
200
300
400
500
Tho
usan
ds
Telegator
ISIS
On-Line Registrationsby Section
ISIS=Computer based,Telegator=Telephone based
1995-96 1996-97 1997-98 1998-990
1,000
2,000
3,000
4,000
5,000
6,000
7,000
1,248
Tho
usan
ds
6,935
University ComputingTotal Sessions
20
N
THE CAMPUS
ENVIRONMENT
No member of the University ofFlorida community can passthrough the Gainesville campuswithout appreciating its eleganceand beauty. Given the tremendousgrowth in numbers of students,faculty and staff, the institutionachieved a number of significantimprovements in the campusenvironment during the decade. Along campaign championed bymany people led, in the 1990s, tothe restoration of much of theuniversity’s historic campus. Thefollowing restoration or renovationprojects were either begun orcompleted during the decade andwere made possible by thegenerosity of alumni and friendsand support from the statelegislature:
• renovation of Library West, nownamed the Smathers Library
• restoration of Griffin–Floyd Hall
• renovation of Peabody Hall
• renovation of Bryan Hall
• renovation and conversion of theFlorida Gym
• renovation and modernization ofLeigh Hall
• reconstruction of the KeeneFaculty Center in Dauer Hall
• restoration of Keene–Flint Hall
• renovation of Anderson Hall.
Support from the legislature andfrom donors and friends alsoallowed the university to add animpressive amount of space insupport of the faculty, students andstaff. The university began thedecade with 783 buildings on themain campus and a statewide totalof 1,754. It approached the end ofthe decade in 1998–99 with 903
main campus buildings and astatewide total of 1,943—withvarious other projects underconstruction.
The university accommodated itsexpanding science programs withthe addition of the new Physics,Engineering and Particle Sciencebuildings, the Eglin Air Force Basefacility and Rhines Hall. It brokeground for the Rinker School ofBuilding Construction and beganthe renovation of Williamson Hall.The university expanded studentfacilities with addition of residencehalls, such as the ApartmentResidence Facility, the 1995Residence Hall, and the soon-to-be-completed 2000 Residence Hall;two new recreation centers; CriserHall for student services; and majoradditions to the Reitz Union.
IFAS increased its space with theaddition of the Entomology–Nematology and the Microbiologyand Cell Science buildings, theAquatic Food Lab, 49 smallfacilities on campus, and 50buildings around the state. TheHealth Science Center completedthe Academic Research Building,two dental clinics in St. Petersburg
21
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
and Hialeah, and the BrainInstitute building. A new facility forthe Colleges of Health Professions,Pharmacy, and Nursing is underconstruction. The College ofVeterinary Medicine completed therenovation of its older facilities,enhanced its large animal hospital,and built a new academic building.
The completion of the Center forthe Performing Arts in 1990, alongwith the successful opening of theHarn Museum of Art’s new facilityin the same year, began thetransformation of the area near 34
th
Street and Hull Road into thesouthwest cultural campus. Thetransformation continued when thegenerosity of the Powell brothersmade the Florida Museum ofNatural History’s PowellExhibition Hall possible. And aprivate-enterprise initiative,realized with strong University ofFlorida support, resulted in theconstruction of a 255-room hoteland conference center on thesouthwest corner of 34
th Street and
Hull Road.
Not all construction focused onutilitarian academic and culturalspace, for in 1999 the university
broke ground for a charming,chapel-like structure on the shoresof Lake Alice. The BaughmanCenter will provide a tranquilsetting for small groups andindividual reflection.
The university has been able to takeadvantage of the ongoingconstruction and used theopportunity to improve the walks,roadways and bike paths aroundcampus. It invested heavily inimproved lighting and security. Busservice to and from the campus andthe most traveled areas of thecommunity improved dramaticallywith the leadership of studentgovernment, the university and thecity. Parking, an endless challengeat all universities, improvedsomewhat with the addition of newgarages and commuter lots.
Attention to the details of campusappearance often reveals pride inplace; and over the decade, theuniversity greatly improved on-campus boundaries, walls,walkways, utility areas andlandscaping. The university alsofocused considerable attention onthe signage that reflects theuniversity’s identity as oneinstitution. Blue signs with theuniversity wordmark appearedeverywhere on campus and around
22
T
the state—clearly identifyingprograms and facilities andpresenting a common face to themany communities served by theinstitution throughout Florida.
THE ACADEMIC
MEDICAL CENTER
The success of the Health ScienceCenter services consolidationmentioned earlier owed much to thedramatic transformation of clinicalmedicine and other health careservices. At the beginning of thedecade, the clinical programs of theHealth Science Center and theaffiliated but independent ShandsHospital operated effectively butquite separately. Supported byadequate reimbursement structuresfor both hospital and patient careservices, neither organization sawthe need to create a tightlycollaborative structure.
By the middle of the decade,however, it became apparent thatthe changes driving health carecosts and reimbursementsthroughout the nation would have asignificant negative impact onmajor academic medical centers andtheir teaching hospitals. Led by thevice president for health affairs, thedeans of the colleges, and theleadership of Shands, the twoaffiliated enterprises began acomprehensive strategic review oftheir operations and linkages.
At the same time, the ShandsHospital board had the opportunityto acquire the hospital assets ofAvMed-Santa Fe Health System inNorth Florida. After a lengthyprocess of evaluation, discussionand negotiation, the ShandsHospital board agreed to purchasethe AvMed North Florida facilities,which included Alachua GeneralHospital. This expanded the reach
of Shands but also presented manymanagement and financial risks.
The expanded hospital system andthe financial challenges faced by theHealth Science Center, in particularby the College of Medicine, movedthe board of Shands and theleadership of the Health ScienceCenter to consider strategicreorganization. After an extensivenational search, Shands selected anew leader with experience inhealth care institutionalconsolidation, and the universityand Shands began a complexconversation about the nature andlevel of collaboration possiblebetween the two legallyindependent entities.
In the final years of the decade,Shands HealthCare and the HealthScience Center developed a widerange of new agreements thateliminate duplication, enhanceservices, and align incentives toimprove both the clinical functionsof the Health Science Centercolleges and the hospital-basedfunctions of Shands HealthCare.Both organizations, oncethreatened withsubstantial risk, endthe decade in strongfinancial conditionand armed withcontractual andgovernancemechanisms thatallow them to succeedin the highlycompetitive marketfor health careservices.
One indication of thesuccess of thisstrategy is Shands HealthCare’sacquisition and consolidation of thehospital operations of UniversityMedical Center and MethodistMedical Center in Jacksonville.
1989 19990
500
1,000
1,500
2,000
548
1,800
Shands HealthCareLicensed Beds
* estimated 12/99
23
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
T
The combined entity, now knownas Shands-Jacksonville, serves as asupportive academic health careenvironment for the more than 300University of Florida facultyteaching and providing clinicalmedical care in Jacksonville.
At the beginning of the decade,Shands managed 548 beds andoperated with a budget of $179million. By 1999, the expandedShands HealthCare enterprise,including Shands-Jacksonville,managed about 1,800 beds andoperated with a budget ofapproximately $1 billion. Whilemaintaining its independentidentity, Shands HealthCaredeveloped a comprehensivestructure of contracts andrelationships that support theuniversity’s teaching and researchmissions and that position bothShands and the University ofFlorida to sustain a highlysuccessful academic health centerwell into the next century.
THE GATORS
Thanks to extraordinary leadershipand support, the university’sathletic programs prosperedtremendously during the decade.The spirit that inspires the
University of Florida athleticprogram has been an enduringcharacteristic of the university formore than a generation. Thesuperior performances of studentathletes and coaches and thesupport of athletic administratorsand fans built the Gators into asignificant and often triumphantprogram.
The Gators have matured into oneof the nation’s most dominantcollege athletic programs. Since1990, the university has earned 51SEC championships, seven nationalchampionships and ranked nolower than 10
th in the Sears
Director’s Cup, ending the decadeas 4
th in this ranking of top athletic
programs. In the past decade, theuniversity had 731 All-SECacademic honorees—the most inthe conference. The NationalChampionship football team posteda 72% graduation rate. Thisachievement of overall depth andquality builds on a record of fanand alumni support second to noneand speaks to superior athleticadministration and coaching. Theresources made possible by thissuperb performance permitted theuniversity’s athletic program toembark on a major renovation andexpansion of facilities.
1989 19990
200
400
600
800
1,000
$179
$1,000
Mill
ions
of D
olla
rs
Shands HealthCareTotal Revenue
* estimated 12/99
24
A
Beginning with the stadiumexpansion of the North End Zonein 1991 and extending to thegroundbreaking for a newbasketball office and practicebuilding in 1999, the university’sathletic program has added facilitiesto support the quality of itsprograms. Committed to genderequity, the university’s principleremains first-class facilities andsupport for every programsponsored by the University ofFlorida. Therefore, the universityexpanded the track and fieldstadium to accommodate whatwould rapidly become one of thenation’s premier, championshipwomen’s soccer programs, andimproved the tennis facilities formen and women—programs withlong championship traditions.
Women’s softball received a newstadium; soccer acquired a separatepractice field; baseball, track andfield and volleyball received a newfacility for locker rooms and offices;volleyball acquired a new practicefacility; the swimming and divingprograms enjoy new locker roomsand offices; the universitycompletely renovated the footballlocker rooms for this nationalchampionship program, which alsoreceived a practice field at thebeginning of the decade. Theuniversity renovated the weightroom for all sports and expandedthe baseball stadium. At the close ofthe 1990s, the university and theathletic program combinedresources to replace the roof of theO’Connell Center and renovate theinterior of the facility for men’s andwomen’s basketball, volleyball,gymnastics, indoor track, and for awide range of other university andstudent events.
This expansion of athletic facilitiescorresponds to the university’scommitment to providing the best
facilities for all sports. Thiscommitment to quality, reflected inthe remarkable list of athletic andacademic accomplishments, alsoappeared during the NCAAcertification process in 1999, whichgave the University of Floridastrong commendations for thestrength of its program in all areas.
Fiscally sound, academically strongand athletically dominant, theGator sports program enters thenew century prepared to continueits exceptional performance.
PRIVATE SUPPORT
A key characteristic of a nationallycompetitive public researchuniversity is high levels of privategiving. In the 1990s, the Universityof Florida steadily expanded itsstrong base of private support. Theuniversity ranked 13
th among all
AAU public universities in totaldollars raised in 1998 and fifthamong AAU public universities inalumni giving rate in 1999.
At the beginning of the decade, theuniversity relied on state dollars for50% of its budget. By the end of thedecade, this proportion had fallento 30%. Although the University of
1988-89 1998-990%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
State
Earned
Earned vs.State-Appropriated Income
25
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
Florida receives substantial supportfrom the state, the university’searned income grew at a faster pacethan state-appropriated income.Some of this rapid growth resultedfrom success with research grantsand contracts and success in thedelivery of health care and otherservices, but a significant andincreasingly important portioncame from private support.
The decade began with theconclusion of the university’s firstmajor capital campaign. TheEmbrace Excellence campaignbegan in 1986 with a goal of $200million, increased in 1988 to $250million, but the university’s friendsand supporters moved thiscampaign well beyond its goals toclose at the end of 1991 with a totalof $393 million.
Recognizing the importance ofprivate fund raising, the universityand its volunteers immediatelybegan a review to strengthen theuniversity’s fund-raising program,enhance professional competence ofthe university’s Foundation staff,and improve the computer systemsand management needed to sustainhigher levels of achievement.
After careful planning, theuniversity launched its nextcampaign in 1996, taking as its
motto the university’s theme for the1990s: It’s Performance That Counts.Originally expected to raise $500million by the end of the year 2000,the campaign moved so quickly thatby 1998 it became clear theuniversity would surpass this goalby 1999. The university’sFoundation board reviewed thissuccess and set a new goal of $750million. By the end of September1999, the university and itsvolunteers posted more than $570million raised, and the revisedcampaign goal appears well withinreach.
This achievement reflects thegrowing maturity of the university’salumni base. It indicates a strongcommitment by alumni and friendsto the performance agendaexemplified by the University ofFlorida Bank and the multipleachievements of faculty, studentsand staff. University of Floridadonors clearly recognize that thenation’s top universities requiresubstantial private endowments andhigh levels of annual giving.
The success of the It’s PerformanceThat Counts campaign alsodemonstrates how importantexceptional academic performanceis to the growth and development ofthe institution. Deans, faculty and
J
J
J J
J J
J
J
J
J
19901991
19921993
19941995
19961997
19981999
50
60
70
80
90
100
110
120
130
140$135
$55
Mill
ions
of D
olla
rs
Total Private Gifts
26
W
students provide the substance thatdrives this campaign, andvolunteers and donors respond tothe university’s achievements.Campaign donors are confident thattheir investments will producemeasurable results. They givebecause they know the students,faculty and staff of the Universityof Florida expect to deliver thehighest possible return on theseinvestments of private support.
Thanks to the exceptionalleadership of the vice presidents fordevelopment, and drawing on theexpertise of superb alumni andvolunteers, the university’s fund-raising program set new standardsfor performance during this decade.The Bank, of course, includes fundraising as one of the performancemeasures for rewarding colleges, inrecognition of the essential natureof private support to publicuniversities.
Total gifts to the universityincreased from $54.8 million peryear in 1990 to $135 million in1999. The university’s endowmentduring this period grew from$153.4 million to $582 million,enhanced not only by exceptionalfund raising but also by effectivefinancial management. Of majorimportance as well, these numbersinclude generous state support inthe form of matching dollars forendowments and capital projects.
The university’s programs havereceived more than $481 million inoperating funds during this decadefrom annual giving and endowmentproceeds. As the universityconcludes this decade, itsvolunteers, vice presidents, deans,faculty, students, and staff all knowthat this accomplishment representsonly the beginning of a permanentcampaign to bring the university’sendowments to levels near those of
the top 10 public researchuniversities. The performance ofthis decade indicates that theUniversity of Florida can achievethat goal.
THE PERFORMANCE
DECADE
Wherever the focus—teaching,research, faculty, students, staff,facilities, management systems,athletics, or fund raising—thisdecade the University of Floridamoved into the top category ofAmerica’s national public researchuniversities. While we all celebratethe tremendous achievements of theuniversity in this decade, we remainmindful of the intense competitionfor resources and the critical needto make the right choices.
The people of the University ofFlorida succeeded in this decade bya combination of talent, energy,commitment, and focus. Theymoved the university forwardbecause they recognized nosubstitute for performance inquality and productivity.
In this decade, the people of theUniversity of Florida demonstratedbeyond question that performancedoes count.
J JJ
J J
J
J
J
J
J
19901991
19921993
19941995
19961997
19981999
100
200
300
400
500
600
700
$582
$153
Mill
ions
of D
olla
rs
Endowment Assets
27
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
DATA SOURCES
SAT Scores: Office of the University RegistrarNational Merit Scholars: National Merit Scholarship CorporationBaccalaureate Degrees Awarded: IPEDS completion reportsGraduate Degrees Awarded: IPEDS completions reportsPercent Women and Minority Students: NSF Web CASPAR Database System (1967-
1995), IPEDS Fall Enrollment 1996, 1997,1998
Graduating Seniors Survey: Florida Survey Research Center DataRetention Data: Board of Regents Retention StudyTuition Revenue Collected-Revenue Budgeted: Board of Regents Initial Allocation Documents,
History Year by Account Board of RegentsSubmitted Budget and Finance and AccountingIncidental Reconciliation
Honors Students: Office of University Honors ProgramCombined Degree Program: University Curriculum Committee RecordsStudent Service Hours: Office of Student ActivitiesResearch and Development Expenditures: NSF/SRS Survey of Research and
Development Expenditures at Universities andColleges
Sponsored Research per Faculty Sponsored research expenditures from theHistory Year by Account submitted with theoperating budget to the SUS in all accounts inthe Sponsored Research Trust Funds (655002,186001, and 153102) MINUS all accounts withan original fund source of UFF, UFRF, orClinical Practice. We also move accountsidentified by units as non-research dollars intoMG&G. This is number used in UF Bank.Faculty manyears comes from Faculty ActivityReports.
Student Credit Hours per Faculty Credit Hours come from the Student DataCourse File, Faculty manyears from FacultyActivity Reports.
Research and Development Expenditures National Science Foundation/SRS Survey ofScientific and Engineering Expenditures atUniversities and Colleges
Faculty and Administrators by Gender and Ethnicity University Personnel SystemCarryforward State Comptroller, Board of Regents, UF filesBank Data Ranked Faculty from Faculty Activity Reports,
Weighted Credit Hours Student Data CourseFile multiplied by weights as described in UFBank description, available on Academic Affairsweb site, Sponsored Research as describedabove, Private Fund Raising—Pledges, Giftsand Bequests as defined by UF Foundation,Other Income—MG&G, clinical fees, auxiliaryincome. All data audited and verifiable inUniversity records.
IFAS and HSC Credit Hours Student Data Course FileHealth Science Center Savings Distribution University of Florida Budget OfficeOn-Line Registrations by Section Office of the University RegistrarUniversity Computing Total Sessions Northeast Regional Data CenterShands Data Shands HealthCareBuildings Facilities planning, files submitted to Board of
RegentsEarned vs. State-Appropriated Income University of Florida operating budgetTotal Private Gifts University of Florida Foundation Inc.Endowment Assets University of Florida Foundation Inc.
28
RANKINGS
Total Research and Development National Science Foundation/SRS Survey ofScientific and Engineering Expenditures atUniversities and Colleges, Fiscal Year 1997
Federal Research and Development NSF/SRF Federally Finance R&DExpenditures at universities and colleges, byscience and engineering field: Fiscal Years1990-1997
Earned Doctorates Awarded National Research Council, Survey of EarnedDoctorates, 1997 Summary Report: DoctorateRecipients from U.S. Universities
Black Students Receiving Ph.D.s National Research Council, Summary Report1997: Doctorate Recipients from United StatesUniversities
Hispanic Baccalaureate Students going on to Ph.D. National Research Council, Summary Report1997; Doctorate Recipients from United StatesUniversities
Postdoctoral Appointees NSF/SRF Survey of Graduate Students andPostdoctorates in Science and Engineering,1997
Patents Awarded The Association of University TechnologyManagers, Inc. AUTM Licensing SurveySummary, FY 1997
Library Holdings Association of Research Libraries Statistics,Ranked Lists for Academic Institutions
National Freshmen Merit Scholars National Merit Scholar CorporationNational Freshmen Achievement Scholars National Merit Scholar CorporationU.S. News and World Report Ranking U.S. News & World Report “2000 College
Rankings,” August, 1999Money Magazine Ranking Money “Your Best College Buys Now” 1998
College GuideKiplinger’s Top 10 Values Kiplinger’s Personal Finance Magazine “The Top
100 Public Colleges” September 1998Alumni Giving Rate U.S. News & World Report “2000 College
Rankings” August, 1999Total Voluntary Support Council for Aid to Education, Voluntary
Support of Education 1998, Published 1999Endowment NACUBO Endowment Study (NES) as
published in the Chronicle of Higher Education,February, 1999
Enrollment IPEDs Fall 1998 Enrollment Reports submittedto U.S. Department of Education, NationalCenter for Education Statistics
Sears Cup UF Athletic Department, Sports InformationDepartment, 1999
29
A DECADE OF
PERFORMANCEAT THE
Universityof Florida
THE UNIVERSITY OF FLORIDA IN THE 1990S
Then Now
StudentsEntering Freshmen;
Midpoint SAT using no re-centered scores 1135 (1988) 1210 (1998)
High School GPA 3.45 (1988) 3.90 (1998)
National Merit Scholars 96 (1989 - No. 12 in country) 165 (1998 - No. 6 in country)
192 (1999 national rankings not in yet)
National Achievement Scholars 7 (1989 - No. 31 in country) 24 (1998 - No. 4 in country)
32 (1999 - national rankings not in yet)
Undergraduates 25,320 (1988-89) 31,477 (1998-99)
Graduate Students 5,922 (1988-89) 8,060 (1998-99)
Total Student Body 33,282 (1988-89) 42,336 (1998-99)
Composition of Student Body: 46.21% female, 53.79% male (1988) 50.16% female, 49.84% male (1998)
Minority 13.86% (1988) 21.79% (1998)
Black 5.82% (1988) 6.3% (1998)
Hispanic 5.1% (1988) 9.18% (1998)
Asian 2.8% (1988) 5.98% (1998)
Freshman Retention 88.9% (1991) 91.7% (1996)
Four-Year Graduation Rates 23.9% (1984 FTIC) 37.5% (1994 FTIC)
Five-Year Graduation Rates 48.6% (1984 FTIC) 58.8% (1993 FTIC)
Doctoral Degrees 342 (1988-89) 445 (1998-99)
Master’s Degrees 1,271 (1988-89) 2,113 (1998-99)
Bachelor’s Degrees 5,394 (1988-89) 7,418 (1998-99)
ResearchSponsored Research Expenditures $133 million (1989) $221 million (1997-98)
Sponsored Research Expenditures per Faculty $37,433 (1988-89) $56,333 (1997-98)
Total Research and DevelopmentExpenditures reported by NSF $126 million (1989) $271 million (1997)
Sponsored Research Awards $147 million (1988-89) $296 million (1998-99)
Other University MeasuresEndowment (Total Endowment Assets) $102.6 million (1988) $497 million (1998)
University of Florida Voluntary Support $58.7 million (1988-89) $122.8 million (1997-98)
Operating Budget (General Revenue and Lottery) $361 million (1988-89) $466 million (1998-99)
Total University Budget $729 million (1988-89) $1.512 billion (1998-99)
(50% from state) (30% from state)
30
CAMPAIGN FOR THE UNIVERSITY OF FLORIDA
2012 West University Avenue | P.O. Box 14425 | Gainesville, FL 32604-2425Tel: (352) 392-1691 | www.uff.ufl.edu
