Northwest uses Oracle-based software (SCT Banner) to maintain student academic records and financial aid, and, as of January 2009, Human Resources and Finance information. The primary mechanism Northwest uses to summarize and distribute information occurs with the Dashboard system (see a snapshot of the President’s dashboard in the figure below). The Dashboard, a type of balanced scorecard, is a tracking tool that is used from departmental- to the institutional-level to monitor performance and support fact-based decision-making. Key performance requirements at the institutional level (i.e., Cabinet-level Dashboards) are the strategic KQIs: Educational KQIs, Service KQIs, Enrollment KQIs and Financial KQIs (see Organizational Overview for list of KQIs).

The term “Dashboard” refers to a balanced scorecard type of data display using colored indicators to present a real-time snapshot of the current status of key performance metrics relative to targets, including the aggregate performance and the highest and lowest performance in each group of metrics. Yellow or red colors indicate when “drill-down” analysis is appropriate.

Specific measures for departmental Dashboards are identified by the departments through the SSPP. Dashboards also are aligned to key processes and reviewed on a regular basis by various decision-making groups and as part of formal annual reports.

Dashboard metrics are correlated with colors: purple (above target), green (at target), yellow (below target), and red (well below target). When Dashboard metrics fall into “yellow” and “red” zones, further analysis (i.e., “drill-down”) is accomplished by studying information at the next lower organizational level. This organization of the dashboard system allows decision-makers to remain at the summative level for areas operating within (green) or above (purple) targeted performance, while focusing exploration of detail to areas performing below expectations. This provides a potential for innovation in that available energy and attention are directed to areas that need additional analysis and interpretation. Performance data relative to strategic initiatives and their supporting action plans are collected on the Dashboard.

Actual performance data are entered into the Dashboard by the heads of reporting departments and units, and aggregated results are generated through the use of linked spreadsheets and databases allowing for real-time data availability. The Office of Assessment, Information and Analysis manages the structure for Dashboard presentation. Dashboard data provide a context for senior leaders to make decisions permitting consideration of trend data and/or competitive comparisons.  Departments collectively address performance concerns identified in the Dashboard. Responses to performance gaps are communicated in annual reports and annual departmental visits.

One example of how dashboard measures are linked to education KQIs is the analysis of student major field performance. Academic departments identify which major field tests are to be used and at what point their majors are to be tested. Once tests have been administered, the results are analyzed, reported to the academic department, and posted to the departmental Dashboard. Each college dashboard aggregates its respective departmental results, and the Provost’s and President’s Dashboards aggregate all results.

In addition to Dashboard summative (end-of-process) data, departments/units develop formative measures to provide a more detailed short-cycle picture of the processes being assessed. Segmentation at the departmental level occurs during this data collection process. Individual faculty members, program coordinators, and curricula teams use formative (in-process) measures to further analyze daily operations and to modify work in progress. Formative data collected within a department may not be reported in the Dashboard system; however, these data might play a significant role in a drill-down of less than satisfactory results indicated at the summative level.

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In addition to assessments/surveys directly associated with student learning and satisfaction (see below), each department/unit collects formative and summative data that will assist its decision-making and planning. While many of these data appear on the institution dashboard, some data will be collected and analyzed locally in the department/unit. Several sources of data are used to track Strategic KQIs. Graduation rates are calculated by tracking an entering cohort of students over a six-year period. (We will begin tracking eight-year graduation rates this year per IPEDS requirements.)  Northwest also measures overall student enrollment headcounts as well as the total number of student applications that have “admitted” status (tracked on a weekly basis).

Learning outcomes. Major field examinations are available for many subject areas, but not all; Northwest uses these nationally-normed exams where they are available and if there is sufficient alignment with our major programs. Within Missouri, the CBHE tracks the percentage of students scoring above the national average on nationally-normed instruments; comparative data on this measure is obtained from the Missouri State Statistical Profile (MSSP). Because institutions offer different majors, the mix of tests used varies from institution to institution. Northwest uses the MAPP as an institution-wide measure of student general education performance. Because several nationally-normed tests exist, competitors do not necessarily use the ETS MAPP (formerly the Academic Profile). The National Survey of Student Engagement (NSSE) measures perceptions of Northwest’s students relative to the Educational KQIs. The NSSE is administered annually to freshmen and seniors so trend analyses can be conducted. In each case, performance is compared to the best national competitor. The most important in-process measure that Northwest tracks is Freshman Success Rate. Freshman Success Rate is a computed statistic that looks at the percentage of students completing 24 or more credit hours with a 2.0 or higher GPA at the end of the first year. This rate is a leading indicator of graduation rates. National research shows that the transition from high school to college is the most critical “drop-out” point for students. By monitoring first year success (i.e. Freshman Success), and offering programs that aid in that success (i.e. Freshman Seminar, Advisement Office, SOAR Supplemental Instruction, TDC, etc.), we proactively maximize our graduation rates.

Student/Stakeholder satisfaction. The Noel-Levitz Student Satisfaction Inventory (Noel-Levitz) is an institution-wide measure of student satisfaction given to all freshmen at the end of the fall term and to half of all second-term juniors. (Juniors are randomly divided between this survey and the junior class survey). The Noel-Levitz is a nationally-normed instrument. In addition to national comparison data, custom comparison reports can be ordered if a sufficient number of targeted institutions also use this instrument. Results of individual institutions are not released, just group averages. The Alumni Outcomes Assessment (AOA) is used to determine end-of-process satisfaction. The AOA surveys alumni perceptions three years after graduation.

Northwest’s key service partners also collect in-process measures. Each fall and spring trimester ARAMARK (food service) conducts a satisfaction survey that measures performance to key requirements as well as overall performance. The key requirements as identified by ARAMARK’s satisfaction survey are: 1) Food variety; 2) Cleanliness (of facilities); 3) Food quality; 4) Service speed; 5) Availability of health options; 6) Hours open; and 7) Price/Value. Aside from being indicators of overall ARAMARK satisfaction, performance to key requirements is also an indicator of food service results in the Noel-Levitz Student Satisfaction Inventory.

Financial. Historically we have served the students in our region by the cost of tuition affordable; for the past several years, Northwest’s tuition has been in the midrange of Missouri institutions. Northwest spends more money on instruction compared to peer 41 institutions. Northwest also tracks the cumulative reallocation of budgets by accounting category, which allows us to monitor how we have reduced administrative overhead (academic support) to channel those funds into the core institutional functions of instruction and student support (scholarships). The Endowment level of the Northwest Foundation continues to increase: The Foundation (a private corporation that exists to support Northwest) recently finished a Campaign that raised 107% of the goal ($43 million). Approximately half of the money raised through the campaign will go toward scholarships.

The state of Missouri does not provide public funds for certain operations such as residence halls and the Student Union. These areas are called “auxiliaries” and are funded through non-appropriated sources – primarily fees. Northwest has maintained sufficient reserves and financial health to obtain an A3 bond rating – the highest available for our type of institution. We have realized significant energy savings through our Alternative Energy program. This program uses wood chips, animal waste and recycled paper in place of natural gas to heat and cool the campus. This program and the measures that it yields confirm Northwest’s environmental stewardship.

Dollars (as a percent of total expenditure) Spent on Physical Plant indicates the willingness of the University to listen to student needs. Also, in order to maintain an attractive and safe campus (a Financial KQI), the University has made maintenance, repair, and renovations of existing facilities a priority.

Workforce-Focused Outcomes. As mentioned in other areas of this portfolio, Northwest uses market data to determine growth in salaries for faculty and staff. Comparisons are available, but could not be displayed due to space limitations. These measures are tracked by the Provosts’ Office (faculty) and the Office of Human Resources (staff). Salaries are set using comparative salary matrices. This is based on the philosophy of market-based pay. The faculty salary matrix takes into account faculty rank and discipline at the Masters I level nationwide. The staff matrix looks at comparable positions at similar institutions. Attendance is an indicator of satisfaction and well being in the work environment. Despite a policy implemented in July 1999 allowing employees to use sick leave (rather than vacation) to attend to ill family members, our attendance rate is still higher than the state and national trends. Student Employee satisfaction is measured using a locally developed five-point survey; therefore, no comparison exist. The Faculty satisfaction survey is locally developed by our faculty and ratings range from -2.0 (negative) to +2.0 (positive). Again, no comparison data exist, although trend analyses are conducted annually. Staff satisfaction is measured using the Campus Quality Survey – a nationally normed commercial instrument. The survey vendor does not supply “best in class” comparative data and will not identify other institutions individually.

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