UNIVERSITY OF HAWAII SYSTEM
STRATEGIC PLAN:

Entering the University’s Second Century, 2002–2010

This version of the U H System Strategic Plan is designed to promote accessibility for people with disabilities in compliance with Section 508 of the Rehabilitation Act. To ensure proper functioning of assistive technology tools such as screen readers, Hawaiian diacriticals were not included and spaces between selected acronyms were added (e.g., U H). We apologize for any inconvenience.

Message from the President of the University of Hawaii

July 2002,

Dear Colleagues and Friends of the University of Hawaii,

I am pleased to share with you the University of Hawaii System Strategic Plan: Entering The University’s Second Century, 2002–2010. This plan sets the University of Hawaii system on course to celebrate its centennial in the year 2007 and enter its second century. Our vision is challenging and our challenges will stretch us, but we will move forward together.

Our plan is the result of visionary leadership by our faculty, students, staff, alumni, regents, and friends of this University system. It is predicated on native Hawaiian values and embraces three fundamental strategic imperatives:

To advance these imperatives and to better serve internal and external constituencies and stakeholders, the University system will advance key strategic goals over the next five to eight years:

Within the framework of these system goals, the University of Hawaii system of campuses commits to an agenda for the future that leads to measurable improvements in student preparation, participation, and performance. Initiated by the objectives and action strategies of this plan, we will work together to secure benefits for Hawaii resulting from excellence in instruction, research, and service. Our agenda will include:

In return for these commitments, the University of Hawaii system will seek significant public and private investment in improved funding over the next three to eight years. The University will work to develop revenue streams and investment funds to support the primary lines of work of the community colleges, baccalaureate campuses, and the research university. Priorities for investment strategies will include but not be limited to: faculty salaries and support; marketing and enrollment management; information technology and library support; repairs and maintenance; capital improvements; and program initiatives.

This strategic plan will change and evolve in response to changes in our environment, whether resulting from our own collective actions or compelling events in our surrounding world. However, this plan is the template that will guide us.

Evan S. Dobelle
President,
University of Hawaii


Entering A Second Century

TABLE OF CONTENTS

The Vision

The System Mission

Commitments and Core Values

Functioning As A System—An Evolutionary Model

Planning Imperatives

System Goals

Goal 1: Educational Effectiveness and Student Success

Goal 2: A Learning, Research, and Service Network

Goal 3: A Model Local, Regional, and Global University

Goal 4: Investment in Faculty, Staff, Students, and Their Environment

Goal 5: Resources and Stewardship

Appendix A: University of Hawaii System Planning

Appendix B: Glossary of Terms

Appendix C: Historical and Projected Enrollment

Appendix D: University of Hawaii Learning, Extension, and/or Research Sites

Return to Main Strategic Plan Page


THE VISION

In ancient Hawaii, ahupuaa were sections of land that extended from the mountain summits down through fertile valleys to the outer edge of the reef and into the deep sea. The konohiki, or caretakers, managed the land and consulted with kahuna who were experts in different specialties. Within the ahupuaa, a wise conservation system was practiced to prevent exploitation of the land and sea, while allowing the people to use what they needed for sustenance.

The ahupuaa contained nearly everything Hawaiians required for survival. Fresh water was managed carefully for drinking, bathing, and irrigation of wet land taro. Wild and cultivated plants provided food, clothing, shelter, household goods, canoes, weapons, and countless other products. Land and sea creatures offered food, bones, teeth, skin, and feathers for tools, crafts, and ornamentation.

Since Hawaiians viewed the land as a sacred ancestor—the earth mother Papahanaumoku—they were expected to share resources and care for one another as one family. Living in harmony with the land was the Hawaiian way. As non-natives arrived in Hawaii, many began to share in the Native Hawaiian reverence for the land. Now all who live in the incredible beauty of Hawaii share a kuleana, or responsibility, to care for the land as a sacred trust.

The University of Hawaii system of public higher education embraces the Native Hawaiian reverence for the land and the ahupuaa practice of sharing diverse but finite resources for the benefit of all.

Just as the Hawaiian ethic of sharing, collaboration, and conservation benefited Hawaii in the old days, the University as a system of interdependent and collaborative institutions will ensure the responsible allocation, management, and sustainable use of limited resources and the generous sharing of diverse expertise. The teaching, research, and service provided by these institutions will prepare the liberally educated and highly skilled workforce essential for the future economic success, health, and well-being of this island state as it participates in a global society. In particular, multiple portals open pathways of knowledge that will provide educational leadership in support of Native Hawaiians, their indigenous culture, and Hawaii’s unique sense of pluralism.

Working together for the betterment of all the diverse ethnic populations that are now part of this state, the University of Hawaii system will help ensure the survival and prosperity of Hawaii’s people and these beautiful islands for generations to come.


THE SYSTEM MISSION

The common purpose of the University of Hawaii system of institutions is to serve the public by creating, preserving, and transmitting knowledge in a multi-cultural environment. The University is positioned to take advantage of Hawaii’s unique location, physical and biological environment, and rich cultural setting. At all levels in the academy, students and teachers engage in the mastery and discovery of knowledge to advance the values and goals of a democratic society and ensure the survival of present and future generations with improvement in the quality of life.

Functioning as a system, the purposes of the University of Hawaii are to:

As the only public higher education institution in Hawaii, the U H system bears a special responsibility to prepare a highly educated citizenry. In addition, the system supports the creation of quality jobs and the preparation of an educated workforce to fill them. Building on a strong liberal arts foundation, the U H system prepares the full array of workers from technicians, physicians, and scientists to artists, teachers, and marketing specialists—who are needed in a technologically advanced and culturally diverse island state.


COMMITMENTS AND CORE VALUES

Overarching commitments reflect the core values that bind University of Hawaii faculty, staff, and students together and contribute to realization of the University’s vision and mission. These include:


FUNCTIONING AS A SYSTEM—AN EVOLUTIONARY MODEL

In 1907, the University of Hawaii was established on the model of the American system of land-grant universities created initially by the Morrill Act of 1862. In the 1960s and 1970s, the University was developed into a system of accessible and affordable campuses. These institutions currently include:

This configuration of campuses evolved to meet the educational needs of Hawaii’s communities.

The Contemporary Opportunity

With the rise of electronic communication and advanced transportation technologies, as well as the political, economic, cultural, and environmental forces of global change unleashed by them, Hawaii and its constituent islands are no longer the isolated and remote units they once were. Today, they are being knit into a single network, a global as well as a local ahupuaa.

Both nationally and internationally, we observe transformative forces at work that require institutions of higher learning to reinvent themselves in order to face the resulting challenges. We view these challenges as opportunities for the University of Hawaii system to define its distinctive attributes and move boldly into the twenty-first century.

Over the next eight years, members of the University of Hawaii community will participate in transforming the University from a system defined primarily by the strengths and limitations of place and time into a globally and locally oriented ahupuaa. With sensitivity to the mission, identity, and diversity of present campuses, we will review and evolve the University’s functions and structure to maximize its ability to meet the needs of its clients and constituents for the second century of its existence.

This process will be responsive to our obligations as a public university to meet compelling state needs in cost-effective ways. Increasingly, these needs demand a comprehensive, diverse, entrepreneurial, and seamless University system that provides opportunities for life-long learning, the development of human capital, and community building.

This will be accomplished by working within the following principles:


PLANNING IMPERATIVES

In keeping with its land-, sea-, and space-grant mission, the University of Hawaii system strives to be responsive to state needs by creating an educational and research environment that attracts the state, federal, and private funds needed to serve the broadest segments of Hawaii’s community. It embraces the reality that the quality of life and improvement in the social, economic, and environmental well-being of current and future Hawaii generations are critically dependent on the education, training, research, and service provided by the University of Hawaii system.

Higher education operates in an increasingly competitive marketplace. Success in this environment requires “branding” the unique and special strengths of the University of Hawaii system and successfully communicating this brand throughout its universe. This reality is essential to the vision of a University of Hawaii system that is respected in Hawaii and recognized for unique excellence throughout the world.

The strategic planning goals, objectives, and action strategies that follow are derived from the fundamental assumption that access to public higher education is critical to the future economic health of Hawaii and public financial support is essential to keeping it affordable.


SYSTEM GOALS

Within this context, the attention and resources of the University system must be focused on achieving key strategic goals over the next five to eight years. The success of this endeavor will depend upon nurturing a supportive and open institutional climate to facilitate innovation and cooperation. Each site within the University will develop more detailed implementation plans to accomplish the following goals:


Goal 1: Educational Effectiveness and Student Success

Embrace a culture of excellence and performance as the hallmarks of effective learning and student success.

Objective 1:

To achieve a shared institutional culture that makes student learning and success the responsibility of all.

Action Strategies

Objective 2:

To achieve a shared institutional culture that treasures diversity and inclusion, honors collegiality, and continuously strives for exceptional performance.

Action Strategies


Goal 2: A Learning, Research, and Service Network

Engage diverse elements of the U H system in intellectual capital formation that enables Hawaii to flourish.

Objective 1:

To excel in basic and applied research for the discovery and dissemination of new knowledge.

Action Strategies

Objective 2:

To support Hawaii’s economy, workforce development, and improved access and flow of education in Hawaii from preschool through a lifetime of learning by building partnerships within the University and with other public and private educational, governmental, and business institutions.

Action Strategies

Objective 3:

To provide access for students, faculty, and staff to a first-class information technology infrastructure, support, and services that sustain and enhance University instruction, research, and administrative services within the University, throughout Hawaii, and beyond.

Action Strategies


GOAL 3: A Model Local, Regional, and Global University

Transform the international profile of the University of Hawaii system as a distinguished resource in Hawaiian and Asian-Pacific affairs, positioning it as one of the world’s foremost multicultural centers for global and indigenous studies.

Objective 1:

To establish the University of Hawaii and the state of Hawaii as the research, service, and training hub of Oceania, with bridges to the Asia-Pacific region, the Americas, and the rest of the world.

Action Strategies

Objective 2:

To strengthen the crucial role that the University of Hawaii system performs for the indigenous people and general population of Hawaii by actively preserving and perpetuating Hawaiian culture, language, and values.

Action Strategies


GOAL 4: Investment in Faculty, Staff, Students, and Their Environment

Recognize and invest in human resources as the key to success and provide them with an inspiring work environment.

Objective 1:

To create a University culture of excellence by recruiting, rewarding, and empowering top-performing faculty and staff and to foster a spirit of joint enterprise and appreciation for all University employees, including graduate assistants and student employees.

Action Strategies

Objective 2:

To create positive, healthful, resource efficient, and sustainable physical environments on the campuses of the University that enhance the psychological well-being of the students, employees, and community members.

Action Strategies


GOAL 5: Resources and Stewardship

Acquire, allocate, and manage the resources needed to achieve success and exercise exemplary stewardship over University assets.

Objective 1:

To build an effective constituency that converts community support for the University of Hawaii into public and private revenue streams that support achievement of strategic plan goals.

Action Strategies

Objective 2:

To allocate and manage resources to achieve continuing improvement in organization, people, and processes and to secure competitive advantage.

Action Strategies


APPENDIX A

UNIVERSITY OF HAWAII SYSTEM OF PLANNING

Flowchart of U H System Planning. Hardcopy available by request from the Office of the VP for Planning and Policy.

ovppp@hawaii.edu


APPENDIX B

GLOSSARY OF TERMS

Academic Year: The higher education calendar for classes and other activities, consisting typically of two semesters or three quarters followed by summer term(s). University of Hawaii campuses operate on a semester calendar and the academic year begins with fall semester.

Accreditation: A voluntary process that involves institutional and/or professional associations that encourage high standards of education. Accreditation indicates the judgment by the reviewing body that, consistent with established standards, an institution/program offers its students the educational opportunities implied in its objectives at a satisfactory level and is likely to continue to do so. Recognized accrediting bodies are listed by the U. S. Secretary of Education and used as part of the processes for determining institutional eligibility for certain federal funds. All campuses of the University of Hawaii system are accredited by the Western Association of Schools and Colleges. Numerous professional programs offered by U H campuses are also separately accredited by their appropriate professional accrediting body.

Act 161: Legislation passed by the 1995 Hawaii State Legislature provides the University with the means to generate and retain income to finance its programs. The measure provides for the retention of tuition revenue by the University and a base level of General Fund support; requires the adoption of benchmarks tied to University goals; and gives the Board of Regents greater authority over tuition waivers.

Benchmarks and Performance Indicators: Benchmarks generally denote a standard or reference point against which a comparison can be made. Performance indicators demonstrate levels of performance or achievement at a point in time, over time, and/or relative to a standard or reference point. Benchmarking refers to a systematic process for measuring and comparing the work processes of one organization to those of another; it involves establishing external points of reference or standards for evaluating internal activities, practices, and processes.

Carnegie Classification: The Carnegie Classification of Higher Education was developed in 1971 and, over the years, it has gained credibility and served as a guide for scholars and researchers. In general, this classification clusters institutions with comparable programs and purposes; there are institutions of distinction in every category of the Carnegie Classification. The following category definitions are from the 2000 edition of The Carnegie Classification of Institutions of Higher Education. The 2000 edition classifies institutions based on their degree-granting activities from 1995–96 through 1997–98.

Constitutional Autonomy: An amendment to article X, section 6 of the state constitution was ratified by the electorate on November 7, 2000 to provide the Board of Regents with: “... exclusive jurisdiction over the internal structure, management, and operation of the university.” This amendment empowers the Board of Regents to formulate policy and exercise control over the University without prior approval or further authorization from the Legislature.

Enrollment: The total number of students registered at a given time in each semester. Headcount enrollment counts the number of individuals enrolled. Full-time equivalent enrollment (FTE) is calculated on the basis of the number of enrolled credits; the usual standard for one FTE is 15 undergraduate or 12 graduate credits per semester.

Extension: That aspect of the University’s service mission derived from the institution’s land-grant status. The term is usually associated with the cooperative extension agents, services, and programs provided in support of agriculture and human resources and with instruction provided through continuing education and outreach. The increased use of technology involves related terms such as distance education (student and teacher are separated by a distance) and telecommunicated learning (learning assisted by telecommunications technology).

Fiscal Year: A yearly accounting period; for Hawaii state government, the fiscal year begins on July 1 and ends on the following June 30 and is designated by the calendar year in which it ends.

K–12: Levels of education that span kindergarten, elementary, and secondary education.

Land-Grant: A land-grant college or university is a public institution that has been designated to receive the benefits of the Morrill Acts and amendments thereto, usually federal lands and annual appropriations. The original mission was to teach agriculture, military tactics, the mechanical arts, and classical studies so that members of the working class could obtain a liberal, practical education. The agricultural experiment station and cooperative extension service programs are associated with land-grant institutions.

Long-Range Development Plans: Plans that specify the detailed physical requirements and capital improvement projects needed to accommodate program development at each University of Hawaii campus or major site.

Morrill Acts: Federal legislation that initially provided grants in the form of federal lands to each state for the establishment of a public institution to fulfill the act’s provisions. A later Morrill Act appropriated money for these purposes.

Remedial Education: Instruction for a student lacking those reading, writing, or math skills necessary to perform college-level work at the level required by the attended institution.

Sea-Grant: The National Sea Grant College Program is a public and private partnership that combines research, education, and technology transfer for public service. This national network of universities meets changing environmental and economic needs of people, industry, and government in coastal, ocean, and Great Lakes states. Housed in the Department of Commerce’s National Oceanic and Atmospheric Administration, Sea Grant comprises 30 core colleges and institutions which encompass a network of over 200 participating universities and marine organizations throughout the nation.

Space-Grant: The NASA National Space Grant College and Fellowship Program began in 1989; it is modeled after Land Grant and Sea Grant University programs and operates across the spectrum of teaching, research, and public service. Consortia operate in all states, the District of Columbia, and Puerto Rico; the Space Grant network includes more than 700 academic, industry, and government affiliates. Consortia may vary, but each program awards undergraduate and graduate fellowships, conducts K–12 educational initiatives, provides research incentives for faculty and students, and communicates the benefits of science and technology to the public.

University Centers: University of Hawaii Centers are sites at which qualified students who are unable to travel to the U H campus offering their program of choice can enroll in courses or credential programs that are offered by one or more of the University’s accredited institutions. University of Hawaii Centers have been established on Kauai and Maui and in West Hawaii.

University of Hawaii Foundation: A not-for-profit corporation organized for the purposes of fund raising and promoting educational and charitable activity for the benefit of the University of Hawaii.


APPENDIX C

HISTORICAL AND PROJECTED ENROLLMENT
UNIVERSITY OF HAWAII, BY CAMPUS
FALL SEMESTERS

Enrollment in the University of Hawaii grew slowly but steadily from the founding of the U H Manoa campus in 1907 through 1940. After a brief downturn during World War II, enrollment began to increase rapidly. From the mid-1950s to the mid-1970s, enrollment boomed, with the U H system expanding to ten campuses by 1976. After a period of mild decline during the late 1970s and 1980s, enrollment surged upward again in the early 1990s. Current enrollment projections call for moderate growth through the year 2008. These estimates are independent of the impact of tuition increases and program changes and are consistent with projected growth in the Hawaii college age population and in the number of high school graduates.

SOURCE: University of Hawaii, Institutional Research Office, June 2002.

Graph and table data of enrollment by campus, fall semesters, from 1907 projected through 2008, selected years. Hard copy available by request from the Office of the VP for Planning and Policy.

ovppp@hawaii.edu


APPENDIX D

UNIVERSITY OF HAWAII LEARNING, EXTENSION, AND/OR RESEARCH SITES
STATE OF HAWAII

Airport Training Center, Honolulu

Beaumont Research Center, Hilo

CTAHR extension county offices in:

CTAHR experiment stations in:

Cancer Research Center of Hawaii

College of Education and Education programs conduct instruction and research programs throughout the state in over 100 public and private K–12 schools.

Family Practice and Community Health Center

Hale Kuamoo Language Center, Hilo

Hana Education Center

Hawaii AIDS Research Consortium

Hawaii Fuel Cell Test Facility, Oahu

Hawaii Institute of Marine Biology, Coconut Island

Hawaii Power System Test Facility, Oahu

Hawaii Underwater Research Laboratory, Waimanalo

Institute for Astronomy

Kalakaua Marine Education Center, Hawaii

Kewalo Basin Marine Mammal Lab

Kewalo Marine Lab

Kilauea Field lab

Lanai Education Center

Legal Assistance Program

Look Laboratory

Lyon Arboretum

Maui High Performance Computing Center

Maui Research and Technology Center

Magoon Agricultural Facility, Oahu

Manoa Innovation Center

Mariculture Research and Training Center

Marine Center, Snug Harbor

Marine Education and Training Center at Sand Island

Medical School facilities in 20 affiliated hospitals and community agencies providing education, training, and research to medical students and residents

Molokai Farm

Molokai Education Center

NifTAL project, Maui

Nursing School and Nursing programs carry out instruction/research/service activities at more than 100 sites, including hospitals, community health centers, and other community agencies.

Outreach College Downtown Center, Oahu

Pacific Biomedical Research Center facilities in:

Pacific and Asian Affairs Council

Panaewa Agricultural Farm Laboratory, Hawaii

Philosophy in the Schools at select K–12 sites

Research Corporation of the University of Hawaii

Rehabilitation Research and Training Center for the Pacific Basin

Small Animal Care Facility, Oahu

Technology Transfer and Economic Development Office

University of Hawaii Press

Waianae Education Center

Waikiki Lifelong Learning Center

Waikiki Aquarium

Water Resources Research Center conducts research at sites throughout the state.

University Center, Kauai

University Center, Maui

University Center, West Hawaii

The University of Hawaii system extends educational services to Hawaii military bases and via cable TV and the Internet to schools, homes, and workplaces.

The University of Hawaii system provides services at small business centers; conducts service learning at more than 100 community and K–12 sites; and offers noncredit training at hotel, business, school, and state office locations thoughout the state.


PRESIDENT’S ADVISORY COUNCIL ON PLANS AND PRIORITIES

Evan S. Dobelle, President

Deane Neubauer, Chair, University of Hawaii

Allan Ah San, University of Hawaii

Nina Buchanan, University of Hawaii at Hilo

Doris Ching, University of Hawaii

Joanne Cooper/James Dator, University of Hawaii at Manoa

Michael Delucchi, University of Hawaii-West Oahu

Karl Kim/Denise Konan, University of Hawaii at Manoa

David Lassner, University of Hawaii

Roger Lukas, University of Hawaii at Manoa

Keikilani Meyer, University of Hawaii at Manoa

Keith Miser/Christopher Lu, University of Hawaii at Hilo

William Pearman, University of Hawaii-West Oahu

Louisa Pereira, University of Hawaii at Hilo

Christine Quemuel, University of Hawaii at Manoa

Mike Rota, University of Hawaii Community Colleges

Colleen O. Sathre, University of Hawaii

James R. W. Sloane, University of Hawaii

Carmela Tamme, University of Hawaii Community Colleges

Rose Tseng, University of Hawaii at Hilo

Joyce Tsunoda, University of Hawaii Community Colleges

Charles Whitten, University of Hawaii Community Colleges

Staff: Barbara Polk, University of Hawaii

University Administrators: Kristin Blanchfield, Paul Costello, Walter Kirimitsu, Prescott Stewart

Appreciation and acknowledgement are extended to the hundreds of individuals (students, faculty, staff, community leaders, alumni, and public officials) whose participation has brought this strategic plan forward. These stakeholders came together and served on committees and councils, participated in workshops and retreats, served on strategic issue teams, attended forums and roundtables, and shared e-mails and memos that provided expert advice and consultation. To all members of the University of Hawaii family, we say thank you. Together we are building an even better University of Hawaii system of excellent institutions. Mahalo.

Deane Neubauer
Chair, President’s Advisory Council on Plans and Priorities


THE UNIVERSITY OF HAWAII BOARD OF REGENTS, 2001–2002

Allan K. Ikawa, Chair

Bert A. Kobayashi, Vice Chair

Billy Bergin

Everett R. Dowling

Charles K. Kawakami

Duane K. Kurisu

Patricia Y. Lee

Ah Quon McElrath

Walter Nunokawa

Capsun M. Poe

Kathleen K.S.L. Thurston

Sharon R. Weiner

David Iha, Executive Administrator and Secretary of the Board of Regents

Evan S. Dobelle, President, University of Hawaii

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