SCUP Virtual Pacific Region Fall Series: Tools and Tactics for Change

2020 Higher Ed Student Experience © 2020 brightspot strategy
TOOLS AND TACTICS FOR CHANGE
Resources to help you adapt this fall – and beyond
brightspot strategy
AUGUST 20, 2020

Take the pulse of your students
Tool: Student Experience Snapshot

SCUP Paciﬁc Conference 2020 © 2020 brightspot strategy. All Rights Reserved
Understanding student experience
Combine qualitative and
quantitative research methods to
quickly and holistically take the
pulse of your students.
There are a variety of in-house and
tools you can use; decide on the
value of customization versus
comparisons.
Prioritize action over perfection.
Learn more.

Think holistically, across touchpoints
Students don’t experience a
college or university based on its
org chart.
Their experience cuts across
different departments, functions,
and services.
Look across all their touchpoints –
all the spaces, systems, people,
and programs they interact with –
to get a sense of their experience.

Understand differences by segment / program
There is no one “student
experience” but rather a mosaic of
them depending on each student’s
background and interactions.
Gather the information you need
to understand meaningful
differences by attributes like
ﬁrst-gen status, low-income status,
age, race, participation in athletics,
and more.

Adapt your offerings and operations
Tool: Adaptive Campus Planner

This is a marathon, not a sprint.
Higher education has been
deﬁned by its traditions but will
now be deﬁned by its ability to
change.
Adapting is continuous, otherwise
you will accumulate “change
debt” that creates crises later.
Not prescriptive plans but vision,
culture, tools, and skills.
Learn more.

What is the Adaptive Campus Planner?
The Adaptive Campus Planner is a tool to help plan and prepare for events that
shape the operations of your institution and adapt the places, policies,
procedures, products, people, and platforms for each of your offerings.
PRINCIPLESCONTEXT
OFFERINGS
OFFERINGS
ROAD BLOCKS

Enable remote work for the long-term
Tool: University of Minnesota Work+ Program Case Study

Assess workstyles and change readiness
To enable remote work in the
long-term, people need to how
people work and what the barriers
to change might be.
Consider time spent by activity or
task, clarity of goals and KPIs,
management styles, reliance on
paper-based processes, and home
environment.
Learn more.

Provide the tools and training
Once you determine who can
work well remotely in the
long-term, you need to empower
and equip them.
People need the “hardware” and
the “software” to be successful.
Hardware includes tools, tech, and
spaces. Software includes the
norms, practices, and culture.
Understanding
Workstyles
Activity-based
Work
Technology
Tools
Storage and
Information Mgmt
Workforce
Norms
Managing a Remote
Workforce

Assess and adapt
Get a baseline before you make
changes (if possible) and assess
relative to your goals.
Phase the implementation so you
can assess and learn as you go.
Balance the inevitable trade-offs;
some things will go up, others
down. Are the changes net
positive.

Assess your capacity for the future
Tool: Campus Capacity Model

Model capital & operational space cost per student
SPACE TYPE
GSF PER
STUDENT
ANNUALIZED
COST PER GSF
ANNUAL CAPEX &
OPEX PER STUDENT
Classrooms 20 $32 $657
Laboratories 64 $33 $2,093
Ofﬁces 82 $34 $2,752
Study 21 $35 $720
Special Use 38 $23 $895
General Use 32 $34 $1,073
Support 30 $25 $742
Inactive 9 $30 $257
Healthcare 23 $31 $701
Residential 72 $23 $1,653
TOTAL 390 $11,542
Notes:
1. Average for four-year
public research university
2. Space per student from
SCUP Facilities Index
3. Cost / GSF from the
Annual College
Construction Report
4. Assumes 20 year lifespan
5. Assumes $11/GSF annual
operating cost
6. Private research university
= $14,815/student/year
(approx. 27% more than
public university)

Adjusting supply and demand
Changing how you think about
people/program “demand” because
enrollment or employment no longer
equates being on-campus:
- Increased remote work
- Increased online learners
- Increased online classes
- Increased co-ops/internships
- Reach different student types
- Reach different geographic areas
Changing how you think about space
“supply” because M-F 9-5 no longer
meets people’s needs and why go
back to pre-COVID-19 practices:
- Use more weeks of the year
- Use more hours of the week
- Increase utilization of that time
- More shared/multifunctional
- More centrally control/mgmt
- Move functions off-campus

Converting surplus space into value
Potential top line strategies to grow
revenue and bottom line strategies
to reduce costs:
- Increase enrollment
- Rent out surplus space
- Sell real estate
- Reconﬁgure to grow in place
- Exit leased space
- Decommission buildings
Hypothetical savings per student per year:
- 17 to 25% online learners = ~26 GSF
- 19 to 35% online courses = ~16 GSF
- 10 to 30% remote work= ~18 GSF
- 2 to 5% co-ops= ~12 GSF
- 45 to 60 hour week = ~51 GSF
- 30 to 40 weeks/year = ~51 GSF
- 65 to 80% utilization = ~36 GSF
= 210 GSF/Student (54% of 390 GSF)
How might we change the status quo of 390 GSF per Student and convert the
surplus space into value? Space may be halved or enrollment doubled.

Example Capacity Model

THANK YOU!

SCUP Virtual Pacific Region Fall Series: Tools and Tactics for Change

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SCUP Virtual Pacific Region Fall Series: Tools and Tactics for Change