Description
Create and record a presentation of your proposal from Assessment 4 to present to colleagues and peers in your organization.
Introduction- This assessment is an opportunity for you to consolidate all of your learning in this course and to extend your thinking through a new scenario, allowing you to examine your issue and solution from multiple perspectives. For this final assessment, you will be preparing to present your proposal to colleagues and peers in your organization as part of the process to obtain buy-in from stakeholders. Note: you will not actually be delivering the presentation at your organization.
Your presentation should outline the workplace issue that may impact the future of your organization, why it is significant to your organization, why it needs to be addressed, the desired future state, risk assessment, scaling, outcomes, and potential causal and contributing factors that you forecast will perpetuate the issue in the future.
Preparation
In pursuing your doctorate, you learn to use research and evidence-based reasoning to address problems of practice. You assess complex organizational situations using the concepts and principles of systems thinking. You actively seek out a diversity of perspectives and collaborate toward improving institutional practices. You apply self-reflection, critical thinking, and creativity in your ideas and leadership. Keep in mind how these expected program outcomes are reflected in your proposal.
Preparation activities form components of each assessment in this course. There will be two steps to prepare for completing this assessment. Note that each step may include readings or draft language that will help you prepare for completing the assessment. It is recommended that you complete all preparation activities before beginning the assessment.
Assessment 5 Preparation [PDF] Download Assessment 5 Preparation [PDF].
Instructions
Your deliverable will be a narrated slide presentation using photos, graphics, and minimal text.
Your presentation should have a maximum of 20 slides and be approximately 6 minutes and 40 seconds long.
Use PowerPoint to create the slides. Things to Consider Remember your audience. These are other professionals in your field that have a degree of knowledge but are looking to be both informed and entertained.
Keep in mind the importance of presenting information visually as you build your presentation. Use of charts, data, SmartArt, systems maps, et cetera is recommended.
In your presentation:
Provide a title slide. Provide an introduction, describing your specific goals for the presentation. Describe your specific workplace issue that may impact the future of your organization. Include a section on why the issue is significant to your organization. Include a statement of why the problem needs to be addressed. Include a section on potential causal and contributing factors that you forecast will perpetuate the issue in the future. Describe the desired future state. Include a section on organization’s current position and where you believe the organization needs to be in the future. What will be the impacts felt on the organization and people within if left unaddressed? Describe your proposal and risk assessment (scaled and outcomes described). Include a section on the foreseeable responses by various stakeholders. Include a section on outcomes you hope to achieve at specific time intervals. Describe the decisions you are seeking. Be sure this statement is in as few words as possible but specific. Consider financials, any personnel changes, structural reorganizations, et cetera. (While this course does not require the actual implementation of the proposal, the work in this course has been designed to provide learners the outcomes needed to do so). Provide a conclusion Reiterate the importance of your topic. Compare your thesis statement in the introduction with the restatement of the thesis statement in the conclusion. Typically, not verbatim, but there should be alignment between the two paragraphs. Summarize your key points. Present your call to action or suggest what work is needed next, as appropriate. Include references. Your presentation should also meet the following requirements: Length: 20 slides;References: As needed to support your ideas. Formatting: Use current APA style and formatting. See the Evidence and APA section of the Writing Center for guidance.
Unformatted Attachment Preview
in
Partial Fulfillment of the Requirements for
EDD-FPX8524 – The Future of Educational Leadership
Prepared by
(Learner’s Name)
Capella University
(Date)
Faculty:
Introduction
XYZ Community College confronts an existential crisis as enrollment declines. The Issue
threatens the institution’s financial viability and capacity to fulfill its mission of empowering
community members through affordable, accessible education programs. Over the past five
years, total registered students dropped 22% from a peak of 19,000 to around 15,000 currently.
The trend has resulted in the shrinkage of state and federal funding and state apportionments tied
to attendance. The evident financial decapitation has forced the institution to enforce expenditure
reductions that compromise student support services, faculty workloads, and course offerings. If
nothing is done, projections indicate enrollments could fall 30% further within five years,
necessitating the elimination of majors and student opportunities. Integrating enrollment
management through collaboration across administrators, faculty, staff, and technology experts is
imperative to realign systems and communicate with student market realities.
Proposal
Proposal:
Workplace Issue
Declining enrollment threatening financial sustainability and
ability to fulfill affordability mission
Desired Future State
Stabilize and recover enrollments through integrated and datadriven enrollment management.
Proposal Description
Develop strategic enrollment management infrastructure
integrating outreach, onboarding, retention alert systems, and
career pathways visibility to align offerings/communication with
student market realities.
Risks
Resistance to changes from faculty, administrators, students;
losing momentum if early gains inadequate, ineffective planning,
failure to adapt to market changes, resource overstretch,
ineffective implementation.
Scaling
•
•
Phased rollout over 18 months
Bolster pipelines then optimize persistence
Outcomes
•
Recover enrollments within peak levels in 5 years
•
Short-term: 10% application conversion improvements, 5%
better retention.
Long-term: Meet statewide 2030 targets for completion
equity, graduate employment
•
Decisions Needed
•
•
•
•
Board endorsement of strategic priority
Committee and IT leadership selection
Funding approval
Outreach position reclassification
Description
a) Why the Issue is Significant to the Organization
The fact that XYZ Community College has seen a 22% drop in enrolment over five years is
troubling. The decline in numbers threatens the college’s vision of allowing residents to get an
education at affordable prices (Pavlov & Katsamakas, 2020). As modest falls translate into
significant deficits, more than 70% of their annual budgets come from changing per-student
apportionments. The financial situation makes it difficult to manage the trade-off between
reducing expenses on subjects like student support and burdening other staff with ever-growing
workloads. Additionally, it might need help to offer programs relevant to emerging labor market
dynamics essential for the long-term socioeconomic mobility of its graduates when the purse
strings tighten. XYZ must sustain this pathway creation, or it cannot fulfill its mission and social
contract to this region. With dwindling numbers of students, fixed overhead costs will consume
most of its revenues, making its operations unsustainable. Thus, proactively addressing this
increasing trajectory is vital to XYZ’s institutional well-being regarding financial health,
reputation, and community impact.
b) Statement of the Problem
Instead of accepting an “inevitable” “new normal,” XYZ Community College must act
urgently to prevent the alarming multi-year enrolment declines. If nothing is done, the current
path of change threatens the existence and affordability of the public college within five years.
Projections reveal that another 30% drop in enrollment would lead to the extinction of entire
disciplines and student support capacities. This severe erosion of programs and resources would
fundamentally undermine XYZ’s ability to provide affordable education for community
members, leading to jobs, wages, transfers, and credentials. Social mobility could also be limited
for generations, jeopardizing equity. In the long run, upholding the status quo will violate the
expectations of local taxpayers, governing boards, and those XYZ serves. Morally and
operationally, this must happen through responsible planning alongside the community
stakeholders. Even if it is challenging to return enrollment rates to their highest levels, XYZ’s
leadership must develop proactive strategies to stabilize and recuperate registrations to sustain
crucial community offerings.
c) Potential Causal and Contributing Factors that Will Perpetuate the Issue in the Future
XYZ Community College, unfortunately, faces a perfect storm of negative demographic,
economic, and perception changes that threaten increasing enrollment challenges in the next few
years. Local high school graduate pipelines continue to shrink due to financial dynamics leading
to population shifts (Baugh et al., 2019). State funding policies emphasize completions, pushing
nearby colleges to aggressively compete for traditional students who are getting fewer and fewer.
At the same time, career-oriented Gen Z pupils and adult learners with meager incomes doubt the
value of higher learning institutions because they may prioritize cheap and readily available
options with tangible job earnings at their heart. This skeptical perception about the value
proposition of colleges is expected to rise in XYZ’s service region, as shown by surveys on this
Issue. Local K-12 districts expect charter and private school expansions to drain their
graduations over the next decade. Each factor restricts XYZ’s recruitment pools, enrollment
optionality, and competitive positioning. Without interventions, annual enrollment losses could
readily double from the present 5-7% pace as outside pressures mount and perceptions deter
students from applying or staying enrolled term-to-term.
Future State
a) Description of the Organization’s Current Position and Where it Needs to Be in the
Future
XYZ Community College needs the transformative vision and cultural buy-in across
administrators, faculty, and staff to fundamentally adapt its institutional structures, offerings, and
enrollment models to meet shifting external realities. The predominant mindset clings to the
status quo, assuming past growth years reflect an attainable future rather than an ancient
competitive landscape. Without proactive reform, XYZ will become increasingly disconnected
from 21st-century student, taxpayer, and policymaker expectations.
There is a need for change in the institution’s position in the days to come. The Community
College will require an inclusive type of management that would reveal immediate threats but
give a way of recovery for enrollments and new systems to restore trust and meaning. The future
will imply transitioning from lazy enrollment management into integrated architecture supported
by data and technology. The integrated technology will help monitor students’ contacts, prompt
intervention, and interest barriers grounded on intricate motivators. The Community College will
also need to incorporate central outreach, early warning systems, transparency of career
objectives, partnerships with communities outside K-12 school, and regular certificates (Daniel
et al., 2023). The stated aspects will be crucial in restoring the Community College’s lost glory
and enhancing the institution’s value proposition for distrustful learners. Existing posts within the
institution will need to be utilized as active promoters for the Community College by involving
stakeholder bands in registration stabilization plans, which could lead to sustainable strength.
b) Possible Impacts on the Organization and People within if the Issue is not addressed
If XYZ Community College can continue alarming enrolment drops for several years, the
institution will experience financial and operational crises within five years. The crises exhibited
will fundamentally derail the mission of the institution as it initiates programs meant to give
ordinary people access to schooling. For instance, according to the projections, another 30%
decline in enrollments would demand a cut-off of whole disciplines, students’ unions, and the
support department. The cuts would ultimately lead to a situation where academic and
administrative departments are locked with high fixed costs but no tuition revenues. Such
austerity measures will imperil student success and prevent social mobility and regional equity
(McLaren, 2022). The remaining students in the Community College may find their lecturers and
advisors stretched beyond limits in efforts to do more with less so that they fail to mentor
disadvantaged populations who persist. Another possible impact is that the resulting
unsustainable workloads would burn out employees, impacting productivity. Besides, students
graduating from college will leave with untransferred credits or certifications that do not match
local job markets. Taxpayers will witness facilities and capacities constructed over decades of
support suddenly underutilized and dormant. Eventually, XYZ’s failure to stabilize itself as the
sole public college choice in the area would decimate its reputation as a community mainstay for
generations. The economic craters created by this downfall would impact households,
businesses, and the entire generation with no affordable route of advancement left.
Risk Assessment
a) Foreseeable Responses by Various Stakeholders
Conveying the existential threats is vital in encouraging people to take up these problems.
Knowing the danger facing the Community College might invoke apprehension and skepticism
among stakeholders who doubt the reduction in inertia after a long period (Müller & Kubátová,
2021). For instance, administrators and board trustees involved in setting the Community
College’s budget may be unwilling to allocate resources for an eighteen-month developmental
trajectory without a guarantee. In case of failure to achieve goals, they would like to see some
enrollment impact metrics that can explain continued non-enrollment investment. As long as it is
not presented as a single model of partnership that enhances advisory services and assistance,
most faculty members would regard this as administrative bloat, taking away their attention from
pedagogy. Support staff would appreciate centralized systems, but reforming established
procedures would be considered suspicious and may not resonate well with some. Student
leaders will question the initiatives’ capacity to revive canceled courses or promote completions.
When joint infrastructure planning begins, the emphasis has to change to growing support by
keeping people involved. Teams should anticipate conflicts that will prompt them to display
empathy and patience and emphasize shared goals. These messages should inform people about
what is happening and help gauge public moods. Early surfacing of concerns and flexibility in
proposals can reduce resistance. As the pilot takes off, small gains and qualitative improvements
in cultural transformation are crucial for momentum sustainability. Rather than viewing it as a
quick fix, it’s important to avoid simplistic enrollment reports when considering integrated
interventions as just a few years of the rebuilding process. The president and governing board
must consistently signal enrollment recovery as an institutional priority to validate the efforts.
b) Outcomes Hoped to be Achieved at Specific Time Intervals
Sustained stakeholder collaboration will be critical in evaluating data and sentiments
annually to guide scale-up decisions or adaptation needs. If initial gains fail to materialize on
schedule, specific components like CRM could be paused and reworked rather than abandoning
the overall integration commitment. Leaders must reinforce realistic timelines for cultural and
operational shifts.
•
The First Month
Upon securing institutional commitment and resource allocation in Month 1, initial planning
aims to complete environmental scans by Month 6 to guide data infrastructure and partnership
development.
•
The first one year
Within the first year, cross-functional teams would prototype CRM functionalities, early alert
systems, and centralized outreach coordination. Partial rollout by Month 12 targets 10%
enrollment funnel conversion improvements, 5% better term-over-term retention, and qualifying
for state momentum awards based on completed student milestones.
•
The first two years
By the end of year two, scaled platforms would bolster enrollments within 15% of the predecline peak of 19,000 students. Suite maturity aims to persist 60% of new students into a second
year and qualify doubled figures for momentum funding through efficiencies. XYZ would
deliver positive enrollment trajectories, signaling stabilization.
•
The first five years
Within five years, integrated structures maturing alongside enhanced pathways and experiential
learning reforms would recover and sustain enrollments near the peak levels seen in 2018
(Wickersham et al., 2023). Gains would come through serving new adult populations and high
school partners rather than overextending resources. XYZ would measure top-line enrollment
recovery along with 65% retention benchmarks and meeting the statewide Vision for Success
accountability targets related to completion equity gaps and employment outcomes.
Decisions Needed
Specific Decisions Requested
1. Board and Administrative Leadership Council (ALC) endorsement and public
communication of developing an integrated enrollment management strategic plan as an
institutional priority for the next 18 months. Joint allocation of $425,000 in one-time
funds over two years, enabling the hiring of backfill faculty/staff, consultants, data
infrastructure, meeting logistics, and temporary assignments to project teams.
2. The college president appointed and announced a steering committee co-chaired by the
Vice President of Student Services and Academic Senate President. Committee selection
will be finalized by Month 2.
3. Vice Presidents’ commitment that division leaders participate in planning and share
existing data openly to strengthen environmental scan insights. Willingness to implement
approved systems overhauling outreach, onboarding, and retention processes between
months 6 to 18.
4. In year one, the information technology department increased its budget ($175,000) for
customer relationship management (CRM) system review, selection, and customization
to XYZ’s context. Ed Tech administrator or external expert assigned to support adaptation
needs.
5. The human resources department reclassified two outreach positions as administrative to
coordinate centralized enrollment and recruitment reform efforts. A new role was
conceived in partnership with a consultant and steering committee.
Ongoing Resource Allocations, Monitoring, & Administrative Responsibilities:
1. President and cabinet issue monthly reports communicating institutional enrollment
management priority status. Statements reinforced by trustees and faculty leaders’
messaging.
2. Vice President of Student Services and IT Lead provides the steering committee and
ALC biannual updates on CRM adoption efficiencies and emerging support gaps—
authority to recommend budget increases to $50,000 for acute needs between formal
allocation cycles.
3. The steering committee shares environmental scan insights and annual enrollment reports
tracking critical pipeline, persistence, and completion metrics with all stakeholders.
Transparent data aids adaptation.
Conclusion
The existential threat of XYZ Community College’s alarming enrollment decline
necessitates urgent and comprehensive action. The importance of this Issue goes beyond
numerical decreases; it strikes at the core of the institution’s mission to empower the community
through accessible education. The need for integrated enrollment management underpins the
thesis statement in the introduction. The analysis indicates that XYZ Community College faces a
perfect storm of demographic, economic, and perception challenges that call for strategic action.
Tough decisions must be made collaboratively while maintaining a focus on the future.
Integrated enrollment management can strategically realign systems, communication, and scarce
capacity with evolving market forces. With state apportionments declining, adapting creatively
presents the last best chance to preserve what makes XYZ a vital community institution for
decades. The above proposal outlines the first steps in this transformation process and requests
institutional support for the campus-wide endeavor.
References
Baugh, A. D., Vanderbilt, A. A., & Baugh, R. F. (2019). the dynamics of poverty,
educational attainment, and the children of the disadvantaged entering medical
school. Advances in Medical Education and Practice, Volume 10, 667–676.
https://doi.org/10.2147/amep.s196840
Daniel, R. C., Williams, M. R., & Bullington, K. E. (2023). Enrollment Management Strategies
at rural community colleges resulting from the pandemic. Journal of Higher Education
Policy And Leadership Studies, 4(3), 132–155. https://doi.org/10.61186/johepal.4.3.132
McLaren, T. A., van der Hoorn, B., & Fein, E. C. (2022). Why vilifying the status quo can derail
a change effort: Kotter’s contradiction and theory adaptation. Journal of Change
Management, 23(1), 93–111. https://doi.org/10.1080/14697017.2022.2137835
Pavlov, O. V., & Katsamakas, E. (2020). Will colleges survive the storm of declining
enrollments? A computational model. PLOS ONE, 15(8).
https://doi.org/10.1371/journal.pone.0236872
Wickersham, K., Zheng, P., Wang, X., & Prevost, A. (2023). Reimagining Community College
Math Reform amid COVID-19. Community College Review, 51(4), 617–640.
https://doi.org/10.1177/00915521231182116
EDD-FPX8524 Assessment 5 Preparation
It is recommended that you complete all preparation activities before beginning this
assessment.
Step 1: The Practice of Educational Leadership
The field of education is evolving and so, too, must the role of leadership. One way to
understand how this change is happening is to observe successful leaders in the field and study
how they are newly applying the fundamentals of leadership. Of course, it helps to have a good
grounding in the fundamental skills of leadership so you can recognize new and innovative ways
of leading. In this assessment, you will read about multiple types of leadership that are
commonly found in the fields of business and education. As you read, think about leaders you
know that apply these styles. What can you learn from them? How can you grow the necessary
skills to lead in an evolving future?
•
Choose 5–7 resources to explore from the list provided in The Practice of Educational
Leadership resource activity.
Step 2: Developing Learning Strategies
As an adult, doctoral learner, it is important to set aside time to look beyond the curriculum
presented in this course and take time to make meaning of the knowledge you have acquired.
Consider how this relate to the outcomes of the program. What knowledge did you previously
possess? What interpretations are you forming from the assessments completed? How are you
challenging yourself to go further and understand the subject matter more deeply beyond the
assessments? What did you find most important? Remember, at the doctoral level of learning, it
is important to concentrate on achieving a depth of learning characteristic of analyzing and
evaluating information. A simple application or understanding of knowledge will prove
insufficient as you transition to completing your final doctoral project, so push yourself to
examine the content beyond the assessment work, evaluate and critique the works you are
reading, be prepared to argue both sides of any position, and use cognitive strategies to think
more critically.
•
Explore the Building Skills for Critical Thinking Campus page.
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