1. Introduction
2. Performance Measures & Budget
3. Performance History
4. Alumni Satisfaction

Performance measurement is critical in determining if OUS is achieving the Board’s System goals of Access, Affordability, Excellence, and Economic Development through campus initiatives and strategies.

Oregon University System closely tracks performance at our seven universities in order to monitor improvement and examine trends that may affect higher education in the state. These results are communicated to the Legislature, campuses and the public to increase awareness about Oregon’s public universities and their performance over time.

Oregon Benchmarks for which OUS is lead agency:

• OBM 24: Percent of Oregon adults with some college
• OBM 26: Percent of Oregon adults that have a bachelors or advanced college degree
• OBM 4: Net Job Growth
• OBM 7: Industry research and development expenditures as a percentage of Gross State Product (GSP)
• OBM 11: Per capita income as a percentage of the U.S. per capita income

Reporting on Measures:

Measures reported to the State Board
13 common institutional indicators, plus 2 additional mission specific indicators selected by each university. Each campus establishes targets for 5 of the common measures and the 2 institution measures.

Measures reported to the Progress Board
Reported to the Oregon Department of Administrative Services, currently totaling 31 measures, reported for the System.

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The outline below describes the connection between the Board Working Groups' focus over the past year, the Governor's Recommended Budget (GRB) that supports that work and performance indicators that are in place now or proposed to measure the outcomes.

Access and Affordability: Addressing affordable access, enrollment growth, tuition, fee remissions and the Oregon Opportunity Grant

Initiatives:

• Adjusting Limits on Fee Remissions
• Expanding the Oregon Opportunity Grant

Measures:

• Percent of OUS first-time freshmen enrolling from Oregon high schools the fall after graduation (proposed)
• Students of color enrolled as undergraduates
• Net cost to students (data development underway)

Excellence in Delivery and Productivity: Addressing student progress

Initiatives:

• Data Transfer System (K-12 - Community Colleges - OUS) to streamline credit transfer

Measures:

• Number of transfer students
• Time to degree (proposed)
• Graduation rate of transfer students

Academic Excellence/Economic Development: Addressing Quality, Economic and Civic Contributions

Initiatives:

• Faculty Recruitment and Retention: The GRB included a $1 million investment for faculty salaries.

Measures:

• Average faculty compensation as percent of that at benchmark institutions
• Research and Development expenditure per faculty

Deferred Maintenance and Capital Repair: The Oregon University System uses a standard benchmark called the facility condition index, which is simply a percentage of what it would cost to fix a building versus what the building is worth.

At 28%, OUS buildings fall under the poor category.

Notes:
E&G CRV = $2.145 billion
Capital Repair spending benchmark = 1.5% of CRV = $32 million
We spend $11.5 million
Association of Physical Plant Administrators
Association of College and University Business Officers

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SB 271 - 1995

Approved by the Legislature in 1995, the Higher Education Administrative Efficiency Act transferred responsibility and accountability for OUS personnel, purchasing, contracting, and other business activities from the Department of Administrative Services (DAS) to the State Board of Higher Education. The Board adopted guidelines for the best practices in business management, and delegated day-to-day authority to the campuses for these activities. An independent DAS four-year review of the implementation of SB 271 outlined outgoing biennial savings of more than $7 million, which has been used to advance campus academic missions.

SB 919 - 1997

Approved by the Legislature, SB 919 codified the State Board of Higher Education's goals for the Oregon University System: Access for Oregonians to their public university system; quality programs offering valuable learning opportunities; cost-effective business practices, to ensure the best value for state support and student tuition; and employable graduates, able to make productive contributions to Oregon's economy and society.

SB 437 - 2003

SB 437, approved by the Legislature in 2003, extends the administrative flexibility and agency responsibility granted to the OUS by statute that began in the 1995 Legislative Session with passage of SB 271.

As occurred with passage of SB 271, SB 437 shifts responsibility for agency business practices previously shared by the Department of Administrative Services (DAS) and the OUS to the OUS alone. Purchasing, contracting, disposal of property, interest earnings on donated funds, and donor records were some of the areas for which the Board now has responsibility. The passage of the Efficiency Act did not relieve the OUS from any of the statutory requirements that existed prior to the adoption of the Act. As a result, the Board is vested with greater authority over the statutory responsibilities it receives in SB 437, and accepts full accountability for them. The measure includes an independent review of the implementation of the Act, to be supported by the OUS and the Department of Administrative Services (DAS), with a report due to the Seventy-fourth Legislative Assembly on implementation of SB 437 no later than February 1, 2007.

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Providing high quality academic programs, recognized for excellence, is one of the fundamental goals of Oregon's public universities and is critical to the success of OUS graduates and their contribution to Oregon's economy. Data on recent graduate satisfaction and success are obtained through a biennial survey of bachelors recipients, administered 6 to 12 months following graduation. This performance measure reflects the perceptions held by recent OUS graduates regarding the overall quality of their educational experience, including their assessment of the university's contribution to their development in key areas and preparation for employment or further education.

Recent OUS graduates from the Class of 2003 continue to express satisfaction with the overall quality of their educational experience, producing a mean rating of 4.0 on a 5-point scale in which 1 is "poor" and 5 is "excellent." A full 88% of the Class of 2003 are employed or pursuing further education; and almost 80% have remained in Oregon to contribute to the state economy.

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