HomeMy WebLinkAboutAddendum 1_ASU Executive Summary Scenario Planning Exercise_August2015INTRO SLIDE
Executive Summary University and Innovation District
CHULA VISTA
AUGUST 2015
U3 ANCHOR STRATEGY
U3 Advisors is a nationally-recognized consulting practice with 25 years of combined experience that provides real estate and economic development solutions, principally for universities, medical centers, and other urban non-profit institutions.
ABOUT U3 ADVISORS
PROJECT OVERVIEW
U3 ADVISORS has been engaged by the City of Chula Vista, California to help establish a higher education campus on a 375 -acre site in the city. Chula Vista seeks an institution that will serve as both an educational and economic engine.
U3 is leading the effort to identify potential partner institutions for this project and is exploring opportunities with both higher education partners from the US and Mexico.
DEVELOPMENT STRUCTURE
CHULA VISTA
UNIVERSITY PARTNERSHIP
(CVUP)
•WHAT: Non-profit
development entity for
university property
•TASKS: Vision, marketing,
recruitment, fundraising
•GOVERNANCE: Board of
Trustees made up of local
and national civic and
educational leaders
LAND TRUST
•WHAT: Non-profit land
holding entity
•TASKS: Contributing land to
development of the
university and innovation
district
•GOVERNANCE: Board of
Trustees made up of City
officials, stakeholders, and
civic leaders
DRAFT PROJECT GOALS FOR CHULA VISTA
1.Provide education opportunities and accessibility for residents of Chula Vista and the region
2.Serve as an economic engine and contribute to the growth of the city and region
3.Prepare students for post-university careers that allow for lasting personal and professional
growth
4.Provide a source of high-quality jobs and contribute to diversifying the city’s economy
5.Develop into a financially viable university entity
6.Become an integral part of the fabric of the community providing cultural enrichment for
residents of Chula Vista and the region
7.Develop into an institution that is physically well integrated and connected to the surrounding
neighborhood and region
8.Serve the shifting demographics of the San Diego region, and the United States in general
9.Attract a wide range of educational and industry partners, regionally, nationally, and
internationally
CHULA VISTA ANALYSIS
SAN DIEGO COUNTY
SITE MAP
University and Innovation District Site
Downtown San Diego
US/Mexican Border
2013200013 year Change
173,556 248,048Total
Population +43%
74,400+
Race White
20%African
American
4%Asian
14%
Hispanic
59%
Others
3%
Hispanic
Origin 86,073
Of Hispanic Origin
87%
Mexican Origin 145,077
Of Hispanic Origin
93%
Mexican Origin
+59,000
+6%
-4,900
+59,000
+16,000
Source: U.S Census Data & American Community Survey
White
32%
African
American
4%
Asian
11%
Hispanic
49%
Others 4%
CHULA VISTA DEMOGRAPHICS
CHULA VISTA DEMOGRAPHICS
US California Chula Vista
10
%
6%
4%
Hispanics are the fastest growing demographic in US, California, and Chula Vista.
Source: U.S Census Data & American Community Survey
CHULA VISTA DEMOGRAPHICS
Hispanics from Chula Vista are more educated than national and statewide averages, however, still represent the lowest educational attainment*
US California Chula Vista
64%
High School
or Less
65%
High School
or Less
50%
High School
or Less
23%
Some College
24%
Some College 32%
Some College
14%
College Degree
11%
College Degree 18%
College Degree
Source: U.S Census Data & American Community Survey *Compared to other Ethnic Peer Groups.
CHULA VISTA DEMOGRAPHICS
$100k
$30k
US California Chula Vista
White HH
Asian HH
Black HH
Hispanic HH
$72k
$58k
$42k
$35k
$100k
$30k
White HH
Asian HH
Black HH
Hispanic HH
$76k
$71k
$47k
$43k
$100k
$30k
White HH
Asian HH
Black HH
Hispanic HH
$89k
$76k
$52k
$68k
Hispanic Households in Chula Vista earn more than national and statewide averages but still rank amongst the lowest in the city
Source: U.S Census Data & American Community Survey
SAN DIEGO REGIONAL TRENDS
GREATER SAN DIEGO INDUSTRY ANALYSIS
OVERVIEW: MISSING OUT ON STEM OPPORTUNITIES
Source: California Department of Education
EXISTING LOCAL SUPPLY OF STEM DEGREES FALLS SHORT...
Only 21% of CA college-ready students major in STEM fields
Only 40% of CA STEM majors earn STEM degrees
Source: “Go Global”, Brookings
1.5x
OF WORKFORCE % IN STEM-RELATED FIELDS
YET
NAT’L AVG.
40%
BELOW NAT’L AVG.
IN STEM DEGREES GRANTED (statewide)
45%
COMES FROM OUTSIDE CALIFORNIA
24%
COMES FROM OUTSIDE U.S.
AND
Source: “Youth Opportunity Divide...”, Brookings
OF HIGHLY-SKILLED LABOR WORKING IN SAN DIEGO...
GREATER SAN DIEGO INDUSTRY
OVERVIEW: LEADING INNOVATION, LAGGING LOCAL TALENT SUPPLY
Source: “Go Global”, Brookings
#2
INCREASING LOCAL DEMAND FOR STEM DEGREES ALREADY IN SHORT SUPPLY
GLOBALLY
PATENTS
PER CAPITA Advanced Manufacturing
IT and Communications
Life Sciences
Healthcare
Clean Energy
TOP GROWTH SECTORS:
ALL ARE STEM FIELDS
57,00
0Jobs unfilled
due to skills
gap (2012)
Source: San Diego Workforce Partnership
44%
Of jobs in these
emerging
sectors require
college degrees
YET
AND
39,000
Young adults are
unemployed and
not in school
(2013)
San Diego Region
ranked 65th
out of 100 top
metro regions in the
country
Source: Heather Lattimer: Pathways College, San Diego 2015Brookings Institute : The Youth Opportunity Divide in San Diego,February 2013
Educational Attainment
for 18 to 24 years
74,000
Young adults are
underemployed
(2013)
Due to skills gap between the jobs
demand and the skills employees needed
(San Diego Workforce Partnership)
In 2012, San Diego estimated
57,000
Unfilled Jobs
Only 34%
of CA adults over the age of
25 have college degrees in
California.
SAN DIEGO HIGHER EDUCATION TRENDS
REGIONAL WORKFORCE “SKILLS GAP”
Of these graduates...
24% graduated from
some other nation31% graduated within CA45% graduated from
outside CA
INSTITUTIONAL VALUE PROPOSITION
1) REGIONAL LOCATION
No existing 4-year higher education institutions south of I-8
2) TRANS-BORDER CONNECTION
Site is 4 miles from the the US/Mexico border
3) DEMOGRAPHICS
Capitalizing on the growing Hispanic population in Chula Vista with a strong middle class, but low
educational attainment
4) REGIONAL ECONOMY
Leveraging and/or catering to existing businesses in the San Diego/Tijuana Mega-Region
5) CLIMATE
Leveraging San Diego’s temperate climate
INTRO SLIDE
POTENTIAL INSTITUTIONAL SCENARIOS
1.Provide education opportunities and accessibility for residents of Chula Vista and the region
2.Serve as an economic engine and contribute to the growth of the city and region
3.Prepare students for post-university careers that allow for lasting personal and professional
growth
4.Provide a source of high-quality jobs and contribute to diversifying the city’s economy
5.Develop into a financially viable university entity
6.Become an integral part of the fabric of the community providing cultural enrichment for
residents of Chula Vista and the region
7.Develop into an institution that is physically well integrated and connected to the surrounding
neighborhood and region
8.Serve the shifting demographics of the San Diego region, and the United States in general
9.Attract a wide range of educational and industry partners, regionally, nationally, and
internationally
DRAFT PROJECT GOALS FOR CHULA VISTA
SCENARIOS
(INITIAL ANALYSIS)
1.4-YEAR PUBLIC INSTITUTION
2.PRIVATE INSTITUTION
3.MULTI-INSTITUTIONAL CAMPUS
4.INTERNATIONAL UNIVERSITY
5.COMMUNITY COLLEGE
6.NON TRADITIONAL HIGHER EDUCATION INSTITUTION
7.OLYMPIC TRAINING RELATED INSTITUTION
8.NEWLY ESTABLISHED PRIVATE INSTITUTION
9.A NEW CAMPUS FOR A MILITARY INSTITUTION
Lower Goal
Attainment
Higher Goal
Attainment
4 year CC
Non -Traditional
State Funded
Multi -
Institutional
Mexican
Private Institution
Olympic
Military
Newly Established
Experiential
Religious
SCENARIOS
CITY PROJECT GOALS
Non -Traditional
State Funded
Olympic Training
More Feasible Model
Less Feasible Model
Multi -
Institutional
Military
Religious
Newly
Established
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
4 year CC
Mexican/Internation
alLower Goal
Attainment
Higher Goal
Attainment
4 year CC
Non -Traditional
State Funded
Olympic Training
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Military
Religious
Newly
Established
Non -Traditional
Private Higher Ed
Experiential
Mexican/Internation
al
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
1. PUBLIC INSTITUTION
2. PRIVATE INSTITUTION
3.MULTI-INSTITUTIONAL CAMPUS
4. MEXICAN INSTITUTION
5. INTERNATIONAL
6. BLENDED (NON-TRADITIONAL +EXPERIENTIAL)
SCENARIOS
1: PUBLIC INSTITUTION
4 year CC
Non -Traditional
State Funded
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
Mexican/Internation
al
1. PUBLIC INSTITUTION
VISION:
A PUBLIC INSTITUTION THAT HAS THE CAPACITY TO ADDRESS THE REGION’S NEED FOR HIGHLY SKILLED WORKERS WHILE
INCREASING ACCESS TO BACCALAUREATE ATTAINMENT
OPTION 1:
CA Senate Bill 850 allows CA Community Colleges the chance to offer
bachelor’s degree programs. Partner with an existing Community
C ollege to open a new applied baccalaureate degree campus
OPTION 2:
Expanding a UC or CSU system to open a satellite branch or establishing
a new UC/CSU
1. PUBLIC INSTITUTION
VISION:
A PUBLIC INSTITUTION THAT HAS THE CAPACITY TO ADDRESS THE REGION’S NEED FOR HIGHLY SKILLED WORKERS WHILE
INCREASING ACCESS TO BACCALAUREATE ATTAINMENT
OPTION 1:
CA Senate Bill 850 allows CA Community Colleges the chance to offer
bachelor’s degree programs. Partner with an existing Community
C ollege to open a new applied baccalaureate degree campus
OPTION 2:
Expanding a UC or CSU system to open a satellite branch or establishing
a new UC/CSU
•SOUTHWESTERN COLLEGE
Public 2-year community college
The only community college in Chula Vista
Enrollment: 19,917 (2014)
POTENTIAL PARTNERS:
1. PUBLIC INSTITUTION
OPTION 1: COMMUNITY COLLEGE
Source: Foothill College Baccalaureate Application Process
1. PUBLIC INSTITUTION: STEPS FORWARD
STEP 1 STEP 2 STEP 3
AUTHORIZATION F ROM THE STATE
•Analysis of demand on
education and industry
needs in Chula Vista for
proposed program
•Garner community support,
student interest and
regional/statewide demand
proposed program
•Demonstrate non-
duplication with UC or CSU
system
ESTABLISH MISSION AND
CURRICULUM
•Create and revise
curriculum, operational
model and faculty and
administration needs
•Identify sources of funding
•Contact accrediting
commission for community
and junior colleges, and
other accreditation bodies
for each degree
IMPLEMENTATION
•Host information session for
community
•Build facilities
•Hire faculty members and
train administration staff
OPTION 1: COMMUNITY COLLEGE
OPPORTUNITIES CHALLENGES
(+) ACCESIBLE
(+) MAKING BA AFFORDABLE TO ALL
(+) KEEP LOCAL UNIVERSITY-BOUND
STUDENTS IN THE CITY
(+) ADDRESSES CALIFORNIA’S
WORKFORCE SHORTAGES
(+) CLOSE THE DEGREE GAP BETWEEN
INCOME LEVELS
(−)“MISSION CREEP”
•BLURRING THE LINES BETWEEN
COMMUNITY AND STATE
COLLEGES
•PROGRAM DUPLICATION
(−)UNTESTED NEW PILOT PROGRAM
(−)COMMUNITY COLLEGE’S DEGREE
REGARDED AS LESS VALUABLE
(−)LARGE START-UP COST & LONG
ACCREDITATION PROCESS
(−)NOT MEETING THE CITY’S PERCEIVED
ASPIRATION
OPTION 1: COMMUNITY COLLEGE
1. PUBLIC INSTITUTION: CONCLUSION
1. PUBLIC INSTITUTION
VISION:
A PUBLIC INSTITUTION THAT HAS THE CAPACITY TO ADDRESS THE REGION’S NEED FOR HIGHLY SKILLED WORKERS WHILE
INCREASING ACCESS TO BACCALAUREATE ATTAINMENT
OPTION 1:
CA Senate Bill 850 allows CA Community Colleges the chance to offer
bachelor’s degree programs. Partner with an existing Community
C ollege to open a new applied baccalaureate degree campus
OPTION 2:
Expanding a UC or CSU system to open a satellite branch or establishing
a new UC/CSU
•UC SAN DIEGO
Enrollment: 24,810 (2014)
•SAN DIEGO STATE UNIVERSITY (CSU)
Enrollment: 27,595 (2014)
POTENTIAL PARTNERS:
1. PUBLIC INSTITUTION
OPTION 2: UC/CSU SYSTEM
STEP 1 STEP 2 STEP 3
AUTHORIZATION F ROM THE STATE
•Analysis of demand on
education and industry
needs in Chula Vista
•Establish relationship with
Southwestern College and
garner support from
community
ESTABLISH MISSION ANDCURRICULUM
•Create and revise
curriculum, timeline of
programs, and hiring faculty
and administration
•Identify sources of funding
•Contact Western
Association of Schools and
Colleges for accreditation
and other accreditation
bodies
IMPLEMENTATION
•Host information session for
community
•Build facilities
•Hire faculty members and
train administration staff
Source: CSUSM Timeline, http://www.csusm.edu/25/timeline/index.html
1. PUBLIC INSTITUTION: STEPS FORWARD
OPTION 2: UC/CSU SYSTEM
OPTION 2: UC/CSU SYSTEM
1. PUBLIC INSTITUTION: CONCLUSION
OPPORTUNITIES CHALLENGES
(+) ELIMINATE TRADITIONAL TRANSFER
ADMISSION PROCESS
(+) EXPANDING UC &CSU CAPACITY TO
ACCEPT MORE STUDENTS
(−)COMPETITIVE ADMISSION
REQUIREMENT
•DE-EMPHASIZING VOCATIONAL
PROGRAMS IN FAVOR OF PRE-
BACCALAUREATE INSTRUCTIONS
(−)FINANCIAL CUTBACK FROM THE STATE
BUDGET
(−)POLITICAL FEASIBILITY
•CURRENT CAMPUS EXPANSION vs.
NEW CAMPUS BUILDOUT
Scenario 1: Public Scenario 2: Private Scenario 3: Multi Scenario 4: Mexican Scenario 5: International Scenario 6: Blended
CC UC/CSU Specific General
LOCATION ✕✕
BORDER
DEMOGRAPHICS ✕✕
REGIONAL ECONOMY ✕✕
CLIMATE ✕
PUBLIC (LOCAL AND STATE)
PUBLIC (FEDERAL)
PHILANTHROPY
INSTITUTIONAL
FINANCING MECHANISM
CORPORATE
IN
S
T
I
T
U
T
I
O
N
FU
N
D
I
N
G
VALUE CONCLUSION
2. PRIVATE INSTITUTION
4 year CC
Non -Traditional
State Funded
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
Mexican/Internation
al
VISION:
FIRST BRAND NAME 4 -YEAR PRIVATE INSTITUTION ESTABLISHING A SATELLITE CAMPUS IN CHULA VISTA
FOCUSING ON US -MEXICAN ACADEMIC, TECHNICAL AND SCIENTIFIC EXCHANGES
2. PRIVATE INSTITUTION
OPTION 1: INSTITUTIONS WITH HIGH US-MEXICAN INTEREST
POTENTIAL PARTNERS:
•BABSON COLLEGE, NY
•Latin America STEP Project (2006)
•Partnership with Technologico De
Monterrey
•Massachusetts Institute of Technology, Cambridge
•Established a relationship with Technologico De
Monterrey (2014)
•MIT -Mexico Program (2005)
•Other Colleges with Border Studies
Programs
§Earlham College, Indiana
§Lake Forest, Illinois
•University of Southern California
•US-Mexico Network
OPTION 2 : INSTITUTIONS WITH GLOBAL PRESENCE
•New York University, New York
•Strong exchange programs with Singapore,
Mexico, etc
POTENTIAL PARTNERS:
•California Institute of Technology,
Pasadena
•MIT of the West
2. PRIVATE INSTITUTION
STEP 1 STEP 2 STEP 3
MARKETING & BRANDING
•Develop market research
and financial appraisal
•Establish a relationship UC
and Other Californian
universities and institutions
•Market and garner
community support,
students’ interest and
business leaders
•Initiate accreditation and
identify international credit
process
DEVELOPMENT
•Create curriculum,
operational model and
faculty and administration
needs
•Identify funding sources,
initiate fundraising and
campus development
IMPLEMENTATION
•Hire faculty members and
train administration staff
•Offering a test run program
2. PRIVATE INSTITUTION: STEPS FORWARD
OPPORTUNITIES CHALLENGES
(+) ATTRACT MORE STUDENTS WITH A
BRAND NAME INSTITUTION
(+) MORE FUNDS AVAILABLE THROUGH
US-MEXICAN FORUM (FOBESII)
(+) OPPORTUNITY TO BUILD UNIQUE
PARTNERSHIP WITH COMMUNITY
LEADERS AND BUSINESSES
(+) POTENTIAL TO GENERATE ECONOMIC
ACTIVITIES AND GROWTH
(+)FOREIGN NAME RECOGNTION
(−)HARDER TO ATTRACT ESTABLISHED
BRAND NAME INSTITUTIONS
(−)COMPETE WITH PUBLIC UNIVERSITIES
•TUITION AFFORDABILITY
•ADMISSION ACCESIBILITY
(−) VISA, LANGUAGE & CULTURAL
BARRIERS AND ACCREDITATION BARRIERS
BETWEEN COUNTRIES
(−)LONGER TO BUILD A BRAND NAME IN
THE COMMUNITY
(−)NO LOCAL NAME RECOGNITION
2. PRIVATE INSTITUTION: CONCLUSION
Scenario 1: Public Scenario 2: Private Scenario 3: Multi Scenario 4: Mexican Scenario 5: International Scenario 6: Blended
CC UC/CSU Specific General
LOCATION ✕✕✕
BORDER ✕
DEMOGRAPHICS ✕✕✕
REGIONAL ECONOMY ✕✕✕
CLIMATE ✕✕
PUBLIC (LOCAL AND STATE)
PUBLIC (FEDERAL)
PHILANTHROPY
INSTITUTIONAL
FINANCING MECHANISM
CORPORATE
IN
S
T
I
T
U
T
I
O
N
FU
N
D
I
N
G
VALUE CONCLUSION
3: MULTI-INSTITUTIONAL CAMPUS
4 year CC
Non -Traditional
State Funded
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
Mexican/Internation
al
VISION:
A MULTI-INSTITUTIONAL CAMPUS THAT ADDRESSES THE INCREASING DEMAND FOR HIGHER EDUCATION IN THE SAN DIEGO
REGION.
OPTION 1:
Capitalize on regional needs + global trends for growth industries on
both sides of the border, creating employment pipelines for the San
Diego –Tijuana MegRegion
OPTION 2:
Improve career paths for Chula Vista’s existing population starting small
and developing into a replicable model for regional access to higher
education
3. MULTI-INSTITUTIONAL CAMPUS
VISION:
A MULTI-INSTITUTIONAL CAMPUS THAT ADDRESSES THE INCREASING DEMAND FOR HIGHER EDUCATION IN THE SAN DIEGO
REGION.
OPTION 1:
Capitalize on regional needs + global trends for growth industries on
both sides of the border, creating employment pipelines for the San
Diego –Tijuana MegRegion
OPTION 2:
Improve career paths for Chula Vista’s existing population starting small
and developing into a replicable model for regional access to higher
education
3. MULTI-INSTITUTIONAL CAMPUS
•UC San Diego San Diego
Clean tech + robotics programs, research institutes
Unlikely that UCSD would go beyond leasing space for its research institutes
•San Diego State University San Diego
Clean tech + robotics programs, research institutes
•Point Loma Nazarene University San Diego
S ustainability, engineering, computer science programs; campus is at max capacity
•Arizona State University Tempe AZ
Biofuel research partnership with Navy in San Diego
•High Tech High Chula Vista
Charter school serving 600 students from the region; preparing for expansion
3. MULTI-INSTITUTIONAL CAMPUS
POTENTIAL PARTNERS:
OPTION 1: INDUSTRY SPECIFIC
OPPORTUNITIES CHALLENGES
(+) Industry funding/sponsorship
(+) Employment pipeline to growth industries
(+)Emergence of dynamic economy
(+) Potentially large enrollment
(+) Industry aid enables affordable tuition
(−)Unknown benefit to existing Chula Vistans
(−)Difficult to anticipate industry shifts
(−)Distance from regional business/research
(−)Cannibalize existing San Diego research?
(−)Involvement of Navy may complicate multi-
national collaboration
3. MULTI-INSTITUTIONAL CAMPUS
OPTION 1: INDUSTRY SPECIFIC
VISION:
A MULTI-INSTITUTIONAL CAMPUS THAT ADDRESSES THE INCREASING DEMAND FOR HIGHER EDUCATION IN THE SAN DIEGO
REGION.
OPTION 1:
Capitalize on regional needs + global trends for growth industries on
both sides of the border, creating employment pipelines for the San
Diego –Tijuana MegRegion
OPTION 2:
Improve career paths for Chula Vista’s existing population starting small
and developing into a replicable model for regional access to higher
education
3. MULTI-INSTITUTIONAL CAMPUS
3. MULTI-INSTITUTIONAL CAMPUS
POTENTIAL PARTNERS:
OPTION 2: GENERAL
•University of Southern California Los Angeles
Private, not-for-profit research university; Tuition: $24,700 (2015 -2016)
43,000 students (19,000 undergraduate; 23,000 graduate) in 2014-2015
•University of San Diego San Diego
Private, Jesuit university; Tuition: $44,000 (2015-2016)
8,100 students (5,450 undergraduate; 2,550 graduate) in 2011-2012
•Point Loma Nazarene University San Diego
Private, Christian liberal arts college; Tuition: $31,800 (2015 -2016)
3,350 students (2,550 undergraduate; 800 graduate) in 2014-2015; at full capacity
•Southwestern College Chula Vista
Community college; Tuition: $46 per unit (2015 -2016) 19,500 students (2011-2012)
OPPORTUNITIES CHALLENGES
(+) Improve Chula Vistans’ access to higher -ed
(+) Start small, grow large organically
(+)Unlikely to displace long-time residents
(−)Difficult to finance without public support
(−)Difficult to attract/build “brand name”
(−)Affordability possible w/o public funding?
(−)Future value of traditional general ed?
(−)Complications between 2-yr, 4-yr
programs
OPTION 2: GENERAL
3. MULTI-INSTITUTIONAL CAMPUS
STEP 1 STEP 2 STEP 3
ANALYZE AND BUILD RELATIONSHIP
•Hire firm to conduct
industry analysis of San
Diego –Tijuana mega-
region, focusing on growth
industries and talent gaps
•Establish relationships with
major regional employers
to determine talent needs,
open door for sponsorship
•Establish rapport with
regional, national
philanthropic groups
START ACADEMIC OUTREACH
•Contact CA academic
institutions to determine
strategic plans, potential
interest in Chula Vista
•Contact regional Mexico-
based institutions to
determine respective
plans, potential interest
•Use industry analysis to
seek grants from State of
CA, regional/national
philanthropic groups
RECRUIT INSTITUTION
•Request statements of
interest from foreign and
domestic academic
institutions regarding
participation in multi-
institutional campus
•Host conference on the
state of higher education
and employment in
America; use platform to
promote CVUP
3. MULTI -INSTITUTIONAL CAMPUS: STEPS FORWARD
Scenario 1: Public Scenario 2: Private Scenario 3: Multi Scenario 4: Mexican Scenario 5: International Scenario 6: Blended
CC UC/CSU Specific General
LOCATION ✕✕✕✕✕
BORDER ✕✕✕
DEMOGRAPHICS ✕✕✕✕
REGIONAL ECONOMY ✕✕✕✕✕
CLIMATE ✕✕
PUBLIC (LOCAL AND STATE)
PUBLIC (FEDERAL)
PHILANTHROPY
INSTITUTIONAL
FINANCING MECHANISM
CORPORATE
IN
S
T
I
T
U
T
I
O
N
FU
N
D
I
N
G
VALUE CONCLUSION
SCENARIO 4: MEXICAN UNIVERSITY
4 year CC
Non -Traditional
State Funded
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
Mexican/Internation
al
4. MEXICAN UNIVERSITY
VISION:
MEXICAN UNIVERSITY ESTABLISHES A PARTNERSHIPCAMPUS IN CHULA VISTA TO SERVE SOUTHERN
CALIFORNIA’S GROWING LATINO POPULATION AND TOP STUDENTS FROM MEXICO WHILE FACILITATING A
STRONGER CROSS BORDER CONNECTION
POTENTIAL PARTNERS
•Tec de Monterrey Monterrey
31 campuses in 25 cities, none in Cali-Baja
•Ibero-American University Mexico City
Jesuit university with satellite in Tijuana
•Colegio de la Frontera Norte (COLEF) Tijuana
Research college, focus on border issues
•CETYS Tijuana
Global focus; entrepreneurship + innovation
4. MEXICAN UNIVERSITY
AMERICAN INSTITUTIONS
POTENTIAL PARTNERS:
MEXICAN PRIVATE INSITUTIONS
•University of Southern California Los Angeles
Research university; Tuition: $24,700 (2015-2016)
19,000 undergraduate, 23,000 graduate (2014-
2015)
•University of San Diego San Diego
Jesuit university; Tuition: $44,000 (2015-2016)
5,450 undergraduate, 2,550 graduate
•Stanford University Stanford
R esearch university; Tuition: $42,700 (2013-2014)
7,000 undergraduate, 8,900 graduate (2014-
2015)
STEP 1 STEP 2 STEP 3
CONDUCT ANALYSIS
•Demand analysis of
higher ed enrollment
trends in Cali-Baja and
Mexico at large
•Continue engaging
Mexico higher ed
professionals to identify
timeline, potential
obstacles
•Establish rapport with
Mexico philanthropic
groups and individual
donors
ESTABLISH CONTACT IN MEXICO
•Contact regional Tijuana-
based academic
institutions to determine
strategic plans, potential
interest in Chula Vista
•Use higher ed demand
analysis to seek grants
from CA and Mexico
philanthropic groups
RECRUIT
•Request statements of
interest from Mexican
academic institutions
•Host conference on the
state of higher ed and
employment in Mexico
and U.S.; use platform to
promote CVUP
4. MEXICAN UNIVERSITY: STEPS FORWARD
OPPORTUNITIES CHALLENGES
(+) Attracts students from U.S. + Mexico
(+) Creates pathways for Chula Vistans
(+) Becomes model for border cities
(+) Start small, grow big
(+) Pioneers Latino-targeted higher ed in
U.S.
(−)Potentially high tuition cost
(−)Bi-national cooperation takes time
(−)Perhaps more difficult to fund
(−)Local economic benefit or export only?
4. MEXICAN UNIVERSITY: CONCLUSION
Scenario 1: Public Scenario 2: Private Scenario 3: Multi Scenario 4: Mexican Scenario 5: International Scenario 6: Blended
CC UC/CSU Specific General
LOCATION ✕✕✕✕✕✕
BORDER ✕✕✕✕
DEMOGRAPHICS ✕✕✕✕✕
REGIONAL ECONOMY ✕✕✕✕✕✕
CLIMATE ✕✕
PUBLIC (LOCAL AND STATE)
PUBLIC (FEDERAL)
PHILANTHROPY
INSTITUTIONAL
FINANCING MECHANISM
CORPORATE
IN
S
T
I
T
U
T
I
O
N
FU
N
D
I
N
G
VALUE CONCLUSION
5: INTERNATIONAL MODEL
4 year CC
Non -Traditional
State Funded
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
Mexican/Internation
al
VISION:
AN AMERCIAN 4 -YEAR PARTNERING WITH A CHINESE UNIVERSITY TO PROVIDE A STEM-FOCUSED EDUCATION
TO PREPARE AMERICA AND CHINA’S GLOBAL DESIGNERS AND ENGINEERS.
5. INTERNATIONAL MODEL
CHINESE PARTNERS
•PEKING UNIVERSITY, BEIJING
First Modern National University in China
•TIANJIN UNIVERSITY OF SCIENCE AND
TECHNOLOGY, TAINJINFormerly Tianjin Institute of Light Industry
•WUXI INSTITUTE OF TECHNOLOGY, WUXI
Public Higher Education Vocational School
•US-CHINA EDUCATION TRUST
Scholarship program to foster US-China relations
EXAMPLE PARTNERS:
AMERICAN PARTNERS
•UNIVERSITY OF SOUTHERN CALIFORNIA
Home to US -China Institute
•SOUTHWESTERN COMMUNITY COLLEGE
Local California Community College
EXAMPLE PARTNERS:
5. INTERNATIONAL MODEL
STEP 1 STEP 2 STEP 3
IDENTIFY THE AMERICAN PARTNER
•Identify the American
partner to open satellite
campus in Chula Vista
•Begin conversation with
American institute’s faculty
and staff to gain approval
for new campus
•Create a strategic plan for
outreach including specific
metrics around financial and
administrative support
IDENTIFY THE CHINESE PARTNER
•Establish an intermediary in
China to investigate
potential partner
organizations
•Conduct site visits between
American and Chinese
campuses
•Begin discussion with the
Communist Party of China
(CPC)
CREATE JOINT STRUCTURE
•Using expertise from
American and Chinese
faculty create joint
curriculum
•Form educational program
including determining what
type of partnership it will
be. Potential programs
include:
•3+1 Model
•Internet
undergraduate/masters
•Professional Exchange
5. INTERNATIONAL MODEL: STEPS FORWARD
OPPORTUNITIES CHALLENGES
(+) NO LIMIT TO DEMAND
(NO F-1 VISA LIMIT)
(+) CHINESE INTEREST IS RISING
(+) FOREIGN INVESTMENT (EB-5) TO HELP
LAUNCH
(+) UNITING TWO GLOBAL
POWERHOUSES
(−)HIGH COMPETITION FOR CHINESE
STUDENTS
(−)CHINESE DEMAND BUBBLE?
(−)QUALITY OF APPLICANTS
(−)EDUCATIONAL CULTURAL MISMATCH
(−)LARGE LEGAL/ADMINISTRATIVE
BARRIERS
5. INTERNATIONAL MODEL: CONCLUSION
Scenario 1: Public Scenario 2: Private Scenario 3: Multi Scenario 4: Mexican Scenario 5: International Scenario 6: Blended
CC UC/CSU Specific General
LOCATION ✕✕✕✕✕✕✕
BORDER ✕✕✕✕
DEMOGRAPHICS ✕✕✕✕✕
REGIONAL ECONOMY ✕✕✕✕✕✕✕
CLIMATE ✕✕
PUBLIC (LOCAL AND STATE)
PUBLIC (FEDERAL)
PHILANTHROPY
INSTITUTIONAL
FINANCING MECHANISM
CORPORATE
IN
S
T
I
T
U
T
I
O
N
FU
N
D
I
N
G
VALUE CONCLUSION
6: BLENDED MODEL
4 year CC
Non -Traditional
State Funded
More Feasible Model
Less Feasible Model
Lower Goal
Attainment
Higher Goal
Attainment
Multi -
Institutional
Non -Traditional
Private Higher Ed
Experiential
SCENARIOS
CITY PROJECT GOALS & FEASIBILITY
Mexican/Internation
al
VISION:
A TRULY INNOVATIVE EDUCATION THAT EMBRACES THE BEST PRACTICES OF 21st CENTURY LEARNING WHILE
BEING TAILORED TO THE EDUCATIONAL AND EMPLOYMENT NEEDS OF CHULA VISTA, THE GREATER SAN
DIEGO REGION, AND THE UNITED STATES
6. BLENDED MODEL
NATIONAL PARTNERS
•WESTERN GOVERNORS UNIVERSITY
Online, competency-based education
•OLIN COLLEGE
Project-based, group learning school
•HIGH TECH HIGH
Local San Diego High School Focused on STEM
EXAMPLE PARTNERS:
LOCAL SAN DIEGO PARTNERS
•HIGH TECH HIGH
Local San Diego High School Focused on STEM
•LOCAL EDUCATIONAL PROFESSIONALS
Established San Diego Partners advocating for education
advancement and reform
EXAMPLE PARTNERS:
6. BLENDED MODEL
STEP 1 STEP 2 STEP 3
ESTABLISH GOALS AND STRUCTURE
•Determine the structure and
audience for the educational
institution based off
extensive feedback from the
City of Chula Vista
•Establish institutional goals
around curriculum, student
body, online vs. in-person
provision
•Begin to attract founding
dean and faculty
ATTRACT FUNDING
•Using the value proposition
and begin to attract
philanthropic,public, and
corporate funding sources
•Attract educational leaders
to begin development of
institutional structure and
curriculum development
•Contract with educational
thought leaders on the
design of a cutting edge
facility
DESIGN AND CONSTRUCT
FACILITY
•Conduct targeted outreach
to potential student
applicant pool
•Conduct a widespread
media campaign to boost
the visibility of the school
•Continue to attract faculty
and staff
6. BLENDED MODEL: STEPS FORWARD
OPPORUNITIES CHALLENGES
(+) REAL CHANGE FOR EDUCATIONAL
FIELD
(+) LOWER START-UP COSTS
(+) PUTS CHULA VISTA ON THE MAP
(+) POTENTIAL TO IMPROVE QUALITY OF
LIFE FOR HISPANICS
(−)NO “BIG NAME” BRAND
(−)UNTESTED
(−)DIFFICULTIES
FUNDRAISING/RECRUITING
(−)NOT POLITICALLY DIGESTIBLE?
(−)JUST ANOTHER ONLINE PROGRAM...
6. BLENDED MODEL: CONCLUSION
Scenario 1: Public Scenario 2: Private Scenario 3: Multi Scenario 4: Mexican Scenario 5: International Scenario 6: Blended
CC UC/CSU Specific General
LOCATION ✕✕✕✕✕✕✕✕
BORDER ✕✕✕✕
DEMOGRAPHICS ✕✕✕✕✕✕
REGIONAL ECONOMY ✕✕✕✕✕✕✕✕
CLIMATE ✕✕✕
PUBLIC (LOCAL AND STATE)
PUBLIC (FEDERAL)
PHILANTHROPY
INSTITUTIONAL
FINANCING MECHANISM
CORPORATE
IN
S
T
I
T
U
T
I
O
N
FU
N
D
I
N
G
VALUE CONCLUSION
SEPTEMBER:
•Scenario Selection
•Finalize pre -recruitment research analysis and vision
•Draft short-list of institutions
•Begin development of marketing package for institutional visits
OCTOBER:
•Initial site visits/conversations with potential institutional partners
•Initial conversations with philanthropic and potential funding partners
NOVEMBER:
•Recommended institutional partners
•Funding strategy for CVUP
•CVUP Board Recommendations
NEXT STEPS