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DEVELOPING AND APPLYING RESOURCES AND ORGANIZATIONAL STRUCTURES TO ENSURE SUSTAINABILITY

Introduction
The progress made by CETYS University in delivering education centered on student learning and constructivism is quite significant. The institution has made several adjustments in order to align its functional areas in support of student learning. This alignment usually starts with the professoriate evaluation system and with instructor training so faculty acquire and develop a pedagogical approach that privileges learning and student feedback and that helps students to develop their creativity. The support areas and administrative offices such as student affairs, school affairs, maintenance and physical facilities, and information systems have responded favorably in contributing to create an environment that fosters student learning according to our educational model.
The strategic planning initiatives that CETYS has been implementing for more than two decades, the effort to align the resources so as to support the academic function, have been resounding at a macro level. We have made changes in the organizational structure, investments in laboratory facilities, and have placed more emphasis on the use of technology in and outside the classroom, and have furthered educational reform in Undergraduate Programs based on student learning.

FACULTY AND STAFF
(CFR’s 3.1, 3.2, 3.3, 3.4)
The Institution Employs Personnel Deemed Sufficient in Number and Qualifications.
3.1 As of January 2007, CETYS University implemented an organizational restructuring, which resulted in the appointment of the Academic Vice-president who, together with the College and School Directors, are responsible for the coordination of academic functions with the support of the various other offices. New Structure Organizational Chart (2)).
The current structure of CETYS University presently operates with 479 employees (data table 4.3)  (distributed throughout the 3 campuses – Considered as administrative staff are the following: service, director level and administrative employees) and 346 faculty members. (data table 4.1)
The goal of CETYS University consists in satisfying staffing needs with the sufficient and professionally qualified number of academic and administrative staff deemed necessary for achieving the institutional and educational objectives.
The satisfaction surveys carried out each semester show the levels of satisfaction of each of the operative areas of the institution, and provide proof on personnel sufficiency and preparation. (Satisfaction survey) (32)

The Institution has an Instructional Staffing that Includes the Sufficient Number of Full-Time Faculty with the Appropriate Background and Degree Levels.
3.2 In accordance with institutional standards, both in number of instructors per student, class sizes, professoriate academic degrees, the institution is currently working with the standards laid out in its Plan CETYS 2010 (indicator #22 Plan 2010, evidence #1). These indicators refer to the number of full-time instructors, to the minimum degree level, and to the background the faculty needs to have in order to teach at each academic level. (40)
(MR8) Regarding the number of full-time instructors in undergraduate academic programs, Plan CETYS 2010 considers the number of students to be expected per campus and school, and based on this an ideal number of full-time instructors has been determined. The annual budget and the full-time instructor applications for the schools by the School Directors within the Annual Budget Review process are created and determined based on the aforementioned information, and are done so with final approval by the Director of the corresponding school or college ( Plan CETYS 2010) (1) (22). An area of opportunity we identified is to increase the number of full-time instructors in order to support the specialty areas according to Plan CETYS 2010.
For semester 2007-1, the academic structure was supported by 346 instructors (full-time PP, part-time MP, full-time director DP, shared full-time PC subject AU). The Mexicali Campus had 144 instructors for 1,071 students; the Tijuana Campus had 131 instructors for 946 students; the Ensenada Campus had 71 instructors for 358 students; and the Graduate College had 102 instructors in the period for 1,555 students (includes two quarter periods – reported by semester, data table 2.2) (data table # 4.2)
In the case of subject-assigned instructors, the goal is for them to have a Masters or Doctorate degree, and/or that their professional expertise justifies the fact that they only have a Bachelor’s degree. Moreover, the goal is for them to remain in the institution over time based on the evaluation they receive from students and the institution, seeking to incorporate them into the faculty.
In 2007, 320 instructors taught in undergraduate programs (100% with a Bachelor’s degree, and 50% of them with graduate studies). Seeking to improve these levels, the Academic Vice-presidency has set guidelines aiming at having more instructors with graduate degrees. The goal set for the number of students per full-time instructor targeted in Plan CETYS 2010 ranges between 30 and 40; current planning has been adjusted to the lower range of 30 students per full-time instructor. (Data Table # 6.1)
MR 18 Regarding graduate studies, the differentiation strategy is based on three key elements: Applied Research, Internationalization, and Continuous Improvement. In order to stress the emphasis on these three aspects, instructors with research experience, as well as instructors from national and foreign universities are hired.
In Master’s Degree programs, all instructors must posses a Master’s degree at the minimum, and should standout due to their professional experience and accomplishments, both in business and administration, as well as in specialized and consulting activities, and they must have the capacity and ability to convey their experience and knowledge to adult students. At least 33% of the professoriate teaching in the Master’s degree program has a Doctorate degree with specialization in his/her teaching area, and engage in research, publications and consulting.
In the case of Doctorate programs, 100% of the instructors have a Doctorate degree, as well as a background in research and academic publications. In addition we have the support of foreign faculty who teach in English and who contribute with their international perspective to the development of the doctoral programs. (Data Table # 4.1)
One of the four main dimensions on which the quality of graduate academic programs is sustained is the professoriate, meaning their preparation, training and experience, as well as their performance evaluation.
The average of students per instructor is 19. Also, we have sufficient staff members to be able to respond to the needs and requirements of each student in the program.

Faculty and Staff Recruitment, Workload, Incentive and Evaluation Practices are Aligned with Institutional Purposes and Educational Objectives.
3.3 There is an alignment between the compensation systems and the instructor educational effectiveness. This becomes evident in the fact that subject-assigned instructors receive: payment fees, performance compensation payment, biannual quittance payment, and social security payment in accordance with the corresponding Law. In addition, along with the aforementioned, the full-time faculty has performance bonus resulting from the effectiveness of his/her teaching-learning process.
The compensation that CETYS University offers to its professoriate is competitive in terms of national and international standards. In order to grant compensation, we evaluate academic degrees, academic and professional experience, and research and publications. (Educational Committee Salaries report (54)).
The Academic Load of instructors is set in class hours. Full-time instructors must have between 15 and 18 class hours per week. Part-time instructors teach 12 class hours per week in all instances. Career Coordinators or Career Groups Coordinators teach 12 class hours per week. For School Directors it is estimated that they may teach from 3 to 10 class hours per week. Also, Academic Directors have from 3 to 8 class hours per week. Lastly, for College Directors, regulations establish from 3 to 8 class hours per week. The aforementioned is in response to criteria established in the national academic program accrediting bodies (CACEI, CACECA). (55).
The instructor and staff recruiting practices are aligned with the needs of academic programs and their educational objectives. For example, in the case of Graduate Studies, part of the academic coordinator’s fundamental activity consists in recruiting, both domestically and internationally, instructors that meet the necessary requirements (academic degree, experience in his field of expertise, and a teaching background due to the fact that the essential element lies in the practice, as well as his/her capability to participate in research and publications).

The Institution Maintains Appropriate and Sufficiently Supported Faculty Development Activities Designed to Improve Teaching and Learning.
3.4 Throughout the history of CETYS University, faculty development activities have been a constant. But now, in an effort to consolidate, institutionalize, and align these activities with student learning achievements, a professoriate comprehensive training program has been developed (43), which is coordinated by the Curricular Development area and operated by the Comprehensive Instructor Development Coordinating Departments, one in Mexicali, and another one in Tijuana-Ensenada (44). These areas work on the instructor training aspect as related to pedagogy, while the professoriate professional development remains under the responsibility of the Colleges. The latter has been implemented following a recommendation set forth by the WASC Team during the Institutional Capacity visit in February of 2007. Updating instructor training: professional updating evidence (56 and 57). (Copies of WASC enrollment records).
The action guidelines of the comprehensive professoriate training program are: Didactic Training, Educational Technology, Faculty Linkage and Educational Research Projects, and with these guidelines the aim is to improve the pedagogical competency of instructors so as to facilitate learning and to incorporate the use of Blackboard in the design of learning activities. The effectiveness of these actions will have to be evaluated in relation to the achievement of the learning outcomes.
To ensure a work plan in tune with the needs of instructors and with the demands of the educational model, the Comprehensive Instructor Training Coordinating Departments have taken into account the results of the professoriate diagnostics (45) , as well as the results of the Professoriate Evaluation and Retribution System (SERP).
In November of 2007, the institution requested the services of Dr. Mary Allen, renowned expert in learning outcome assessments and in professoriate development, and also author of books on learning assessment. Dr. Allen will visit CETYS University’s Mexicali  campus on January 7, where she will lead a training workshop specifically dealing for all the full-time faculty members. The institution will continue to make efforts so Dr. Allen and other faculty training experts will continue providing training and support to the professoriate in all the current educational strategies, which will lead us to continuously improve as a learning-centered institution. (84).

FISCAL, PHYSICAL AND INFORMATION RESOURCES
(CFR’s: 3.5, 3.6, 3.7)
Fiscal and Physical Resources are Effectively Aligned with Institutional Purposes and Educational Objectives, and are Sufficiently Developed to Support and Maintain the Level and Type of Educational Programs that are Currently Offered, and that will be Offered in the Foreseeable Future.
3.5 CETYS University has maintained stable financial health. (Auditor Ruling) (58) However, in order to achieve its institutional purposes, CETYS must improve its investments in information technologies and infrastructure. (17)
The institution has designed regulating plans (Master Plans) for each campus, which determine the requirements for sundry resources deemed necessary to support its academic programs (73).  These master plans will be available on campus.
The budgeting process of the institution is clearly aligned with the achievement of its educational objectives, but at the same time the aim is to maintain sound finances (13,65,66,68,69). The budgeting process begins in the academic area, with the School and College Directors, who identify the resources required by their corresponding academic units.
The Board of Directors of the institution has the permanent challenge of gathering and optimizing all the financial resources deemed necessary in supporting the achievement of institutional purposes.

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