1. Interview Population

The following is a list of the population interviewed by type. Administrators (39 percent) and faculty (31 percent) far outweigh other campus constituencies in the sample. A total of 64 completed interviews were used as a basis for this report.

2. What Makes FIT Special?

FIT's uniqueness in the higher education market relates to its niche program offerings, the diverse nature of its creative community, its distinctive mission as a community college; its mutually beneficial relationship with related industries; and its Manhattan location.

Portfolio of Programs and Curriculum
The blend of creative and business and technology programs at FIT is unique; there are few schools that offer FIT's breadth and depth of programs. Because its curriculum "grew up" with the fashion industry, FIT offers niche programs that are not offered elsewhere. Many believe that FIT is the best school for fashion in the U.S. - if not the world. And, in the words of one interviewee, "It does all of this at a reasonable price in one of the great cities of the world."

The FIT Community
FIT is described as a community infused with "creative energy," where students and faculty are "passionate" about their work. Students are focused - even driven - to acquire the skills needed to pursue their chosen careers. Faculty are dedicated to teaching students what they need to succeed in industry and to keep close ties within those industries.

The community is diverse in a variety of ways. One dimension is the "eclectic" mix of "left brain (art and design), right brain (business and technology)" programs and people. Another dimension is the ethnic and economic diversity of the student body, which mirrors New York City. The community is increasingly becoming geographically diverse, as FIT attracts a growing number of international students.

Distinctive Mission
Many participants expressed pride in FIT's community college mission, its history, and its tradition of serving as a gateway of opportunity for students. Doing a good job of preparing students for jobs in the fashion industry is an important element of this mission, as is affordability - making education available to students who could not otherwise afford it.

Though they may share a commitment to the community college mission, many interviewees also described the characteristics that make FIT unlike a community college. FIT is "not just a trade school." It is different from most (if not all) community colleges: it offers baccalaureate and graduate programs, it enrolls students from all over the world, and it has selective admissions requirements.

Industry Ties and Focus
FIT's industry ties benefit both the College and the industry. The students benefit from a curriculum designed by faculty who "have their fingers on the pulse of the industry." Faculty who are drawn from industry bring expertise and knowledge of what it takes to succeed. In turn, the industry benefits from a supply of well-trained FIT graduates, many of whom will become future industry leaders.

Location in New York City
For many participants, the primary advantage of FIT's New York City location is proximity to the fashion and retail industries. For others, it also relates to the range of options and opportunities offered by one of the world's largest and most sophisticated cities.

3. Visions of FIT's Future

Participants described a wide range of desired futures for FIT, yet there were many common themes. They are listed below in the order of the frequency with which they were mentioned.

A Leader in Technology
Nearly everyone mentioned technology in their vision of FIT's future. FIT will be known as leader in technology, "a technology place." Up-to-date technology will be available everywhere on campus: classrooms and laboratories, residence halls, and offices. FIT's curriculum will incorporate cutting-edge technology used by fashion and related industries. Technology will transform instruction and make it possible to deliver FIT's curriculum around the world. Technology will improve administrative services and streamline operations.

Campus and Facilities
Visions of FIT's future campus and facilities were qualified by "more" and "better." There will be more classrooms, laboratories, residence halls, and space for student projects. Perhaps there will be a signature new building that makes a bold statement about FIT and design. The facilities will be better because they will include flexible space that will accommodate greater collaboration and integration of different activities. There will be a look and feel of a real campus, not just a collection of buildings.

Fame
This word captures many participants' desire for FIT to have a worldwide reputation. It will be recognized for being the best at what it does, at the forefront of the industries it serves. As one participant said, "FIT knows who it is, and what it is, and the world perceives distinctiveness and quality in how FIT does what it does."

A Four-Year College or University
"Put more MIT in FIT." Most participants who described this vision saw it as a continuation of what is already happening, and as a prudent, even necessary response to changes in the industry and in employers' expectations. "The world is changing, students need to know more." The FIT they envision will continue to offer two-year degree programs, but they will be limited to a few majors where students with an associate's degree can expect to find jobs. Baccalaureate programs will expand and will attract qualified students from around the nation and the globe. FIT will nurture graduate programs in both design and business fields. The proportion of full-time faculty will increase, and faculty will include industry practitioners, teachers recruited from other educational institutions, and researchers.

A Nimble, Forward-Looking Institution
This vision of FIT is focused primarily on the curriculum and its responsiveness to changes in design fields. FIT will be "creating trends rather than following them." The curriculum will be continuously reviewed and revised to weed out moribund programs and to add new ones. Programs will become more interdisciplinary, and artificial or outdated distinctions between fields will disappear. There will be stronger links between graduate and undergraduate programs. FIT will explore ways of extending its presence in design fields, perhaps including toy design, game design, and information design.

A Global Institution
FIT will have a worldwide presence through global partnerships with educational institutions and industry leaders. There will be satellite FIT campuses located in centers of fashion industries overseas. The students and faculty will become more international. FIT students in the U.S. will have opportunities for internships and study abroad.

4. Core Functions and Attributes of FIT

Student Profile
Nearly all participants mentioned diversity: the current student profile is diverse and will be or should be more diverse in the future. However, definitions of diversity vary widely. For some it means changing the mix of current students, i.e., more men, more business and technology-oriented students. For others, it means broader geographic diversity (national rather than local or New York State) and enrolling more international students.

A large proportion of participants mentioned the importance of maintaining the commitment to the community college mission and by extension, serving a population of students that is primarily drawn from New York City and New York State. Many participants expressed concern that pressures to increase tuition would eventually put FIT out of reach for these students. Others spoke about the need to provide special programs for students who are less prepared academically.

A smaller proportion of participants suggested that FIT's student profile should be more like that of a traditional college. That is, there should be more full-time, residential students who are pursuing baccalaureate degrees and who are drawn from a broader geographic area. These students will be better prepared academically, and will be less vocationally-oriented than current students. They will not just be "doers," they will be thinkers and doers.

Curriculum
The role of technology figured prominently in responses about the curriculum. Some participants expressed concern that FIT is not keeping up with technological changes that are affecting the fashion industry. Others suggested that FIT's approach to incorporating technology in the curriculum must change. Technology needs to be present throughout the curriculum, not as subject of instruction, but as a tool that is integrated with design content. A few participants mentioned the need for better technology preparation and training for faculty.

The need for constant curriculum revision and innovation was mentioned by a large number of participants. This drive for change is motivated by industry needs and by changes in students' academic preparation and background. "As the world changes, the curriculum has to change." For some, change means developing more four-year programs and moving away from the 2 + 2 model. The first two years could focus on providing students with a foundation in design and practical skills, while the second two years could be more conceptual. Updating the curriculum also entails eliminating redundancy between the first two and the second two years of the curriculum. Some participants suggested that the curriculum should be streamlined to provide a more manageable workload for students.

A small number of participants mentioned the need to strengthen the liberal arts curriculum and pay greater attention to general education requirements. The curriculum should place greater emphasis on developing critical thinking, writing, and communication skills.

Faculty
Nearly all participants cited the importance of industry experience for faculty teaching in the design fields and business and technology. In that sense, FIT's model of hiring part-time faculty from within related industries has served the institution well. However, participants were divided on several issues, including: (1) the appropriate balance of full-time faculty and part-time faculty; (2) the degree of emphasis on academic credentials and teaching experience; and (3) the standards and criteria for evaluation of current faculty.

There were many participants who felt that FIT needs more full-time faculty. In their view, full-time faculty are essential because they are more involved in the college community, they foster curricular development, and they are better mentors and student advisors. On the other hand, many participants found the current ratio of full-time to part-time faculty to be appropriate, given the college's reliance on faculty who are industry practitioners.

Some participants felt that there should be increased emphasis on the academic credentials, teaching experience, and research capabilities of potential faculty. This change implies national searches for full-time faculty positions. Other participants believe that FIT should continue to draw full-time faculty largely from the ranks of part-time faculty, but should use higher standards of performance in teaching and pedagogical skills to make hiring decisions and professional development to provide continual improvement.

Campus Life
Most participants' ideas about campus life are closely linked to space and facilities. Many cited the impact that the new residence hall will have on campus life. A more residential population of students will become more involved in activities outside the classroom. In addition to residence halls, participants cited a need for more gathering places for students that would foster informal interactions. The new cafeteria was cited by many participants as an example. The planned "Streetscape" project was also cited as a potentially significant enhancement to the look and feel of the campus.

Participants had differing views about the impact of and possibilities for student activities. Some argued that FIT's urban character, and the fact that many students commute to school and work, are obstacles to a robust program of student activities. Others suggested that a less structured and more demanding curriculum would allow students more time to participate in student activities and campus life. A small number of participants felt that student activities that were less specialized (i.e., simply mirrors of the majors) would promote more interaction between students.

Campus Environment
The unmet facilities needs that were cited most often include: (1) more and better classroom space; and (2) gathering spaces for students and faculty. Classroom space should be flexible, appropriate to the curriculum (e.g., liberal arts classes should not be taught in classrooms with sewing machines), and equipped with updated technology and computer connections.

Other mentioned facilities needs include: a student center, more project rooms, more/better lockers for commuter students, and improved library and museum facilities.

5. Analysis of Goal Identification

Respondents were asked to review the five potential goals that emerged from initial interviews with the Steering Committee, and then rate the importance of each goal, on a scale of 1 to 5, with 1 being not important and 5 being very important. The five goals are as follows:

1. Make FIT more global - more diverse, more of an institution with a growing number of worldwide initiatives and partners.
2. Build better connections across FIT programs and services - more horizontal integration, more projects and courses that link faculty, students, and staff from different departments.
3. Establish a culture of student-centered service - in part by better understanding what students want and need.
4. Make FIT a creative hub for an increasingly dispersed set of industries - a nexus for the distribution of new ideas, new techniques, and the imaginative use of new technologies.
5. Create a working environment that stresses mutual respect and service among faculty, staff, and administrators.

Overall Ranking: Percentage of Participants
Goal 4 - which focuses on making FIT a nexus of creativity for fashion and related industries - was ranked as the most important goal overall by the highest number of respondents (21), a full 33 percent. Goal 3 followed closely behind, with 25 percent (16) of those interviewed stating it had the greatest importance. The following chart displays the distribution of responses across all five goals. (Not every respondent answered this question; please note that percentages do not sum to 100.)




Average Respondent Scores
On average, all five goals were ranked as important or very important, with average scores across respondent types ranging from 3.74 to 4.34 (View table below). Goal 4 was not only ranked as the most important by most respondents, it also received the highest average rating of 4.34. Goal 4 was closely followed by Goal 3, which received an average rating of 4.29.

	Goal 1: Make FIT More Global	Goal 2: Better Connections Across FIT Programs	Goal 3: Culture of Student Centered Services	Goal 4: Make FIT a Creative Hub	Goal 5: Work Environment Stressing Mutual Respect and Service
Total Average	3.74	4.14	4.29	4.34	4.12

Analysis of Responses

Goal 1: Make FIT More Global. Very few respondents (5 percent) cited this goal as being highest on their list. Those who did described FIT as an institution with "goal-driven" students, who are aware that the economy, along with fashion industries, is becoming more globalized. Respondents felt that preparing students well for these increasingly global industries was a critical objective. Put simply by one respondent, "The industry is moving in this direction, and FIT should be moving in the direction of the industry." This goal was also seen as important for maintaining affiliations with other schools, including those that send their best students to FIT and those that hire FIT students after graduation.

The outcomes of this goal could be easily tracked by measuring how many students are employed after graduation, what jobs they obtain, and how much they achieve after 20 years in the industry. Outcomes could also be measured by a marked increase in international activities in terms of students, campuses, and partnerships. If this goal was truly achieved, FIT would have a greater worldwide reputation, along with more programs, more resources, and more substantial alumni support. Ultimately, faculty would play an important role in achieving this goal, because they would need to become more flexible and open to industry guidance and input. The union would need to become involved, and the FIT community would need to work together more closely and cohesively. FIT would also need to cultivate relationships with industry leaders who can provide connections and intelligence from the market.

Goal 2: Better Connections Across Programs and Services. Eight participants (12.5 percent) rated Goal 2 as the most important of the five. Many of these respondents believe it is the most important one to pursue because this goal provides a direct benefit to students. Others believe it is important simply because it can be accomplished - it is a "doable," realistic objective - while others believe it is the one goal that integrates all five. Some respondents commented that the ability of this goal to create linkages across units and campus communities would make FIT more entrepreneurial and efficient.

A number of respondents believe that this goal would result in higher energy across campus, greater excitement among students, and shifting attitudes at FIT and about FIT within the industry. These respondents also anticipate better communication across programs, more coordinated and unified effort across campus, greater knowledge shared by all members of the campus community about all areas of the school, and more accessible information about isolated units and departments. Moreover, they believe the student body attracted to FIT would be more academically gifted and culturally sophisticated, would persist on campus at higher rates, and would eventually become more successful graduates who forge a stronger connection with greater support to their alma mater.

Faculty and administration would have the greatest responsibility for achieving this goal. They would need to set benchmarks and report cards for measuring outcomes, create a management team to oversee the transformation, move the faculty toward an agenda of research and development, and guide the revision of curricula. While many respondents felt this goal related to the transformation of internal processes, others felt external constituencies had the most pivotal roles in its achievement. In particular, those who would like to see FIT become more research-oriented felt that government, industry, corporate or private foundation sponsors, and other academic institutions (as partners) could serve a critical role.

Goal 3: Establishing a Culture of Student-Centered Service. The overwhelming reason why 25 percent of respondents found this goal to be most important was straightforward: FIT's primary mission is to educate students, and students are at the center of any educational enterprise. As one respondent put it, "Because students are our business," FIT simply would not exist without them. Another respondent felt that FIT has a moral obligation to make its 12,000 students a top institutional priority. "Students need to be number 1," another said. Other reasons include the fact that students represent FIT within the industry and across the world; they face too many obstacles to completing routine tasks, such as course enrollment; and the design and delivery of the curriculum is too rigid for them to be successful. Some respondents believe that students are fundamentally frustrated with FIT's inability thus far to realize change on campus, with their limited access to faculty, and with what they perceive as lip service by administration and faculty to the importance of teaching and learning. One respondent considered this goal, above all others, to cover the ground occupied by all five.

Respondents ranking this goal as most important believe its primary outcome would be happier students, who would be more confident, more engaged in class, and better able to graduate on time and attend school full-time. Happier students also would lead to fewer complaints, fewer pejorative teacher evaluations, and shorter lines outside of administrative offices. With students at the center of the teaching process, graduates would leave more satisfied and better able to obtain good placements in industry, which would in turn lead to more satisfied alumni who are more likely to support the institution. With such confident representatives, FIT would be able to attract a larger and more diverse student body of a high caliber, who are committed to success and living up to their full potential.

Not surprisingly, the most often cited parties responsible for engineering and implementing such change include student services/affairs, academic affairs, the provost's office, and the dean of students. Faculty and career services were also mentioned. The administration would need to fully buy in and provide the resources necessary to realize such a profound shift.

Goal 4: Making FIT a Creative Hub for the Fashion Industry. This goal was cited as being the most important for FIT to pursue by the highest share of respondents. A full 33 percent (21) of respondents believed this goal was paramount, not only to fulfill FIT's current role as a leader in practical education but also to evolve into a new role as innovator and knowledge creator in the fashion industry. A number of respondents likened their vision of FIT to prominent universities known as leaders in their markets - they wanted to become the Wharton and Harvard Business School of the fashion industry, with the name recognition of MIT and the reputation for innovation of Cal Tech. Others placed a greater emphasis on thinking over doing, on research and multidisciplinary work over FIT's traditional practice-oriented curriculum and community college mission. They envision FIT as a place where new thinking is born, as a center for cutting-edge education and training that anticipates - and even dictates - where the fashion industry is heading. Located in Manhattan at the center of the fashion industry and situated at the hub of a number of industry segments, FIT could become a "think tank" that knows what its industries need, as well as how to supply the requisite skills and knowledge. One respondent's comments summarize this sentiment:

"Goal 4 says it all: FIT will be a place where people who have taken positions in industry can come back and have an opportunity to think about what they are doing and what is important to them. FIT will have the best a nd brightest students…. FIT will be a place that has a broad perspective on the industry and how it is changing. At every turn - admitting students, hiring faculty - FIT will look for the most imaginative, creative person. It will be an exciting place to be."

Some respondents believe that being on the cutting-edge will attract more and better students to FIT, as well as increase the demand for its students in the market. Externally, FIT would be known as a research and resource center for fashion and design, conferences and consortia would choose to hold knowledge-based events at FIT, and the industry would adopt the ideas and practices that emerge on campus.

Should this goal be achieved, one respondent believed FIT would become the campus envisioned in Goal 1. Indeed, many respondents believed that this goal subsumed all others - more than the overlap pointed out for any other goal. FIT would indeed be set apart from its competitors. As one respondent described it, industry employers would be "beating down the door" to hire FIT students. FIT would be directly responsible for innovation in the industry. The institution would be discussed in a different way and be more visible across a range of industries. More FIT leaders would occupy high-level positions in the global fashion market. There would be a stronger connection between FIT and industry leaders, as well as a greater number of professionals coming back to FIT to enroll in executive education. Outcomes could be measured in terms of graduate hire rates, their career paths, and their places of employment. On campus, the achievement of this goal would result in a diversification of the student body, greater use of technology of campus, more outstanding students and faculty, interdisciplinary programs that strike out in new directions, and faculty who are more oriented toward research and development.

To accomplish this goal, FIT would need to make a concerted effort among key administrative areas (e.g., college relations) and key departments that must be willing or able to expand the curriculum. Trustees would need to push the administration to make fundamental changes. The union culture would have to change to create a more open environment, though it may be possible if the change yields more faculty positions. Finally, the faculty association and the administration would need to work closer together to break down the substantial barriers between them. The educational foundation would have to serve a greater fundraising role as well.

Goal 5: Work Environment Stressing Mutual Respect and Service. While most respondents rated Goal 4 as the most important option, the 15 who selected Goal 5 (23 percent) gave a compelling reason for its prominence: unless cooperation and collaboration is fostered and the distrust evident among campus communities is lessened, none of the goals that FIT seeks to accomplish will be attainable. According to one respondent, without respect and civility between administrators and faculty, sustained change simply will not occur. Others specifically mentioned how morale is very low and the air of distrust ubiquitous. Uncooperative attitudes have not only blocked progress but also created situations in which students are poorly served:

"Right now there are too many failures caused by an inability to work together and communicate effectively. An example is the recent failure of Internet connections in the dorm. This was a foreseeable problem that could have been prevented, but no one took responsibility for the problem until it was too late to fix it."

Respondents believe that attainment of this goal is essential for the campus to move forward. Such progress would include treating colleagues as community members with a shared interest; overcoming long-held beliefs that the administration cannot enact change, eliminating the "us-them" mentality that so often precludes understanding; and realizing that the campus community is interdependent. Participants emphasized the need to recalibrate the professional environment, reminding each other that any work setting needs motivated employees, who in turn require mutual respect. Colleagues need an environment that enables them to work well together and function in working teams. FIT also needs a collective bargaining process that works better.

Respondents were able to articulate clearly the measurable outcomes of achieving this goal: higher job satisfaction, enabling people to make more institutional contributions; greater information exchange and collaboration; a reduction in the number of grievances filed; reduced staff attrition; an increase in faculty numbers; and increased productivity. These measures could be easily benchmarked against other higher education institutions for comparison. Other outcomes would include greater connections between departments, more cross-disciplinary structures, increased resource sharing between departments, higher faculty interaction outside of their own departments, and better plans for problems and contingencies. Such a goal would also help to eliminate the turf battles between administrative areas and reduce finger-pointing and blame-placing when problems do arise.

6. Added Goals

Respondents also offered a number of objectives they felt were missing from the list of five provided. Their recommendations have been synthesized into the following 19 additional goals:

1. Imaginative use of technology.
   • Make academics and technology the school's priority.
   • Make a substantial investment in IT.
   • Since FIT has technology in its name, faculty, staff and students need to become very adept at using technology.
   • FIT should be a leader in technology; be at the cutting-edge of using technology in design.
   • Make more effective use of technology in the curriculum.
2. Build a four-year curriculum for a group of students who come to FIT to explore rather than to be immediately immersed in a major.
   • Create a more integrated four-year program for FIT.
   • Get four-year focus. Clear out curricular deadwood. Add new programs and courses that are important.
   • Establish a "4 minus 2" configuration of programs that is more focused on the baccalaureate in day programs and has strong continuing education degree programs for non-traditional students.
3. Develop a culture of excellence.
   • Raise academic standards.
   • Shake off the lethargy that characterizes too much of FIT.
4. Increase full-time faculty
   • Grow and enhance faculty, while examining the current 80:20 ratio of adjunct to full-time.
5. Build endowment
   • Broaden funding base by fundraising and continuing education.
6. Make a major investment in assessment.
7. Make people feel good about working at FIT.
8. Make a major investment in "hands-on" craft and design training.
9. Keep alumni attached to FIT.
10. Develop a plan/program to make FIT more visible - more honored in our own country.
11. Create a way to strengthen the School of Liberal Arts and liberal arts community.
12. Make faculty development a major priority.
13. Develop a culture of public-centered service.
14. Develop a deeper academic approach, including instructional technology.
15. Become more focused on growth in programs where potential and outcomes are strong.
16. Realize better coordination and execution in operations.
17. Provide excellent student services.
18. Create a more diverse student body; be more inclusive.
19. Develop a more flexible curriculum.

7. Additional Comments
Noted open-ended responses that were not captured in the analysis include the following:

• What is required is a positive Administration and Union relationship.
• Need to add "artistically" to goal 4.
• Need something about getting the College to communicate with itself better.
• FIT doesn't highlight enough what students accomplish or alumni have accomplished. Since they work in visual arenas, their work should be visible throughout the campus in display spaces and on large screen monitors. The FIT environment looks and feels like a prison. One would never think it houses an artistic school.
• Stay focused on the mission to serve a distinct industry. Goal 4 has a red flag embedded in it because FIT has to be careful not to jump too fast for new stuff. There is important potential in being in a niche and specialized.
• Something relating to having faculty who have expertise to create an institution that will teach students what they need to know.
• Improve appearance and functionality of space.