Learning Resources

Abstract: Georgia College & State University, a public liberal arts institution, began an integrated,
collaborative, and future-focused strategic planning process during a time of uncertainty (COVID-19, enrollment declines, financial shortfalls, etc.). This planning included shared leadership across campus to develop and implement the plan, data-informed decision-making by a diverse group of steering committee members representing all areas of campus, visits to strategically identified aspirant universities, and ongoing stakeholder engagement that included student input. These strategies leveraged the inherent qualities of a liberal arts institution while addressing the challenges and opportunities that exist in public higher education.

Abstract: Success in strategic planning requires decision-making that reflects the collective vision of diverse constituents. At California State University, Fullerton we leveraged data as the essential thread in engaging our community in an inclusive strategic planning process. Data played dual roles, serving as input and output, to provide a common framework through which the ideas and wisdom of our community are reflected and shared, anchoring the strategic plan firmly in the campus voices. Our engagement through data embodied our commitment to evidence-based decision-making and contributed to the success of our strategic planning process.

Abstract: A strategic plan is supposed to “bring the future into the present so that you can do something about it now.” Almost every college or university has such a plan because accreditors and governing boards require one. The question is: Why do so many higher education institutions seem to be unprepared when they take drastic actions (e.g., eliminating programs, cutting faculty and staff members, etc.) in uncertain times? The author studied more than 250 colleges and universities and suggests the answer in this article.

Abstract: What Makes a Strategic Plan Strategic?
by Aimee J. Hosemann, PhD, and Rob Zinkan, EdD
RBH: Indianapolis, Indiana: 2021
ISBN: 978-0-9826949-3-0

Abstract: The University of Kentucky (UK) and the University of Kentucky Esports Club worked together to establish the University of Kentucky Esports Lounge. Students were surveyed on their gaming needs, and the resulting wish list (i.e., equipment selection, space configuration, furniture, etc.) fed into the decision-making process by all constituents. The project budget was derived by a larger construction project at the University that focused on student recruitment, community, and connection to the non-student demographic. The UK team ultimately planned and launched the custom facility to meet users’ particular needs—while finding a way for the University to produce an additional revenue stream.

Abstract: The past two decades have seen great social change and both massive consolidation and expansion of institutions of higher education, clearly presenting circumstances warranting the use of formal approaches to planning. Varying planning theories, past failures and successes, and differing circumstances have generated several partially contrasting planning models to guide organizational change. Therefore, institutions of higher education have a variety of such approaches from which to choose. This article presents a case study illustrating the use of several approaches to planning that is distinctive because it relies heavily upon experience-based planning, examples of which are unfortunately lacking in the literature base.

Abstract: The services required to support the strategic work of universities often exist in silos, and this disconnection can impede the advancement of new initiatives. To prepare for a complex new program, a number of analytical processes need to occur—background research, environmental scans, and benchmarking. To develop the initiative, strong facilitation and project management skills are also required. To ensure the initiative’s success, careful space planning and financial planning must exist along with the development of evaluative measures to monitor progress. This article describes how one university combined these services into a single department to more effectively support the strategic work of schools, divisions, and campus-wide programs.

Abstract: The role of central administration in program development varies from institution to institution. Applications of shared governance, differences in state regulations, and evolving institutional procedures result in dissimilar administrative structures. This article reports on the role of central administration in new program development, as discussed by 13 senior academic officers at 12 public universities in the Carnegie Research Universities/Very High classification. The themes of fostering institutional communication and partnerships emerged in the interviews. In addition, the perceptions of the assistant provosts, associate provosts, and vice provosts responsible for the process are included.

Abstract: In February 2008, the U.S. Army and Fayetteville State University established a partnership that has changed the process of healthcare education for active duty social workers. Before this time, the army relied on public universities to be solely responsible for recruiting, evaluating, and educating active duty social workers to serve the needs of service members and their families. However, to meet an immediate need for more social workers to deal with the wounds caused by the War on Terror and to help it get the best possible return on its educational investment, the army decided to partner with a university to establish a distance education Master of Social Work program at the Army Medical Department Center and School at Fort Sam Houston, Texas. Fayetteville State University in Fayetteville, North Carolina was the university partner selected. This article outlines the background of the partnership and the issues other public universities should consider if they want to partner with the military or another federal agency. The article also highlights the benefits of such a partnership.

Abstract: This article examines the strategic planning process at Cleveland State University, a large metropolitan state university in Ohio. A faculty-administrative team used a communicative planning approach to develop a collaborative, ongoing, bottom-up, transparent strategic planning process. This team then spearheaded the process through plan development and the early stages of implementation and evaluation. The article presents the framework for this process in detail and includes a three-year timetable. The authors discuss the unexpected landmines that threatened to undermine the process and the important lessons learned in the hopes that this will aid other universities in their strategic planning efforts.