Learning Resources

Abstract: Build Capacity for Integrated Planning

Whether you’re preparing a committee for an upcoming planning process or simply looking for directions for your own professional development, the Integrated Planning Competencies can help you determine the knowledge, skills, and dispositions your institution needs to advance integrated planning.

Integrated planning requires building capacity in the people who do planning so they have the necessary knowledge and skills for success. But higher education institutions that focus only on developing planning-related expertise often face hurdles when they attempt integrated planning. Why? Because colleges and universities are complex environments and using an integrated planning approach in those environments requires a wide range of knowledge, skills, and dispositions. Some of the required expertise might seem obvious (like writing goals or analyzing information). But some of it may be less so—particularly expertise related to “soft” skills or human skills, like communication or collaboration.

To provide more clear and specific guidance, SCUP identified competencies—knowledge, skills, and dispositions—that individuals need for successful integrated planning. We analyzed the experiences and viewpoints of around 300 planners and higher education administrators in order to surface the competencies—both obvious and inconspicuous—that underpin integrated planning success.

Abstract: Institutional success depends on long-term sustainability, connecting investments with outcomes, and creating a culture that is data-informed. As the role of institutional effectiveness expands across higher education, designing a comprehensive integrated planning process is critical. Integrated planning requires a unified approach to utilizing academic and administrative data for continuous improvement. However, this can be an overwhelming process for institutions, with many unsure of where to start. Learn from leaders in two different accreditation regions as they share best practices and lessons learned associated with their integrated planning evolution and its impact on operational efficiency and student learning.

Abstract: From the introduction:
“Envision TRU culminated with the approval of a new institutional vision, values and change goals. The COVID-19 pandemic has put a pause on our work towards vision realization and goals prioritization. We now are picking up where we left off. This green paper is intended to present a general outline and stimulate discussion on how Thompson Rivers University (TRU) can work towards living our new vision and achievement of our 10-year goals.”

Contents:

• What Is Integrated Planning
• Planning Process Model
• Why Adopt Integrated Planning At TRU
• Strategic Framework Approaches
• Integrated Planning Implementation
• How Will We Realize Envision TRU?
• Planning, Budgeting and Assessment
• Next Steps

Abstract: The institutions that will thrive in the future will be those that use high-quality, relevant mission-driven data as part of their strategic, integrated planning process. Because of this it is imperative to create integrated institutional effectiveness (IIE) offices that serve as the connective tissue among all units within a college or university. The data and expertise of institutional effectiveness can be leveraged to benefit the institution as a whole. In this article, we discuss the value of creating an IIE office and challenges associated with a centralized infrastructure.

Abstract: Although many institutions have clear processes for collecting data at the institutional level, we often overlook unit-level data collection aligned with institutional metrics, resulting in hindered outcomes. In order to achieve institutional outcomes, we must collect actionable data on key performance indicators at different unit levels. This session will share how Binghamton University has established an integrated data collection and tracking process and the ways in which the pandemic has affected this process and shifted institutional priorities. Come learn from examples of departmental-, divisional-, and institutional-level dashboards and find out how to use them to inform planning and improve performance.

Abstract: The ability to integrate planning at multiple levels—organizational, unit, and individual—strengthens our ability to formulate and implement strategies. This session will demonstrate how our Integrated Performance Excellence Framework (IPEF) guides planning at multiple levels of the institution, all of which are tied to our strategic policy, plan, and processes. You will be able to identify potential gaps and solutions within your institution's planning activities to create better alignment with your strategic plan and integrate the work at multiple levels of the organization.

Abstract: In this conversation, William Knight, Assistant Provost for Institutional Research and Effectiveness, Miami University, addresses how his team has developed data dashboards for administration and faculty to provide insight into Learning Management System (LMS) use, enrollment projections, and overall student access and success. He then discusses trends he’s noticed at HLC and thoughts on how campuses can begin discussions around staff capacity, curriculum success, and sunsetting programs, ultimately strengthening their sustainability and easing accreditation work.

Dr. Bill Knight has two roles on campus—working on IR and IE, and serving as the accreditation liaison. He is also a peer reviewer for the Higher Learning Commission (HLC).

Host: Nicholas Santilli, Senior Director of Learning Strategy, SCUP, and Former Provost, John Carroll University