Learning Resources

Abstract: When change in higher education isn’t managed in a human-centered manner, institutional leaders are unlikely to see the outcomes they intended to achieve. That’s because they didn’t invest enough in involving and supporting the individuals expected to operationalize a new strategy. Nobody wins in these situations: Executives, employees, and students all lose out on the benefits a change initiative could have produced. In this book excerpt, the author shares why strong change leadership must be at the helm of cultivating an environment where innovation is embraced and managed with compassion for the humans who are being asked to think and work differently.

Abstract: Higher education is infamously change-resistant. What’s needed is a new methodology: human-centered change. Informed by research and honed by practice, human-centered change is a flexible, pragmatic approach that works within higher education’s unique structures, practices, and culture. This book guides change leaders and practitioners through the application of human-centered change. A practical manual, it provides mid- and senior-level administrators the essential practices, examples, recommendations, and tools they need to lead change in their colleges or universities.

Abstract: Southeast Community College (SCC) applied an integrated framework approach to inform all aspects of its successful comprehensive accreditation review. Following decades of reviews leading to monitoring and focused visits to address opportunities for improvement, SCC managed its most recent comprehensive assessment through integrated planning to ensure the accreditation process coincided with building relationships, aligning divisions and departments, and promoting a culture that is well prepared for change. This structured and focused integrated planning method for comprehensive accreditation review was associated with a successful outcome that involved no monitoring or required follow-up for the first time in the College’s accreditation history.

Abstract: Implementing changes at institutions that operate under a distributive leadership model can be challenging because academic and support units are siloed. This article presents an example of one midsize, public, research institution’s successful strategy for “catching,” or identifying and managing, substantive changes using integrated planning. Through a centralized team of academic and support unit representatives, the academic units shared planned substantive changes, received feedback, and adjusted. The institution’s substantive change policy, infrastructure, and collaborative culture ensured the changes did not slip through the cracks or hit significant roadblocks. This article shares how the team operated, giving recommendations for institutions implementing the change practice.

Abstract: Integrated planning in higher education requires a broad set of skills, knowledge, and qualities. Some of these might seem obvious (like planning knowledge). Others may be less so—particularly expertise related to “soft” skills or human skills, like communication or collaboration.

Build capacity for integrated planning more efficiently with SCUP’s Integrated Planning Competencies. This framework identifies the knowledge, skills, and dispositions necessary for successful integrated planning across the institution. We will provide an overview of the competencies, describe how they were developed, and share insights from competency research.

Whatever planning activities you’re involved in—whether you’re responsible for planning across your institution, coordinating your institution’s next strategic plan, implementing your campus master plan, working within your department to improve student success, etc.—an integrated planning approach is key. Join us and demystify the skills, knowledge, and dispositions you need to get there.