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Planning for Higher Education Journal

Published
April 4, 2025

Institutional Transformation and Successful Accreditation Review Through Data-Informed Collaboration

Gain Accountability with Values-Based Integrated Planning

By: Shawna Herwick, MSW, and Paul Illich, PhD

Implementing a values-based integrated planning framework equipped Southeast Community College to leverage the data it collected to build and strengthen relationships, align the institution within and across divisions, and prepare for change. The efforts led to the successful modernization of facilities, historic enrollment growth, staffing increases, other operational improvements, and a positive accreditation outcome.

From Volume 53 Number 2 | January–March 2025

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.

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Planning for Higher Education Journal

Published
February 5, 2025

‘Catching’ Substantive Changes with Integrated Planning

Form a Dedicated Team to Reduce Silos, Develop Cross-Unit Collaboration, and Implement Transformative Goals

By: Rachel E. Smith, PhD, and Leslie W. Grant, PhD

Implementing changes at institutions that operate under a distributive leadership model can be challenging because academic and support units function separately. This article recommends successful ways to manage the change-making process.

From Volume 53 Number 2 | January–March 2025

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.

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Report

Published
July 3, 2024

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When City Parks Are Your Quad

Urban Campus Planning for Safety and Well-Being

By: Joel Pettigrew, MA, Higher Education Administrator and Strategist

This is a SCUP Fellow Research Project Final Report for the 2022–2023 program. This report explores how the urban campus can best support student development in a safe, yet open environment.
Abstract: How can the campus best support student development in a safe, yet open environment? On an urban campus, these concerns are intensified: There is much more localized activity for students to engage with in their city environment, and many more stakeholders influence how the institution can assert itself in that environment.

In this 2022-2023 SCUP Fellow research report, Joel Pettigrew reflects on how campus edge dynamics and student sense of security play out at several urban campuses. Pettigrew weaves together his operational understanding of campus life with a design understanding of how planners and architects approach the campus to explore how these “two languages” inform student security and well-being, and notes in conclusion that there are many research threads yet to follow.

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Planning for Higher Education Journal

Published
May 24, 2024

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Planning Takes Tragedy to Triumph

Removing a Campus Wall Raised Community Engagement and Neighborhood Support

By: Timothy Shippey, MArch, and José Ramón Tagle, MArch

After the 2017 earthquake in Mexico City, Instituto Tecnológico de Monterrey underwent a transformative rebuilding process. Civic engagement was prioritized, resulting in buy-in, support, and representation from the community.

From Volume 52 Number 3 | April–June 2024

Abstract: After the 2017 earthquake in Mexico City, Instituto Tecnológico de Monterrey’s campus underwent a transformative rebuilding process that emerged as a pedagogical prototype for the university system. This article explores the design strategies that prioritized civic engagement, resulting in buy-in, support, and representation from the community. It also describes the methodology behind blurring the boundaries between the university and its surroundings through lean principles in set-based design, strategies for resilient building, and insights into effective collaboration.

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Conference Presentations

Published
March 5, 2024

Residential Life and Safety at the Intersection of Town and Gown

By: Patrick Killilee, University of Pennsylvania | Michael Schade, Atkin Olshin Schade Architects

Colleges and universities must adapt to changing issues around student safety and determine how to address these concerns while maintaining connections with the local community.
Abstract: Colleges and universities must adapt to changing issues around student safety and determine how to address these concerns while maintaining connections with the local community. This session will discuss the University of Pennsylvania’s (Penn) Stouffer Hall, a recently renovated residence hall that exemplifies the evolution of attitudes towards community, security, and student life on campus. Come learn how to create programs for increasing community engagement, address housing security concerns, and align residential life and building goals with current attitudes around safety.

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Planning for Higher Education Journal

Published
June 29, 2023

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What Is Your Crisis ‘What If’?

Create a Sustainable Approach to Emergency Response Planning

By: Jessica A. Luedtke, PhD, and Mary M. Reinke, MBA, MS

The Medical College of Wisconsin planned strategically, engaged executive leadership, and operationalized an Administrative Response Team to navigate critical incidents impacting the university.

From Volume 51 Number 3 | April–June 2023

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Planning for Higher Education Journal

Published
May 23, 2023

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Quickly Building a Bridge

Use an Institutional Effectiveness Planning Model to Drive Strategic Planning

By: Jason Nicholas, MS, Daniel Cullen, PhD, and Ellen Koski, MPH

Executive leadership changes at Northern Michigan University led the interim president, interim provost, and Board of Trustees to call for a bridge plan to clearly articulate strategic work happening throughout campus. This article describes how the university was able to develop an interim strategic plan with broad campus engagement in less than half a year.

From Volume 51 Number 3 | April–June 2023

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Example Plans

Published
May 17, 2023

Bridge Plan

Public Associate’s College (Arizona, United States)

From April 2020, the institution’s president led faculty and staff in a rigorous planning and exploration process to ensure that the college remained accessible and thriving through the pandemic and beyond. This bridge plan document details the action steps resulting from that process.

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Planning for Higher Education Journal

Published
October 31, 2022

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Institutions Can Say They Encourage Staff DEI Professional Development . . .

. . . But the Individual Chooses to Embrace It

By: Jeffery L. Wilson, PhD, and Fred Tugas, EdD

This study examined professional development strategies for higher education professionals in the context of the post-George Floyd-era.

From Volume 51 Number 1 | October–December 2022

Abstract: The death of George Floyd in 2020 and the Black Lives Matter (BLM) movement have renewed the focus on diversity, equity, and inclusion (DEI), particularly in higher education planning. As a result of this attention, higher education has reexamined its commitment to DEI. A student voice survey found that college students were underwhelmed by actions taken by their institutions to address DEI on campus (Inside Higher Education 2021). Institutional units across higher education require coordinated, integrated planning to meet student expectations. This article highlights the results of a study that examined professional development strategies for higher education professionals in the context of the post-George Floyd–era.

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Conference Recordings

Published
July 26, 2022

2022 Annual Conference | July 2022

Weaving Planning and Accreditation Together for Action

By: Jamienne S. Studley, WASC Senior College and University Commission (WSCUC) | Lynn Akey (Moderator), Minnesota State University-Mankato

Join us for an intimate discussion with Jamienne Studley, president of WASC Senior College and University Commission (WSCUC), former college president, and deputy undersecretary of the U.S. Department of Education (2013–2016).
Abstract: Institutions will need to restructure at an unprecedented pace to achieve results vital for student success and institutional sustainability. Join us for an intimate discussion with Jamienne Studley, president of WASC Senior College and University Commission (WSCUC), former college president, and deputy undersecretary of the U.S. Department of Education (2013–2016). Synergy between strategic integrated planning and accreditation review can drive meaningful and efficient analysis in our institutions and become a catalyst for quality, continuous improvement for change, and pursuit of the results we want.

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