Learning Resources

Abstract: This article presents a range of approaches for linking budgeting to planning. After briefly discussing the natures of planning and budgeting, it presents four conceptual categories of ways to link the two. The article defines these as structural, adaptive-incremental, devolved, and holistic/advanced. No one approach will be correct for all institutions. Even where there is a system in place to link planning and budgeting, this is unlikely to be enough unless there is firm, skilled, aligned, and distributed leadership to keep the system on track toward institutional goals.

Abstract: Integrated planning is a key concept for higher education planners. But it is difficult to define and even harder to express through individual competencies. Questions remain: what are the key constructs of integrated planning, what skill sets compose integrated planning, and how can it be measured? We suggest that integrated planning cannot be fully examined at the level of the individual planner, but rather that integrated planning is an institutional manifestation—understood only through organizational observation. This article explores this concept and makes a case for integrated planning as an organizational competency. We explain why orienting from this perspective is critical to success.

Abstract: This article combats traditional notions of higher education planning by emphasizing a “planning as playmaking” approach that stresses authentic, active, integrative, and ongoing planning that drives change. The results of a recent survey reveal the value of integrated planning across higher education—building relationships across boundaries, aligning planning practices, creating a sustainable culture of change—but sputtering attempts at implementing these concepts durably. Five essential strategies help institutions fill the gap: balancing creativity and discipline, connecting choices to underlying values, developing planners across the institution, celebrating the “expert-generalist,” and bridging pragmatism and ambition to foster sound implementation.

Abstract: Succeeding at integrated planning at colleges and universities is a challenge. Many planning models do not work in higher education because they are not designed for higher education. Planning processes designed for corporations or non-profits do not account for the complex environment of higher education nor its unique challenges.

Many institutions struggle to leverage planning into lasting change because they create plans in a vacuum. They do not grasp the institution’s strategic issues or create a sound value proposition. They are not prepared for good planning.

To provide guidance on where to prioritize efforts, SCUP partnered with the Baker Strategy Group in 2015 to conduct a study with more than 2,200 leaders who plan at colleges and universities, and ran quantitative analysis on their responses. Several themes emerged around planning challenges and how to respond, which are explored in this report.

Abstract: The Glendale Community College integrated strategic planning model represents a significant paradigm shift at the institution. Rather than focus exclusively on the production of a strategic plan, the college now seeks to vertically integrate planning at the departmental, divisional, and college levels and horizontally integrate planning with resource allocation and assessment across the organization. This disruptive innovation allows the college to remain true to its mission and ensures the allocation of resources to strategic priorities linked to student success.

Abstract: State institutions of higher education in Connecticut are experiencing a dramatic and unprecedented period of change: the consolidation of four universities and 13 community colleges into Connecticut State Colleges & Universities (CSCU) and the creation of a new administrative structure. This article charts the early stages of this process, presenting events as they unfolded during Governor Dannel Malloy’s first term beginning in January 2011, through his November 2014 reelection, until his state budget was passed in June 2015.

Advocates of systemness in higher education are challenged to balance the promise of centralized leadership and localized prerogative in designing and implementing policy. Systemness offers the promise of synergy and innovation within and across the system guided by common purpose and vision.

This article discusses five specific implementation processes and challenges: a systemwide credit transfer articulation program; Southern Connecticut State University’s early Transform CSCU 2020 initiatives; an ongoing effort throughout CSCU to develop a systemwide identity; the potential impact of budget constraints on systemness; and difficulties selecting and developing administrators and leaders.