Learning Resources

Abstract: In this session we will discuss the green gauges methodology, which was developed to organize complex design information within a simple structure and help institutions invest in design strategies that serve environmental and financial goals. Design and construction teams will use this methodology to communicate strategies with stakeholders early in the process and provide consistent information regarding operational energy and the resulting carbon savings. Come learn how to use the green gauges methodology at your institution and discover the cost per metric ton of avoided carbon over the operation life of a particular strategy.

Abstract: For most institutions of higher learning to thrive amid the shifting demographics, financial outlooks, and value propositions of the 21st century, they must design and implement change that is comprehensive rather than compartmental. Since such change comes hard to institutions steeped in century-old traditions, there are few colleges or universities that have undertaken it. Hiram College (OH) is an exception. Given the dearth of lessons from the field, the Hiram College president offers this constructive and realistic example of systemic change and the five possible steps that academic leaders and trustees elsewhere might consider before triggering it.

Abstract: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.

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: We live at a time when increasing numbers of Americans consume food prepared away from home. This trend, along with poor dietary choices and lack of access to healthy, sustainably sourced food, contributes to a reduced quality of life and the onset of preventable disease.
The Culinary Arts and Sustainable Food Systems curriculum recently approved by the Kalamazoo Valley Community College trustees reflects the college’s belief that best practices in urban agriculture, the latest developments in culinary and food production research and technology, and the transformative power of education will improve the health and well-being of our citizens and help sustain our communities. The college believes that culinary and food professionals can serve as positive change agents in society.

Abstract: Previous work has shown the vital role of higher education in national development through knowledge production. We know that “the role of tertiary education in the construction of knowledge economies and democratic societies is more influential than ever. Indeed, tertiary education is central to the creation of the intellectual capacity on which knowledge production and utilization depend” (World Bank 2002, p. xvii). How could that be done amid conflict and war in a very fragile state? The author wanted to find out.

What are the major issues for higher education in a fragile state? Surely they include stability, safety for students and staff, continued access to learning, funding, retaining staff, and maintaining quality. But how can these be achieved? Further, does higher education play a role in facilitating stability in a war environment? We will see that it does in many ways.

Fred M. Hayward has drawn on his more than 12 years of experience working closely with the Ministry of Higher Education in Afghanistan to write this reflective narrative. Hayward is a specialist in higher education with more than 25 years of experience as an educator, scholar, senior administrator, and higher education consultant. He was senior associate for the American Council on Education for more than 10 years and executive vice president of the Council on Higher Education Accreditation in 2001 and 2002; he has been a higher education consultant for the World Bank, Carnegie Corporation, Ford Foundation, Academy for Educational Development (AED), USAID, several ministries of education, and numerous universities focusing on higher education change, governance, strategic planning, and accreditation.

Abstract: Campuses are increasingly interested in “greening” as a response to climate change, in recognition of a resource-challenged future, and based on a desire to prepare current and future generations for a world faced with new environmental, social, and economic threats. But where to start? We often look to our facilities personnel to lead the charge with energy efficiency measures and LEED-certified buildings, but how do we institutionalize sustainability and make it part of the fabric of the university? A useful tool for beginning this process or coordinating existing efforts is the creation of a campus sustainability plan that can serve as both a strategic planning document and an implementation guide with specific action items, benchmarks, and accountability strategies. This article provides a script for anyone looking to take on this task and includes a case study from a large public institution with the aim of assisting others in this endeavor and easing their transitions to more sustainable campuses.

Abstract: These are times of unprecedented change in higher education. Routine or even strategic change will not be enough to sustain institutions in the near future. Challenging times require leaders with strong skills for problem solving, crisis management and resiliency in rapidly changing environments—in other words, transformative leadership. Transformative leadership skills are distinctive among leadership skills. Based on an ABC framework, the article describes connections between the As (analytics, accreditation, accountability), Bs (decisions whether to build, buy, or buddy with partners), and Cs (culture, collaboration, and courage) that it takes to be transformative.