Learning Resources

Abstract: A reprint of the 1976 article with a new 2015 introduction by the author.

Original abstract: Drawing on his experience as Provost for Planning at West Virginia University, Raymond M. Haas deals in the following article with the importance of a proper charge to the Planning Office as a means of achieving integrated planning. He further proposes that the role of the Planning Office should be clearly coordinative in the nature--to the point where its only responsibility for actual planning should be in planning the planning process. Finally, he argues that "... integrated planning can be achieved only when planning is a regularly scheduled activity which occurs frequently, and which produces results that manifest themselves in the allocation, reallocation, and effective use of resources within the institution." The author's remarks have been adapted from his presentation at the Society's 11th Annual Conference in Washington, D.C.

Abstract: Academic programs should be the centrifugal force informing and driving the accomplishment of all other institutional plans. While financial, capital, and enrollment management plans are critical to institutional success, each is secondary to academic programs as a driving force. Institutions should simultaneously move toward “integrated planning” while developing a hierarchy of plans, with the academic program portfolio as primary. Undertaking more effective planning will require attention to several elements: operationalizing the mission, confronting the real issues, integrating resources into the plan, staying within institutional scope, quitting some programs and services, focusing on implementation and assessment, and maintaining a planning database for management purposes. The primacy of academic programs in the development of higher education plans will presage their success.

Abstract: Postsecondary institutions are increasingly becoming more diverse. To ensure that the campus culture is appreciative of such diversity, many institutions are including language in their policies and implementing programs that demonstrate their commitment to diversity. One such means for communicating institutional commitment to diversity is through the strategic plan. As the basis for establishing institutional priorities and determining which initiatives get funded, the strategic plan can reflect the institution’s true commitment to diversity by purposefully incorporating plans for diversity throughout the document. This research sought to understand what was already being done in regard to diversity and strategic planning at both the system and individual institution level so that information can be relayed about what works and has the greatest impact and therefore should be considered when developing a strategic plan that pays attention to and appreciates diversity. Findings suggest that although institutions are including diversity initiatives in their strategic plans, there needs to be greater attention paid to diversity within the strategic plan.

Abstract: When undertaking a new strategic planning process, many institutions get bogged down in issues of flexibility versus consistency, as well as in concerns about participation and transparency. The co-chairs of Widener University’s strategic planning process and implementation developed evolutionary phases to coincide with the multi-year implementation of the 10-year plan, resulting in greater participation and buy-in, as well as stamina for the long-term changes needed to strengthen, and ultimately transform, the institution. As a result, the institution is well on its way to meeting its 13 goals and making the transition to the next strategic planning process. Faculty and staff began to see accreditation (and accountability) as something truly meaningful.

Abstract: Educational technology units must continually monitor their strategic plans to ensure that they are aligned with the evolving realities of their institutions. Strategic dissonance occurs when previously successful strategies are no longer achieving the same results. This article uses the Virtual Retina project as an example of strategic dissonance for the Academic Technologies for Learning at the University of Alberta. A number of methods for analyzing the strategies used by educational technology units are presented. These methods provide a means for units within institutions of higher education to conduct the ongoing task of renewing their strategic plans.

Abstract: An innovative approach to the capital planning process will determine the future physical character of an institution and the capability of facilities to support its programs.