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Planning for Higher Education Journal

Published
July 1, 2012

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Experiences and Insights from Use of a Design-Build Process in Founding a New Campus

By: Daniel C. Richardson,Lisa C. Freeman,Valerie K. York,Cynthia Shuman,B. Jan Middendorf

Design-build was the best choice for K-State Olathe because of the flexibility with regard to unknown users and change stakeholder expectations.

From Volume 40 Number 4 | July–September 2012

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Planning for Higher Education Journal

Published
July 1, 2012

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Managing the University Campus

Information to Support Real Estate Decisions

By: Stephen F. Troost

However you slice it, institutions are rethinking how they manage limited resources to meet institutional needs.

From Volume 40 Number 4 | July–September 2012

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Planning for Higher Education Journal

Published
July 1, 2012

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Qualitative Client-Based Research

Tools for Planning

By: Chuck McIntyre

A plan that makes use of qualitative client-based research should be far richer and more robust than would otherwise be the case.

From Volume 40 Number 4 | July–September 2012

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Planning for Higher Education Journal

Published
July 1, 2012

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Strategic Planning at Two Levels

By: Diane Issa Nauffal,Ramzi N. Nasser

Contrasting strategic planning processes at Qatar University (public) and Lebanese American University (private).

From Volume 40 Number 4 | July–September 2012

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Planning for Higher Education Journal

Published
July 1, 2012

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What We’re Learning About Learning

(and what we need to forget)

By: Joan Straumanis

The least effective teaching methods are some of the ones most commonly practiced.

From Volume 40 Number 4 | July–September 2012

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Planning for Higher Education Journal

Published
April 1, 2012

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Book Review: Abelard to Apple

The Fate of American Colleges and Universities

By: Sandra L. Kortesoja

So what is the value of a university?

From Volume 40 Number 3 | April–June 2012

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Planning for Higher Education Journal

Published
April 1, 2012

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Show Me the Learning

Value, Accreditation, and the Quality of the Degree

By: Terrel L. Rhodes

Higher education now has both tools and frameworks for organizing and connecting teaching and learning in a meaningful way.

From Volume 40 Number 3 | April–June 2012

Abstract: In the continuing environment of accountability, we have created false distinctions between reducing costs and improving productivity as opposed to examining the quality of the product produced and the work completed. The policy discussion has focused on completion and graduation, with little emphasis on the quality of learning. New assessments move quality to the center of the conversation. Accreditation is making evidence of student learning quality a priority.

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