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Planning for Higher Education Journal

Published
April 1, 2008

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Assessing the Learning Value of Campus Open Spaces Through Post-Occupancy Evaluations

By: David Spooner

Enjoy the methodology and the results of a post-occupancy evaluation focused on the designed-for-studying outdoor space of the Memorial Garden at the University of Georgia.

From Volume 36 Number 3 | April–June 2008

Abstract: The idea that the physical design and configuration of a campus can elicit and support studying behavior has important ramifications, as all academic institutions underscore learning in their mission statements. This article evaluates the learning value, or ability of a campus space to support studying behavior, through the use of a post-occupancy evaluation. The findings suggest that specific physical design configurations and landscape elements may be influential factors in supporting studying within campus spaces. The results of this study indicate that campus designers and university officials should further examine the relationship between campus design and studying behavior to increase the learning value of campus spaces everywhere.

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Planning for Higher Education Journal

Published
April 1, 2008

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Constructing the Interdisciplinary Ivory Tower

The Planning of Interdisciplinary Spaces on University Campuses

By: Michael S. Harris,Karri Holley

An analysis of strategic and campus plans at 21 research institutions reveals lessons learned regarding planning and nurturing interdisciplinary space.

From Volume 36 Number 3 | April–June 2008

Abstract: The demand for interdisciplinary teaching and research suggests the need to understand how universities are undertaking and fostering interdisciplinarity. Through an examination of strategic and master plans at 21 research universities, this article explores how institutions plan and foster interdisciplinary engagement through the use of space on campus. The construction of such space acknowledges that the discrete functions of the university, frequently attributed to the disciplines and departments, are not generally conducive to interdisciplinary engagement. Physical space is a necessary component for successful interdisciplinary initiatives both functionally and symbolically.

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Planning for Higher Education Journal

Published
April 1, 2008

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Jobs on the Move

Implications for U.S. Higher Education

By: James H. Johnson,John D. Kasarda

The culture within which we educate needs more people with higher education in science, technology, engineering, and math, and a ubiquitous acceptance of lifelong learning.

From Volume 36 Number 3 | April–June 2008

Abstract: Global job shifts will affect the future form and function of U.S. higher education. To respond effectively to 21st-century realities, U.S. colleges and universities must diversify their curricula and research, becoming nimbler and more entrepreneurial agents for change.

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Planning for Higher Education Journal

Published
April 1, 2008

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Strategic Planning for Higher Education in Developing Countries

Challenges and Lessons

By: Fred M. Hayward

How do you answer the questions, “Why plan?” and “Why higher education?” in countries where there are so many very important priorities?

From Volume 36 Number 3 | April–June 2008

Abstract: The study presented in this article focuses on strategic planning in developing countries, drawing on the author’s experiences in a dozen developing countries in Asia and Africa and focus groups in three of those countries: Afghanistan, Madagascar, and South Africa. It looks at the special challenges faced by planners in developing countries and the strategies used to respond. The enormity of the problems, the magnitude of the needs, and the difficult economic environment found in developing countries posed major obstacles. What is striking in a review of these cases is what can be done through careful strategic and budget planning. The creativity, resilience, and genius of many of those involved were remarkable. For most of these nations, strategic planning was a critical catalyst for change.

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Planning for Higher Education Journal

Published
April 1, 2008

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Venturing Abroad

Delivering U.S. Degrees through Overseas Branch Campuses and Programs

By: Philip G. Stack

From Volume 36 Number 3 | April–June 2008

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Planning for Higher Education Journal

Published
April 1, 2008

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Achieving Equity in Faculty Salaries

A Proven Model

By: Don N. Smith

At the University of Houston-Victoria, the salary-equity plan has been shown to eliminate or reduce the urgency of salary equity issues.

From Volume 36 Number 3 | April–June 2008

Abstract: The University of Houston-Victoria’s (UHV) approach to addressing salary equity, which has been successfully implemented for a decade, employs a methodology that derives salary targets by field, rank, and seniority from the College and University Professional Association for Human Resources (CUPA-HR) national salary survey. Based primarily on a model developed (and still employed) at Frostburg State University and published in the Journal of Higher Education in the fall of 1996, this approach could also work for similar institutions in search of a proven model.

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Planning for Higher Education Journal

Published
January 1, 2008

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Smart Change

By: Linda L. Baer,Ann Hill Duin,Judith A. Ramaley

This article explains how "smart change" (contrasted with routine, strategic, and transformative change) is about using learning as a core asset and a guidance system for institutional change, and provides three institutional vignettes.

From Volume 36 Number 2 | January–March 2008

Abstract: Smart change is a simple yet powerful means to help administrators, faculty, staff, and stakeholders better understand the issues surrounding change initiatives at their institutions. A comparison of three approaches to change: routine, strategic, and transformative provides the foundation for improved planning by focusing on the targeted change environment. This framework provides an approach to increasing planning effectiveness through the understanding of how change affects problem solving, planning focus, change mechanisms, leadership and corresponding core competencies, overall engagement, and accountability. Institutions need to cast off “control” as their main guidance system and begin to practice a broader understanding of change.

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Planning for Higher Education Journal

Published
January 1, 2008

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The Three Thousand Decisions

By: Richard P. Dober

The society is engaged in an exploration with The Getty Grant Foundation regarding a partnership to, among other things, create useful and accessible resources and tools to encourage the preservation of heritage buildings, sites, and landscapes. SCUP charter member and prolific author, Richard P. ("Dick") Dober, is one of those advising SCUP as it moves forward in this partnership. We have included in the following article, photos of four schools who received Campus Heritage Planning grants from The Getty Foundation. Of further interest, the photos are from Dick Dober’s books, Old Main and Campus Heritage. We thought it would be both enlightening and interesting to share with you the following "heritage article," originally written and published in Historic Preservation in 1962 (Volume 14, Number 4). Yes, that is 46 years ago.

From Volume 36 Number 2 | January–March 2008

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Planning for Higher Education Journal

Published
January 1, 2008

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Beyond the Diversity Crisis Model

Decentralized Diversity Planning and Implementation

By: Damon A. Williams

The author details a three-year decentralized model for ongoing diversity planning to avoid reactive, crisis-prompted responses to racial incidents on campuses.

From Volume 36 Number 2 | January–March 2008

Abstract: This article critiques the diversity crises model of diversity planning in higher education and presents a decentralized diversity planning model. The model is based on interviews with the nation’s leading diversity officers, a review of the literature and the authors own experiences leading diversity change initiatives in higher education. The model proposes three-year cycles of diversity planning and implementation to achieve secondary or deep organizational change. Ten action phases are offered to help senior leadership, institutional planning professionals, diversity officers, and others, to establish a strategic diversity planning and implementation process that is multifaceted, dynamic, coordinated, and evolving.

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