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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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Planning for Higher Education Journal

Published
January 1, 2008

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Improving Institutional Effectiveness

Description and Application of an Implementation Model

By: Michael R. Sheldon,Andrew J. Golub,John R Langevin,Paulette A. St. Ours,Barbara J. Swartzlander

The authors describe a model of "implementation effectiveness" and a description of how it was applied at the University of New England, building routine practice developmentally by paying attention to implementation climate and "values fit" variables.

From Volume 36 Number 2 | January–March 2008

Abstract: The higher education literature continues to highlight difficulties with efforts to implement and sustain institutional effectiveness activities. This article describes an implementation effectiveness model from the field of organizational management and applies it to the implementation of institutional effectiveness initiatives in higher education. As a predictive or evaluative tool regarding implementation success, the model can assist administrators, faculty and staff in developing targeted approaches to institutional effectiveness work within any institution of higher education. The authors share their experiences at the University of New England, illustrating the importance of key variables in the model.

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Planning for Higher Education Journal

Published
October 1, 2007

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Greening the Ivory Tower

Improving the Environmental Track Record of Universities, Colleges, and Other Institutions

By: Ann M. McEntee

From Volume 36 Number 1 | October–December 2007

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Planning for Higher Education Journal

Published
October 1, 2007

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Higher Education Space

Future Directions

By: Paul Temple,Ronald Barnett

Physical space should be seen as an asset, not a liability, and space use policies need to be addressed in institutions' strategic planning processes.

From Volume 36 Number 1 | October–December 2007

Abstract: This paper reports on a study of changing demands for space in United Kingdom (UK) higher education. Physical spaces that universities require are related to their functions in complex ways, and the connections between space and academic performance are not well understood. No simple algorithm can calculate a single university's space needs, but a number of identified drivers frame space considerations. Space designations are blurring, increasingly multi-functional, and exploited more efficiently. The planning of institutional estates must be incorporated into strategic planning initiatives if institutions are to achieve their academic objectives.

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Planning for Higher Education Journal

Published
October 1, 2007

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Managing Disaster Recovery Centers on Campus

The Experience of Southeastern Louisiana University

By: Heather Lawrence,Duane Shafer

Unintentionally, in the wake of Hurricane Katrina, Southeastern Louisiana University has created a model for other medium-sized campuses to follow in the wake of future disasters.

From Volume 36 Number 1 | October–December 2007

Abstract: When Hurricane Katrina hit the Gulf Coast in August 2005, Southeastern Louisiana University was spared the brunt of the storm and was fortunate that most structures on campus remained intact. However, the storm still affected the campus for weeks. This article reflects on the experiences of university leaders and facility managers as they provided shelter to over 3,000 disaster relief workers and worked to reopen the university's doors to faculty, staff, and students and resume normal academic operations. Insight into the management of campus facilities located outside the core geographic area affected by a natural disaster will assist other campus leaders in their disaster planning efforts.

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Planning for Higher Education Journal

Published
October 1, 2007

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Strategic and Collaborative Crisis Management

A Partnership Approach to Large-Scale Crisis

By: Timothy Mann

How committed is your institution to emergency planning functions? Have you considered working with other organizations in a consortium?

From Volume 36 Number 1 | October–December 2007

Abstract: Large-scale crisis such as natural disasters and acts of terrorism can have a paralyzing effect on the campus community and business continuity. Campus officials in these situations face significant challenges that go beyond the immediate response including re-building the physical plant, restoring campus infrastructure, retaining displaced matriculated students and recruiting future generations of students to remain financially and academically viable. This article provides a framework to assist senior leadership to critically evaluate their institutional commitment to emergency planning functions in their respective communities. It also outlines a new “scheme” in how institutions can resolve the emerging changes in higher education in a collaborative, cost-sharing environment.

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