Learning Resources

Abstract: University strategic planning is typically well structured with attention to both process and outcomes. However, plans are frequently not implemented in an equally process-driven manner. As a result, the product of planning efforts may not lead to the anticipated change or may even remain “on the shelf.” This article describes how Philadelphia University is using “action research” during strategic plan implementation in order to optimize campus commitment, facilitate organizational learning, and support the sustainability of change.

Abstract: Higher education institutions must be resilient amid vastly increased expectations for sustainable environments, global focus, and technological support. In this article, we challenge all those engaged with planning in higher education to foster shared leadership throughout all levels of the organization as a means to meet these challenges and opportunities. We cite scholarship on shared leadership and provide examples of shared leadership in support of Green, Global, and Google (i.e., above-campus technology) initiatives. We provide a model for shared leadership and conclude with a succinct set of directions for reinventing higher education.

Abstract: This article examines the strategic planning process at Cleveland State University, a large metropolitan state university in Ohio. A faculty-administrative team used a communicative planning approach to develop a collaborative, ongoing, bottom-up, transparent strategic planning process. This team then spearheaded the process through plan development and the early stages of implementation and evaluation. The article presents the framework for this process in detail and includes a three-year timetable. The authors discuss the unexpected landmines that threatened to undermine the process and the important lessons learned in the hopes that this will aid other universities in their strategic planning efforts.

Abstract: Convergence is occurring between external demands placed on U.S. higher education institutions, such as those from state and federal governments for greater accountability, and calls for higher education’s recommitment to public purposes. One important example of this convergence is the redesign of accreditation processes and standards. Because of this redesign, accreditation—traditionally an academic and administrative activity—now has the potential to elevate and advance an institution’s commitment to greater community engagement, a more contemporary, innovative institutional priority.

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.

Abstract: Creating a campus master plan is the first step in the process of managing enrollment growth; however, the plan is not just a document about buildings and parking spaces and classrooms and square footage. The plan should be viewed as an investment in the future of the institution and a way to link the college's mission and vision statements to the physical learning environment. This article examines the planning process, with special emphasis on community and consensus building, using case studies from two rapidly growing community college districts in Texas and California.

Abstract: The Division of Student Affairs at the University of Michigan in Ann Arbor engaged in an iterative strategic process to create and implement a set of long-range goals. This strategic journey continues to evolve, uniting a guiding framework of strategic planning steps, a reflective process with an assessment component within each step, and a group process approach to support both individual growth and organizational change.

Abstract: This study discusses two important topics: participation and strategic change. The paper considers why participation is seen as necessary in higher education, why participation seems not to have aided strategic planning and change processes, and if those processes are inherently flawed. Information from interviews with selected persons with experience as administrators and as faculty and from research literature provide the foundation for an exploration of how participation and processes can be improved and facilitated.

Abstract: If a strategic plan at a college or university is to succeed, the process must be participative. For true participation to occur, a basic level of trust must exist among the key stakeholders of the institution. Trust presumes risk. For true participation to occur, the president (and other leaders of the institution) must risk trusting the stakeholders in the planning process. The president must provide the participants with the capacity and support to make changes so that the plan succeeds. Effects of Low Trust on Strategic Planning Practical experience, supported by an extensive literature review, indicates that lack of trust in an organization manifests itself in several forms: poor communication; increased suspicion of others' views and proposals; and inaccurate perceptions of others' motives and actions. More specifically, when an organization with low trust attempts to develop a strategic plan, the following problems arise: little or no involvment of certain stakeholders; not all ideas are offered because of fear of rejection; tough issues are avioded; and the document becomes an inflexible, legalistic contract rather than a flexible guide. Building Trust Organizational development literature, as well as, our experiences in planning indicates that trust can be development in several ways: demonstrating competency, opening communication, building relationships; and creating a fair process. Competency means demonstrating technical and professional ability and good sense. Without achieving results, the rest of the "softer" approaches for building trust will fail. (Shaw, 1997). Colleges need to rebuild relationships within the insitution. When trust ca be first developed at the personal level, it will be easier to develop trust at the organizational level (Alberthal, 1995). Creating a fair process is an intergral step in building trust. Trust is strengthened when individuals feel they are treated as legitimate participants in the process