Learning Resources

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: This article describes and examines a new approach to planning at the system level of a large Midwestern university, the University of Missouri. It is addressed to planners, researchers, and practitioners who want to introduce new approaches and techiques for planning and management at the system level of higher education.

Abstract: This article compares postsecondary education organizations by examining dimensions of educational delivery and organizational structure along with current institutional examples. The first section attempts to clarify key environmental changes occurring in postsecondary education delivery and organization. The next section provides an approach to thinking about the archetypes of postsecondary educational organization within that environment based on the variety of institutional forms that are emerging. In the final section, the article considers implications for institutional planners who are trying to manage the complexities resulting from the organizational arrangements discussed in this article.

Abstract: Increasingly, historic or merely old houses near campuses are being absorbed by universities to fulfill their educational mission and round out the facilities inventory. But are they worth converting? Experts in assessing and adapting these residential structures discuss the pro's and con's.

Abstract: Examines the importance of intellectual capital, defined as the creative, scholarly and pedagogical capability of faculty and staff. Argues that the intense accumulation of such capital is the greatest asset of higher education institutions, thus requiring special planning efforts that acknowledge this importance and protect it. Analyzes various contemporary academic teaching, research, and governance elements that support and constrain intellectual capital.