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Planning for Higher Education Journal

Published
April 4, 2025

Institutional Transformation and Successful Accreditation Review Through Data-Informed Collaboration

Gain Accountability with Values-Based Integrated Planning

By: Shawna Herwick, MSW, and Paul Illich, PhD

Implementing a values-based integrated planning framework equipped Southeast Community College to leverage the data it collected to build and strengthen relationships, align the institution within and across divisions, and prepare for change. The efforts led to the successful modernization of facilities, historic enrollment growth, staffing increases, other operational improvements, and a positive accreditation outcome.

From Volume 53 Number 2 | January–March 2025

Abstract: Southeast Community College (SCC) applied an integrated framework approach to inform all aspects of its successful comprehensive accreditation review. Following decades of reviews leading to monitoring and focused visits to address opportunities for improvement, SCC managed its most recent comprehensive assessment through integrated planning to ensure the accreditation process coincided with building relationships, aligning divisions and departments, and promoting a culture that is well prepared for change. This structured and focused integrated planning method for comprehensive accreditation review was associated with a successful outcome that involved no monitoring or required follow-up for the first time in the College’s accreditation history.

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Planning for Higher Education Journal

Published
March 4, 2025

Collaborative Planning Deepens Town-Gown Relationships

Carlow University Develops a Best-Practice Framework with the City of Pittsburgh

By: Lisa Witzig, PhD, EdD, Michelle Figlar, EdD, and Joy Pugh, EdD

Implementing a four-quadrant assessment of purposeful communication, participatory engagement, collaborative planning, and shared resources produced actionable, impactful, and relevant improvement recommendations for the urban university.

From Volume 53 Number 2 | January–March 2025

Abstract: The president of Carlow University identified the university’s town-gown relationships as needing assessment as the institution embarked on a significant campus revitalization that required close coordination with the City of Pittsburgh. We developed a four-quadrant framework of best practices based on an extensive literature review. To assess town-gown interactions against the framework, we interviewed city and higher education leaders, reviewed the City of Pittsburgh’s and university documents, and analyzed the university’s social media presence. Our process generated specific, actionable recommendations that resulted in the university reorganizing senior leadership position descriptions and responsibilities, revamping its social media strategy, and aligning organizational efforts to increase its visibility.

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Planning for Higher Education Journal

Published
February 14, 2025

Improving Student Support on a Decentralized Campus

Project Management Ensures Campus Stakeholder Buy-in, Cross-Collaboration, and Thorough Communication

By: Delaney Ybarra, MA, Andrea Garrity, MS, and Erica L. Wagner, PhD

Portland State University’s Office of Student Success adopted a project management framework to improve student outcomes, starting with a pilot program to administer hardship funds.

From Volume 53 Number 2 | January–March 2025

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Planning for Higher Education Journal

Published
February 5, 2025

‘Catching’ Substantive Changes with Integrated Planning

Form a Dedicated Team to Reduce Silos, Develop Cross-Unit Collaboration, and Implement Transformative Goals

By: Rachel E. Smith, PhD, and Leslie W. Grant, PhD

Implementing changes at institutions that operate under a distributive leadership model can be challenging because academic and support units function separately. This article recommends successful ways to manage the change-making process.

From Volume 53 Number 2 | January–March 2025

Abstract: Implementing changes at institutions that operate under a distributive leadership model can be challenging because academic and support units are siloed. This article presents an example of one midsize, public, research institution’s successful strategy for “catching,” or identifying and managing, substantive changes using integrated planning. Through a centralized team of academic and support unit representatives, the academic units shared planned substantive changes, received feedback, and adjusted. The institution’s substantive change policy, infrastructure, and collaborative culture ensured the changes did not slip through the cracks or hit significant roadblocks. This article shares how the team operated, giving recommendations for institutions implementing the change practice.

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Planning for Higher Education Journal

Published
January 17, 2025

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Leaning into Institutional Effectiveness

Form Follows Function’ Drives the Need to Become a More Coherent Organization

By: Michael Bourgeois, PhD, and Daniel Seymour, PhD

Colleges and universities can transcend fragmented initiatives and cultivate a culture where cohesion is not just a buzzword but a foundational strategy for achieving educational outcomes that truly matter.

From Volume 53 Number 1 | September–December 2024

Abstract: In the labyrinth of higher education, where silos and pigeonholes abound, the principle “formfollows function” reveals a path toward greater coherence. This article explores the intersection of the completion agenda and institutional effectiveness, arguing that the key to unlocking sustainable student success lies in integrated, purpose-driven organizational design. By leaning into the evolution of institutional effectiveness, we propose that colleges and universities can transcend fragmented initiatives and cultivate a culture where cohesion is not just a buzzword but a foundational strategy for achieving educational outcomes that truly matter.

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Planning for Higher Education Journal

Published
January 10, 2025

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Include, Unleash, Excel

Embed Collaborative Practices in Planning

By: Sarah L. Collie, PhD

The value of collaborative planning is in the process and the outcome. An intentional, co-creation design improves your odds of developing a meaningful plan.

From Volume 53 Number 1 | September–December 2024

Abstract: The value of collaborative planning is in the process and the outcome. An intentional, co-creation design improves your odds of developing a meaningful plan—a plan of action and impact. By leveraging connection and collective cognition, more voices are engaged, diverse viewpoints and ideas are collected, and shared understanding is fostered. This leads to enhanced plan quality and ownership of the direction and action. The article explores the benefits of collaborative planning, the amplification of social capital, and the application of a design framework and tools for purpose-driven collaboration.

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Planning for Higher Education Journal

Published
December 20, 2024

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Planner and Counsel

Engage an Influential Partner to Advance Integrated Planning

By: Christian Osmeña, EdD

Planners and attorneys might be natural colleagues. Higher education trends are making this alliance even more critical.

From Volume 53 Number 1 | September–December 2024

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Planning for Higher Education Journal

Published
December 11, 2024

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Strategic Planning for the Uncertain Road Ahead

Collectively Set Your Institution’s GPS to the Future

By: Diana L. Young, PhD, and Holley Morris Roberts, EdD

A public liberal arts institution began an integrated, collaborative, and future-focused strategic planning process during COVID-19, enrollment declines, and financial shortfalls. Committed leadership, listening to stakeholder voices, and studying best practices from other universities paved their strong path forward.

From Volume 53 Number 1 | September–December 2024

Abstract: Georgia College & State University, a public liberal arts institution, began an integrated,
collaborative, and future-focused strategic planning process during a time of uncertainty (COVID-19, enrollment declines, financial shortfalls, etc.). This planning included shared leadership across campus to develop and implement the plan, data-informed decision-making by a diverse group of steering committee members representing all areas of campus, visits to strategically identified aspirant universities, and ongoing stakeholder engagement that included student input. These strategies leveraged the inherent qualities of a liberal arts institution while addressing the challenges and opportunities that exist in public higher education.

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