Learning Resources

Abstract: In 2009 the Arizona University System (supporting over 130,000 enrollments) through its Board of Regents directed its board president and the presidents of Arizona State University, University of Arizona, and Northern Arizona University to create an operational plan that reflected the board’s vision, goals, and strategic directions. A primary objective was to transform the system (or enterprise) vision into concrete goals and outcomes that would directly connect to financial decision making at the system and university level. The backdrop for higher education planning and budgeting expectations included the continuation of severe reductions in state funding, rapidly increasing student tuition and fees, and a call for greater accountability. The planning processes were characterized by the integration of board and presidential discussions, inclusion of constituent debate, identification of strategic choices, and approval of outcomes focused on measuring performance. The integration ran across and within three organizations or levels that included the Arizona Board of Regents, its system administration, and the three universities.

Abstract: Strategic partnerships are a smart fiscal and educational move for higher education institutions. Many of the nation’s community colleges have long explored symbiotic arrangements that benefit student, community, and school. This article examines three schools’ interactions with their host communities and explores how partnerships help deliver on their role as a true community amenity—from providing their students with state-of-the-art learning environments and working with industry leaders to enhance curricula to reaching a geographically disadvantaged demographic of potential students. Partnership opportunities are broad and plentiful and are often only limited by an institution’s imagination.

Abstract: A reprint of the 1976 article with a new 2015 introduction by the author.

Original abstract: Drawing on his experience as Provost for Planning at West Virginia University, Raymond M. Haas deals in the following article with the importance of a proper charge to the Planning Office as a means of achieving integrated planning. He further proposes that the role of the Planning Office should be clearly coordinative in the nature--to the point where its only responsibility for actual planning should be in planning the planning process. Finally, he argues that "... integrated planning can be achieved only when planning is a regularly scheduled activity which occurs frequently, and which produces results that manifest themselves in the allocation, reallocation, and effective use of resources within the institution." The author's remarks have been adapted from his presentation at the Society's 11th Annual Conference in Washington, D.C.

Abstract: The capital renewal and replacement of the nation’s public higher education facilities has been a growing problem for several decades. While the need for new and improved facilities has increased over the years, many campuses simply have too many aging infrastructures that are too costly to replace. This, at a time when we have less than favorable economic conditions, only adds to the situation. As the age, size, and complexity of buildings continue to grow, so too does the amount of maintenance funding required to keep buildings in good working order. The purpose of this study was to assess and compare the 50 states’ efforts of funding public higher education capital needs. This study investigated areas relating to capital needs financing, planning, decision-making processes used in each state, available funding, and future directions in the various states. Of the 50 states, 41 states responded, representing 82 percent of the 50 states.

Abstract: Drawing on his experiece as Provost for Planning at West Virginia University, Raymond M. Haas deals in the following article with the importance of a proper charge to the Planning Office as a means of achieving integrated planning. He further proposes that the role of the Planning Office should be clearly coordinative in the nature--to the point where its only responsibility for actual planning should be in planning the planning process. Finally, he argues that "... integrated planning can be achieved only when planning is a regularly scheduled activity which occurs frequently, and which produces results that manifest themselves in the allocation, reallocation, and effective use of resources within the institution." The author's remarks have been adapted from his presentation at the Society's 11th Annual Conference in Washington, D.C.