Learning Resources

Abstract: The article explores campus design implications for socially equitable college and university environments. Two institutions that carry the value of social equity as dominant themes in their mission and strategic plans are showcased. Bellevue College’s equity plan acts as the cornerstone for social justice on campus. Oregon State University’s new Strategic Plan 4.0 includes sense of belonging and inclusion as core values. For both, the physical campus framework plans, used to guide campus development and design over time, fully integrate social equity through processes of engagement and physical solutions that improve a sense of welcome and inclusion.

Abstract: Active learning has been a growing trend in higher education for decades based on its positive impact on student learning and success. Colleges and universities have invested resources into expanding this teaching approach by using active learning classrooms (ALCs). But why have some institutions been successful at rapidly growing their ALCs and learning spaces, while others have struggled? This article, focusing on the higher education arena, summarizes the best practices from a large-scale study that uncovered factors that led to successful scaling of learning spaces and pedagogical approaches in colleges and universities.

Abstract: The institutions that will thrive in the future will be those that use high-quality, relevant mission-driven data as part of their strategic, integrated planning process. Because of this it is imperative to create integrated institutional effectiveness (IIE) offices that serve as the connective tissue among all units within a college or university. The data and expertise of institutional effectiveness can be leveraged to benefit the institution as a whole. In this article, we discuss the value of creating an IIE office and challenges associated with a centralized infrastructure.

Abstract: Edited by Karen L. Webber and Henry Y. Zheng
Johns Hopkins University Press: Baltimore: 2020
324 pages
ISBN: 978-1-4214-3903-7

Abstract: The division of Academic Affairs at the University of West Georgia became involved with the Society for College and University Planning and integrated planning over four years ago. The result was slowly integrating academic planning with facilities, accreditation, budget, student affairs, and student success. Just as Thomas Edison was probably not thinking about integrated planning when he was quoted on planning, we had no idea how fruitful our efforts would become. We enhanced and assessed student scheduling, learning spaces, faculty support, and student success and support services in a meaningful way that resulted in positive and measurable outcomes for improving learning and reducing costs.

Abstract: An Optimizing Academic Balance (OAB) analysis provides colleges and universities with effective tools to use in making strategic academic decisions needed to stay competitive in the context of institutional mission, program quality, market potential, cost, and revenue. The Association of Independent Kentucky Colleges and Universities recently completed a three-year statewide OAB project with the participation of 13 higher education institutions. The results supported the colleges and universities in making tough decisions.

Abstract: Data analytics related to student and institutional performance have evolved quite rapidly—and continue to advance—as the field of data science captures more attention across the higher education sector. And while data-informed decisions can help institutional leaders achieve their goals, there are increasing examples of analyses or visualizations that, when presented without the proper framework, result in misinterpretation and inaccurate conclusions. Context is critical, and erroneous deductions may lead to decisions that adversely affect student performance, program development, and policy changes.

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: The advantages of thoughtful, well-structured strategic planning and decentralized budgeting are numerous. But they bring different and sometimes conflicting perspectives to high-stakes discussions within the institution. By recognizing and preparing for these tensions, the odds increase that their potential benefits will not be eroded or eclipsed by distractions or destructive forces and they can work in harmony to help an institution accomplish its goals in an increasingly challenging environment. The author considers specific tensions and conflicts and draws on the experience of a flagship public university to suggest ways to manage these tensions and reap the benefits of both approaches.

Abstract: This article presents a range of approaches for linking budgeting to planning. After briefly discussing the natures of planning and budgeting, it presents four conceptual categories of ways to link the two. The article defines these as structural, adaptive-incremental, devolved, and holistic/advanced. No one approach will be correct for all institutions. Even where there is a system in place to link planning and budgeting, this is unlikely to be enough unless there is firm, skilled, aligned, and distributed leadership to keep the system on track toward institutional goals.