Learning Resources

Abstract: Previous work has shown the vital role of higher education in national development through knowledge production. We know that “the role of tertiary education in the construction of knowledge economies and democratic societies is more influential than ever. Indeed, tertiary education is central to the creation of the intellectual capacity on which knowledge production and utilization depend” (World Bank 2002, p. xvii). How could that be done amid conflict and war in a very fragile state? The author wanted to find out.

What are the major issues for higher education in a fragile state? Surely they include stability, safety for students and staff, continued access to learning, funding, retaining staff, and maintaining quality. But how can these be achieved? Further, does higher education play a role in facilitating stability in a war environment? We will see that it does in many ways.

Fred M. Hayward has drawn on his more than 12 years of experience working closely with the Ministry of Higher Education in Afghanistan to write this reflective narrative. Hayward is a specialist in higher education with more than 25 years of experience as an educator, scholar, senior administrator, and higher education consultant. He was senior associate for the American Council on Education for more than 10 years and executive vice president of the Council on Higher Education Accreditation in 2001 and 2002; he has been a higher education consultant for the World Bank, Carnegie Corporation, Ford Foundation, Academy for Educational Development (AED), USAID, several ministries of education, and numerous universities focusing on higher education change, governance, strategic planning, and accreditation.

Abstract: The Glendale Community College integrated strategic planning model represents a significant paradigm shift at the institution. Rather than focus exclusively on the production of a strategic plan, the college now seeks to vertically integrate planning at the departmental, divisional, and college levels and horizontally integrate planning with resource allocation and assessment across the organization. This disruptive innovation allows the college to remain true to its mission and ensures the allocation of resources to strategic priorities linked to student success.

Abstract: Succeeding at integrated planning at colleges and universities is a challenge. Many planning models do not work in higher education because they are not designed for higher education. Planning processes designed for corporations or non-profits do not account for the complex environment of higher education nor its unique challenges.

Many institutions struggle to leverage planning into lasting change because they create plans in a vacuum. They do not grasp the institution’s strategic issues or create a sound value proposition. They are not prepared for good planning.

To provide guidance on where to prioritize efforts, SCUP partnered with the Baker Strategy Group in 2015 to conduct a study with more than 2,200 leaders who plan at colleges and universities, and ran quantitative analysis on their responses. Several themes emerged around planning challenges and how to respond, which are explored in this report.

Abstract: State institutions of higher education in Connecticut are experiencing a dramatic and unprecedented period of change: the consolidation of four universities and 13 community colleges into Connecticut State Colleges & Universities (CSCU) and the creation of a new administrative structure. This article charts the early stages of this process, presenting events as they unfolded during Governor Dannel Malloy’s first term beginning in January 2011, through his November 2014 reelection, until his state budget was passed in June 2015.

Advocates of systemness in higher education are challenged to balance the promise of centralized leadership and localized prerogative in designing and implementing policy. Systemness offers the promise of synergy and innovation within and across the system guided by common purpose and vision.

This article discusses five specific implementation processes and challenges: a systemwide credit transfer articulation program; Southern Connecticut State University’s early Transform CSCU 2020 initiatives; an ongoing effort throughout CSCU to develop a systemwide identity; the potential impact of budget constraints on systemness; and difficulties selecting and developing administrators and leaders.

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: A successful collegiate strategic planning process ensures the long-term viability of an educational institution, but the reasons why some efforts succeed and others fail are myriad. This reflection, rooted in observations from the field, suggests that there may be three essential ingredients that contribute to a successful strategic planning program: leadership, context, and productive conflict.

Abstract: Postsecondary institutions are increasingly becoming more diverse. To ensure that the campus culture is appreciative of such diversity, many institutions are including language in their policies and implementing programs that demonstrate their commitment to diversity. One such means for communicating institutional commitment to diversity is through the strategic plan. As the basis for establishing institutional priorities and determining which initiatives get funded, the strategic plan can reflect the institution’s true commitment to diversity by purposefully incorporating plans for diversity throughout the document. This research sought to understand what was already being done in regard to diversity and strategic planning at both the system and individual institution level so that information can be relayed about what works and has the greatest impact and therefore should be considered when developing a strategic plan that pays attention to and appreciates diversity. Findings suggest that although institutions are including diversity initiatives in their strategic plans, there needs to be greater attention paid to diversity within the strategic plan.

Abstract: The University of Southern Indiana (USI) embarked on a unique, customized environmental scanning process different from those found in the literature and in practice. We thoroughly detail our process with an emphasis on a trend analysis of five overarching themes (demographics, business, science and technology, governance, and higher education). The results of the trend analysis were integrated with the organization’s prioritized strengths through a series of qualitative interviews with internal and external stakeholders. Finally, we summarize the outcomes associated with disseminating this work throughout our campus and describe how it will inform the next iteration of our strategic plan.