Learning Resources

Abstract: Contends that most planners make assumptions about planning and about human and institutional ability to change, and that these assumptions necessarily impact the outcome of strategic planning efforts. Examines the functions served in planning comprehensive institutional change, and suggests that planning failures reflect too great a focus on technique and outcome. Applies the analogy of human development to illustrate the organizational life cycle, with an exploration of institutional "identity issues" – the physical, social, and psychological aspects, as well as the institution’s sense of self.

Abstract: Extols the virtues of linking planning, assessment, and resource allocation. Using California State University-Sacramento as a model, the authors explain how this integrated planning process evolved, from an initial link between planning and budgeting to one which also included assessment. Concludes with the lessons learned from the process and a review of the challenges the institution still faces.

Abstract: Book Reviews: Strategic Change in College and Universities, by Daniel Rowley, Herman Lujan, and Micheal Dolence. Jossey-Bass, 1997. 334 pages. ISBN 0-7879-0348-5.

Abstract: Suggests that planning efforts begin not with mission statements but with key performance indicators, or KPIs, which are substantive, measurable, and specific directions that a strategic plan must address. Some of these KPIs are outside mandates, while others are internal management objectives or goals articulated by divisions or departments. The three types of KPIs form the "givens," or the foundation of the strategic plan. They take account of the various pulls on the institution, and outline more specific ways to address multiple needs and goals. Finally, they provide benchmarks against which institutions can measure the success of their planning efforts.

Abstract: As we enter the twenty-first century, we face the uncertainty of the changes that mark our transformation from the Industrial Age to the Information Age. How we meet the challenges of that transformation will determine our ability to succeed in the new age. This book, which became a national best seller, provides readers in the field of higher education with insights into how they can meet the challenges. The following chapters are included: "Paradigm Lost, Paradigm Found," "What Is Transformation?" "Realigning with the Information Age Environment," "Redesigning to Meet the Needs of Information Age Learners," "Redefining Roles, Responsibilities, and Productivity," "Reengineering Organizational Processes," and "Introducing a Transformative Model to Your Campus."

Abstract: In this article, we discuss a method for developing and writing scenarios for a college or university. We begin by reviewing the general literature on scenarios; we then detail a scenario development project at Arizona State University. This project, conducted in 1988–89, was Arizona State University's first institution-wide, futures-based planning and scenario development effort. The focus of the project for Arizona State University was planning and programming for affirmative action. An outside consultant facilitated the group-process portion of the project and instructed university staff in scenario development. Staff in the university's Office of Institutional Analysis then developed and wrote a set of three scenarios to guide the university's affirmative action programming and planning during the decade of the nineties.

Abstract: Book Review: The Executive Guide to Strategic Planning, by Patrick J. Below, George L. Morrisey and Betty L. Acomb. San Francisco: Jossey-Bass inc., Publishers, 1987. The Executive Guide to Operational Planning , by George L. Morrisey, Patrick J. Below and Betty L. Acomb. San Francisco: Jossey-Bass Inc., Publishers, 1988.