Learning Resources

Abstract: Academic strategic planning can be difficult given the bevy of stakeholders and often multiple sets of accreditation criteria. Recognizing the limits of the traditional SWOT model, our program chose to use the Strategic Planning Engine model. The model itself is quite laborious, and to increase its usability, we simplified the environmental assessments. Our results proved to be useful and relevant, and we developed a series of feasible objectives. In this article, we describe and evaluate our experience. In comparison to SWOT, we found this process to be more objective and replicable, scalable and responsive to multiple criteria, flexible to accommodate changing strategic plans or criteria, and transparent. With that being said, we caution about the level of labor required and organization and communication needed. Finally, we recommend implementing a leadership team, a communication plan, and a plan on how to respond to uncontrollable circumstances and developing a level of comfort with limited resource allocation.

Abstract: This article describes the philosophy and delivery of a strategy designed to proactively cultivate the knowledge and ability of mid-level academic administrators to understand and conduct integrated strategic planning. The strategy combines theory, content knowledge, and leadership development to enhance the capacity and effectiveness of future higher education leaders. As opposed to traditional on-the-job training, this strategy can eliminate early career mistakes and enhance planning skills in executive positions to improve the effectiveness of academic leaders. This article uses a conceptual framework grounded in teaching and learning, with strategic decision making emanating from key higher education knowledge bases. The strategies presented in the article cultivate the knowledge and decision-making capacity of mid-level faculty and administrators, enhancing the higher education leadership of tomorrow.

Abstract: The past two decades have seen great social change and both massive consolidation and expansion of institutions of higher education, clearly presenting circumstances warranting the use of formal approaches to planning. Varying planning theories, past failures and successes, and differing circumstances have generated several partially contrasting planning models to guide organizational change. Therefore, institutions of higher education have a variety of such approaches from which to choose. This article presents a case study illustrating the use of several approaches to planning that is distinctive because it relies heavily upon experience-based planning, examples of which are unfortunately lacking in the literature base.

Abstract: The number of individuals receiving a U.S. doctorate degree continues to grow; however, we know little about the precise factors that affect wages for recent doctorate recipients over time. Using data from approximately 10,000 respondents who completed the Survey of Doctorate Recipients, the study presented in this article examines factors contributing to wage growth over the time period 1999–2008. Findings show wage benefits for degree recipients over the decade, but also show significant differences by gender, race, discipline, and other characteristics. Findings have strong implications for individuals who may consider doctorate or other advanced training, for academic planners, and for policies in graduate education.

Abstract: The issue of better measurement of faculty productivity is securing increasing attention from national and state sources. Most discussion of this important topic focuses solely on the instructional component of how faculty spend their time. Productivity, to be assessed more completely, needs to be unbundled into its three component parts: instruction, research, and service. In addition, productivity alone is inadequate as a measure of faculty outcomes; what is required is a coupling of output with quality indicators. This article disaggregates productivity into its three parts and suggests quality measures to provide a fuller explanation of institutional behavior.

Abstract: If faculty senates are to maintain a place in the modern university, then they must be both effective and viewed as such by faculty, administrators, and other campus stakeholders. One way to shape faculty senate efforts is to create and exploit a clearly defined mission statement. In this article, we offer a four-step, committee-driven, technology-assisted process to develop a mission/vision statement that is anchored in the theory. The proposed process is efficient and easy to administer and can be used at other universities. We also discuss our experience with the process and offer recommendations for other university faculty senates.

Abstract: In February 2008, the U.S. Army and Fayetteville State University established a partnership that has changed the process of healthcare education for active duty social workers. Before this time, the army relied on public universities to be solely responsible for recruiting, evaluating, and educating active duty social workers to serve the needs of service members and their families. However, to meet an immediate need for more social workers to deal with the wounds caused by the War on Terror and to help it get the best possible return on its educational investment, the army decided to partner with a university to establish a distance education Master of Social Work program at the Army Medical Department Center and School at Fort Sam Houston, Texas. Fayetteville State University in Fayetteville, North Carolina was the university partner selected. This article outlines the background of the partnership and the issues other public universities should consider if they want to partner with the military or another federal agency. The article also highlights the benefits of such a partnership.

Abstract: Until recently, there has been no credible, reliable source for instructional cost data on a national basis for two-year colleges in the United States. To fill this need, the Kansas Study of Community College Instructional Costs and Productivity was designed and implemented as a national data collection and reporting consortium. Based on the four-year college and university Delaware Study of Instructional Costs and Productivity, the Kansas Study collects and reports community college instructional costs and faculty workload at the academic discipline level of analysis. This article analyzes aggregate national data from the Kansas Study to determine the major instructional cost drivers for community colleges nationwide.