Learning Resources

Abstract: California Community Colleges, since 2014, have explicitly targeted retention, transfer, and completion outcomes through a mandated planning process supported by newly-allocated fiscal resources. The policy focuses on equity-driven institutional planning that identifies and addresses disparities for specific groups (e.g., Latinx students, foster youths, veterans). This article shares insight from five years of case study research, exploring how senior administrators address Latinx student transfer inequity through new culturally-relevant strategies. Within California, Latinx students comprise the largest share of transfer-aspirants, but they have significantly lower rates of academic success. Key lessons are shared to leverage planning efforts to improve outcomes for underrepresented minority students.

Abstract: Space planning and capital programming should reflect an institution’s role and mission. Relating data analysis to institutional priorities is key to effectively communicating institutions’ needs to funding agencies. The Florida State and Georgia University Systems employ varied approaches to their space standards, planning, and capital programs. We’ll compare these approaches and discuss best practices for determining the effectiveness of space use and the planning process. Come learn about accuracy in space planning metrics, how to appropriately apply them in campus-wide planning and building programming, and how to relate needs to your institution’s strategic goals and performance indicators for funding.

Abstract: Often people leading the implementation of new initiatives or response plans have enthusiasm and dedication, but lack specific skills, tools, and methods necessary for success. We will share how University of Illinois has introduced project management tools and processes to help stakeholders implement plans and use resources more effectively. You'll learn how providing a defined path from idea to implementation ensures initiatives are evaluated and prioritized, resources are deployed effectively, and projects are supported correctly.

Abstract: In April of 2017 the University System of Georgia (USG) launched a system wide initiative, known as the Comprehensive Administrative Review (CAR). The charge was to identify and implement administrative service improvement, efficiencies, and administrative cost savings that can be redirected to student success efforts and core academic programs. As Chair of the CAR Steering Committee, Dr. Marrero will outline the objectives of the CAR, the process, implementation and reporting structures, and the results to date. Furthermore, as a President of two USG comprehensive universities during the process of and initial implementation of CAR (University of West Georgia and Georgia Southern University), Dr. Marrero will provide an institutional perspective and insight into building a culture of high performance with a focus on evidence-based leadership, accountability, and continuous improvement. The session will highlight why investing in and engaging your people is critical in building a culture of continuous improvement.

Abstract: Strategic planning often involves the development of new or revised policies. Policy communication and operationalization can significantly impact morale and strategic plan buy-in and we must consider it in a well-planned and integrated manner in order to produce effective change. This presentation will focus on lessons learned in policy roll-out, and through sharing your own experiences, you will gain an increased understanding of challenges and opportunities in policy roll-out that can inform strategic planning decisions on your campus.

Abstract: For most institutions of higher learning to thrive amid the shifting demographics, financial outlooks, and value propositions of the 21st century, they must design and implement change that is comprehensive rather than compartmental. Since such change comes hard to institutions steeped in century-old traditions, there are few colleges or universities that have undertaken it. Hiram College (OH) is an exception. Given the dearth of lessons from the field, the Hiram College president offers this constructive and realistic example of systemic change and the five possible steps that academic leaders and trustees elsewhere might consider before triggering it.

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: This article explores how the University of the West Indies can become economically sustainable and relevant by using its human capital to generate wealth and develop strong linkages between academia, the private sector, and governments. It makes a clear distinction between institutional and research-driven innovations, listing examples and best practices found throughout the university. Further, it presents a practical road map for enhancing both organizational- and research-based innovations within the university while aligning its vision of becoming an innovative institution with government policies and the private sector agenda. It also proposes key performance indicators to benchmark innovations at the university that can be emulated by other tertiary level institutions regionally and internationally.

Abstract: The community colleges in the State University of New York system leveraged “systemness”—the idea that working together can greatly enhance the possibility of positive results—in creating a statewide program to retrain dislocated TAA-eligible workers and returning veterans for high-quality, high-paying jobs in the skilled manufacturing sector. By aligning with the strengths of each college, curricula in areas such as photonics, optics, advanced manufacturing and machining, and semiconductors and mechatronics were created, leading to a diploma or certification and thus to increased probability of hiring. Regional employers and government workforce agencies were also part of the leadership teams, helping to create programming that was specifically focused on the needs of these vital industries.