Learning Resources

Abstract: The complexity of college pricing policies makes it difficult for students and families to understand how much they will have to pay and which colleges will fit their budgets. Colleges and universities should be able to explain their pricing and aid policies and why they have chosen them. Both financial aid and the high returns on a postsecondary education make college more affordable than most people believe. Colleges should take responsibility for clarifying this confusing issue.

Abstract: This article provides an overview of the process for the design of a new institutional chart of accounts. It includes some background as to the nature and purpose of a chart of accounts and also speaks to the details of the design process. Implications for data security and usability through design are highlighted, and practical tips on the process to ensure inclusion are featured.

Abstract: A budget model shapes the way a campus operates in a fundamental way. Redesigning a campus budget model could actually happen relatively quickly from a technical standpoint. However, extensive engagement, collaboration, and conversation are key to a successful implementation. In this article, the authors chart the budget model redesign process at UC Riverside, which followed a uniquely grassroots approach. Changing the budget model at UC Riverside was about changing mind-sets, incentives, and behaviors—not just about the numbers. UC Riverside’s phased approach to its redesign process may be instructive to other higher education institutions considering undertaking such a major change initiative.

Abstract: As colleges and universities plan efforts to improve financial reporting and analysis, which often entail making costly investments in new systems and tools, they should first evaluate whether to redesign the institution’s chart of accounts. The chart of accounts is the DNA of financial reports and is used to track financial activity across the institution. This article proposes a planning, evaluation, and design process for a new chart of accounts and identifies key considerations for leaders undertaking this effort.

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: Before the recession, planning offices were the workhorses supporting institutional growth strategies by translating the ambitions of senior administrators into action. However, the recession derailed many institutional ambitions; austerity suddenly supplanted growth. The future role of planners seems uncertain beyond operationalizing short-term damage control. Yet this article asserts that planners are uniquely positioned to assume an essential role in colleges and universities: sensemakers and sensegivers. Through sensemaking and sensegiving, planners can focus institutional dialogue on the meaning of austerity. Instead of accepting resource constraints as a ubiquitous rationale for retrenchment, planners can guide institutional dialogue toward acknowledging that new constraints merely discipline earlier ambitions within new parameters.

Abstract: Strategic planning is an important tool, but the sole dependence on it across departments and campuses has resulted in the underutilization of equally important methods of analysis. The evolution of higher and postsecondary education necessitates a systemic industry analysis, as the combination of new providers and delivery mechanisms and changing social parameters gives rise to increased competition and innovation. This article tests the applicability of Porter’s five forces model to the higher education industry. While the model provides significant insight into the industry, it has been revised in this article to incorporate government as a prominent sixth force in the analysis.

Abstract: Modern design and planning are routinely confounded by endemic conditions of deep fragmentation, rampant bureaucratization, and ineffective regulation. Such barriers hamper our ability to succeed in the execution of responsive, responsible, and superb ventures. Added to the mix are cost escalation, outdated technologies, cumbersome techniques, conservative posturing, and the damages of “value” engineering. In such a milieu, it becomes extremely difficult to move from concept through construction with clarity, continuity, and even integrity. Abandoned are often the inspiring, enduring, and delightful qualities that elevate buildings to Architecture. Innovative mindsets and methods must be realized to improve the quality of our built environments, especially considering resources are limited, expectations are soaring, and the need for change is non-negotiable. The author presents a holistic integrative framework for more successful and sustainable environmental design. Included are considerations of agility, fitness, diversity, and delight—aspects that loom large in equations for ingenuity in contemporary times.

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: Book Review: Innocenece and Experience, by Stuart Hampshire. Harvard University Press, 1989. 189 pages.