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ebook

Published
January 25, 2022

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Transforming for Turbulent Times

An Action Agenda for Higher Education Leaders

By: Donald Norris, Joseph (Tim) Gilmour, Linda Baer

Transforming for Turbulent Times: An Action Agenda for Higher Education Leaders can prepare your institution for the new learning ecosystem that will revolutionize work and learning by 2030. This book outlines a proven, eight-step process for planning, leading, navigating, and orchestrating the transformation necessary to thrive in the new world of knowledge, work, and learning. Whatever your role in your college, university, or learning enterprise, you’ll learn the principles, techniques, and actions that will make you indispensable to its transformation in these turbulent times.
Abstract: Higher education is entering a period of unparalleled turbulence. By 2030, a global knowledge, work, and learning ecosystem will revolutionize work and learning. It will empower individuals to fuse learning, living, and work over 60-year time spans. Tens of millions of additional learners—or even more—will be added to the global learning force. To compete in this rapidly expanding arena, traditional institutions will need to transform, starting now.

Transforming for Turbulent Times: An Action Agenda for Higher Education Leaders will help you support your institution in its efforts to rise to these challenges.

This book outlines a proven, eight-step process for planning, leading, navigating, and orchestrating the transformations necessary to thrive in this new ecosystem. Whatever your role in your college, university, or learning enterprise, you’ll learn the principles, techniques, and actions that will make you indispensable to its transformation in these turbulent times.

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$45

Webinar Recordings

Published
December 9, 2021

How Assessment Can Improve Your Campus’s Active Learning Spaces

By: David M. Zaiser, HDR | Shannon Dowling, Ayers Saint Gross | Alice Donlan, University of Maryland | Hilary Gossett, University of Maryland | Jeffrey Ashley, Jefferson (Philadelphia University + Thomas Jefferson University)

Come join us for an engaging and interactive session that will provide you with critical, campus-tested planning tools that you can use in your own classroom assessment to improve your campus learning environment.
Abstract: Higher education planners recognize the crucial role that active learning spaces play in improving student outcomes, but identifying the specific characteristics that make these environments most beneficial for student success is still an evolving process. Representatives from two institutions—one private, the other public—will share their experiences and highlight the planning tools they use to assess active learning spaces aimed at powering student gains. Come join us for an engaging and interactive session that will provide you with critical, campus-tested planning tools that you can use in your own classroom assessment to improve your campus learning environment. This webinar was brought to you by the SCUP Mid-Atlantic region.

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$65

Planning for Higher Education Journal

Published
November 15, 2021

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Book Review: Big Data on Campus

Data Analytics and Decision Making in Higher Education

By: Brooke L. Guelker, MA

From Volume 50 Number 1 | October–December 2021

Abstract: Edited by Karen L. Webber and Henry Y. Zheng
Johns Hopkins University Press: Baltimore: 2020
324 pages
ISBN: 978-1-4214-3903-7

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Report

Published
November 9, 2021

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Designing and Developing Mature, Mission-Aligned Online Academic Programs at Jesuit Institutions

By: Royce Robertson, PhD

This is a SCUP Fellow Research Project Final Report for the 2019–2020 program. Online education should not be perceived as a distraction of the mission—rather, an enhancement of it.
Abstract: Online academic programs can bring your institution's mission to life . . . but it won't happen by accident. You need processes that intentionally integrate your mission into course design and development. This research examines these processes at Jesuit institutions, using a maturity model to evaluate how the mission is considered and acted upon during instructional design. The insights and advice shared can help any institution, from community colleges to research universities. Learn how you can start bringing your mission to life in your online courses.

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Planning for Higher Education Journal

Published
November 5, 2021

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The Integrated Triad

Apply the Three Time Horizons Perspective to Planning and Governance

By: Jim Downey, PhD

An integrated model of three horizons, three areas of planning, and three types of governance is presented as a framework for institutional leadership.

From Volume 50 Number 1 | October–December 2021

Abstract: The global COVID-19 pandemic has fundamentally changed the world of higher education. As institutions look to the future, beyond the end of the pandemic, significant uncertainty exists. There is little question that colleges and universities will have to do a better job at planning, and boards at governing, to flourish in the years ahead. In this article an integrated model centered around three different time horizons, three areas of planning, and three types of governance is presented. The model can serve as a framework to demonstrate how these are all related, self-reinforcing, and usable as an aid for institutional leadership.

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Planning for Higher Education Journal

Published
October 13, 2021

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Mission-Aligned Online Academic Programs at US Jesuit Institutions

Identify and Implement Practices That Mature the Development of Courses

By: Royce L. Robertson, EdD

A custom survey measured the process maturity involved in planning, implementing, and evaluating online offerings that reflected the principles of Ignatian Pedagogy.

From Volume 49 Number 4 | July–September 2021

Abstract: The purpose of the research was to observe process maturity associated with the design and development of mission-aligned online academic programs at Jesuit institutions in the United States. Twenty of the twenty-seven American Jesuit institutions were represented, including respondents who were most responsible for implementing the process used to design and develop online courses and programs. A custom survey was created to measure the process maturity involved in planning, implementing, and evaluating the design and development. The research design focused on narrative analysis of each institutional mission, which identified themes and keywords that were included in the custom survey.

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Conference Recordings

Published
July 15, 2021

2021 Annual Conference | July 2021

Don’t Get Me Started

Launching Integrated Planning Through Crises and Change

By: Brian Berry, University of Arkansas at Little Rock | Erin Finzer, University of Arkansas at Little Rock

This session will address the university's setbacks, challenges, opportunities, and solutions in launching a shoestring integrated planning process amidst multiple crises.
Abstract: In the midst of post-COVID enrollment and financial troubles the University of Arkansas at Little Rock learned to leverage planning and accreditation to build community and resilience. This session will address the university's setbacks, challenges, opportunities, and solutions in launching a shoestring integrated planning process amidst multiple crises: retrenchment, restructuring, leadership changes, an accreditation visit, COVID, and new enterprise resource planning (ERP) software. Find out how your institution can apply out concrete, low-cost, real-life strategies for initial integrated planning initiatives as well as respond to common setbacks and pitfalls in a VUCA context.

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Conference Recordings

Published
July 14, 2021

2021 Annual Conference | July 2021

Post-Pandemic Pivots

Seizing this Moment of Opportunity

By: Ken Steele, Eduvation Inc.

In this session, we’ll explore how to step back from moments of crisis and see them in perspective, as moments also brimming with opportunity to regroup, rethink our strategies and refocus our resources to lead.
Abstract: In turbulent times, visionary leaders and their committed crews recognize the winds of change, reset their sails and change course so they emerge in a better position than before. The global pandemic of 2020-21 has been a once-in-a-century disruption for education at all levels, which has magnified pre-existing inequities and vulnerabilities, and compressed a decade’s worth of social and technological change into a year. Even once this threat has past, many of our campuses will see recurrent disruptions from extreme weather events, other zoonotic viruses, geopolitical conflict, wildfires or flooding. We know now that business and academic continuity will demand flexible, lower density approaches and an integrated, omnichannel approach to student services, scholarship and learning. It can be challenging to step back from moments of crisis and see them in perspective, as moments also brimming with opportunity to regroup, rethink our strategies and refocus our resources to lead positive

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Planning for Higher Education Journal

Published
March 26, 2021

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Keep on Keepin’ on

Customized Retention Practices Helped Low Income and Single Mom Students to Persist

By: Andrew J. Smith, EdD, and Jennifer Vamvakas, EdD

A support program for low-income and/or single-mother students to improve their persistence and retention was revisited 15 years after it had been launched at Charter Oak State College. Did follow-up with the graduates show that the effort had aided the former participants in obtaining their college degree? Had the collaboration between the institution’s Academic Services, Enrollment Management, and Financial Aid departments—and the support they offered—help the students to persevere? Based on survey results, was the program still of value, and what improvements needed to be made?

From Volume 49 Number 2 | January–March 2021

Abstract: This article is based on follow-up survey research from a doctoral case study that highlighted effective retention practices for low-income and/or single mothers who were students within the Women in Transition (WIT) program at Charter Oak State College. The concept of retention in this instance is an enrollment management practice aimed at maintaining a student population while aiding the institution in sustaining organizational success. Emphasis is placed on the retention concepts of social and academic integration that enabled the specific population to persist and succeed.

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Planning for Higher Education Journal

Published
February 26, 2021

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American University of Beirut’s Meta-Assessment Framework

Rubrics Improve Evaluation Processes, Set Clear Expectations, and Help in Decision-Making

By: Hiba Itani, M.Ed, MEM, Dania Salem, M.Ed, MEM, and Ali El-Hajj, PhD

In a higher education setting, it is important to evaluate assessment processes, establish clear expectations, and efficiently make decisions. Doing so will support program and unit outcomes and periodic program and unit reviews, aligning with the institution’s strategic plan and optimizing budget allocation.

From Volume 49 Number 2 | January–March 2021

Abstract: This article presents a framework for developing a meta-assessment process for evaluating assessment practices in higher education institutions. Meta-assessment is important for improving assessment processes, setting clear expectations, and efficient decision-making. The comprehensive literature on this topic that is included in this article suggests that developing meta-assessment rubrics is an effective method for evaluating assessment. The meta-assessment results can be used in combination with qualitative resources to encourage program self-improvement. At the American University of Beirut, different meta-assessment checklists were developed based on best practices for evaluating program learning outcomes assessment, unit outcomes assessment, periodic program review, and periodic unit review.

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