Learning Resources

Abstract: Southeast Community College (SCC) transformed its departmental planning by embedding a cultural goal within its strategic plan. The goal focused on creating a positive, reflective, inclusive, and transparent institutional climate—through the implementation of departmental FAST goals. That goal type refers to those that are frequently discussed, ambitious, specifically measured, and transparent, which represents an alternative to the commonly used SMART goal-setting approach. This article describes how a change of climate at SCC set the stage for the conversion to FAST goals—and improved engagement in and ownership of strategic and departmental planning.

Abstract: It has often been said that culture eats strategy for breakfast. While that can often be true, it does not have to be that way. Culture and strategy can be close companions and highly complementary when positioned as mutually reinforcing parts of the planning process. When strategy is developed with an appreciation for cultural strengths, it has a better chance to move beyond words on a screen or on paper. At the same time, organizational strategy can strengthen and reinforce an improved organizational culture.

Georgia Tech is using a technique called appreciative inquiry to build a positive, productive culture through the strategy development and implementation process. This approach reinforces the positive elements of the current culture while clearly defining the cultural attributes needed for success in the future.
This discussion will explore ways to draw out the best in organizational culture to create an effective strategy while also using strategy to steer culture in a positive direction.

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Abstract: Many professionals have specialized degrees that allow them to solve problems within their disciplines, but their lack of collaboration training can be a roadblock to success. In this session, we will equip you with the tools you need to facilitate and encourage collaboration in your projects. You will learn how to recognize and prevent obstacles to collaboration—both internal and external—to help your coworkers and institution move from simply cooperating to collaborating.

Abstract: The study described in this article investigated diversity in a unit within a postsecondary institution using the model described by Cox in Creating the Multicultural Organization by verifying the unit’s view of diversity, examining existing strategies used for diversity, evaluating consistencies, and identifying areas of improvement. The study included an analysis of unit employees to verify broad diversity by race and gender and an interview with senior leadership about the strategic plan for the unit on matters related to diversity. Overall analysis showed that the unit is doing better than most peer institutions in hiring female and minority candidates for positions. However, there are gaps in the unit’s approach to diversity that impact its ability to be an effective multicultural organization.

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: State institutions of higher education in Connecticut are experiencing a dramatic and unprecedented period of change: the consolidation of four universities and 13 community colleges into Connecticut State Colleges & Universities (CSCU) and the creation of a new administrative structure. This article charts the early stages of this process, presenting events as they unfolded during Governor Dannel Malloy’s first term beginning in January 2011, through his November 2014 reelection, until his state budget was passed in June 2015.

Advocates of systemness in higher education are challenged to balance the promise of centralized leadership and localized prerogative in designing and implementing policy. Systemness offers the promise of synergy and innovation within and across the system guided by common purpose and vision.

This article discusses five specific implementation processes and challenges: a systemwide credit transfer articulation program; Southern Connecticut State University’s early Transform CSCU 2020 initiatives; an ongoing effort throughout CSCU to develop a systemwide identity; the potential impact of budget constraints on systemness; and difficulties selecting and developing administrators and leaders.

Abstract: A reprint of the 1976 article with a new 2015 introduction by the author.

Original abstract: Drawing on his experience as Provost for Planning at West Virginia University, Raymond M. Haas deals in the following article with the importance of a proper charge to the Planning Office as a means of achieving integrated planning. He further proposes that the role of the Planning Office should be clearly coordinative in the nature--to the point where its only responsibility for actual planning should be in planning the planning process. Finally, he argues that "... integrated planning can be achieved only when planning is a regularly scheduled activity which occurs frequently, and which produces results that manifest themselves in the allocation, reallocation, and effective use of resources within the institution." The author's remarks have been adapted from his presentation at the Society's 11th Annual Conference in Washington, D.C.

Abstract: Most colleges and universities have well-developed strategic plans. But these plans may not be helpful if there is a sudden or unexpected leadership transition or crisis. Sadly, succession planning is the least understood and practiced form of planning in higher education. This neglect often results in leadership crises, confusion in leadership, disorganized search and transition processes, and a lack of appropriate professional development. This article provides a clear explanation of the meaning and purpose of succession planning as well as a guideline and process for implementing succession planning in any institution of higher education.