Learning Resources

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: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.

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: Previous work has shown the vital role of higher education in national development through knowledge production. We know that “the role of tertiary education in the construction of knowledge economies and democratic societies is more influential than ever. Indeed, tertiary education is central to the creation of the intellectual capacity on which knowledge production and utilization depend” (World Bank 2002, p. xvii). How could that be done amid conflict and war in a very fragile state? The author wanted to find out.

What are the major issues for higher education in a fragile state? Surely they include stability, safety for students and staff, continued access to learning, funding, retaining staff, and maintaining quality. But how can these be achieved? Further, does higher education play a role in facilitating stability in a war environment? We will see that it does in many ways.

Fred M. Hayward has drawn on his more than 12 years of experience working closely with the Ministry of Higher Education in Afghanistan to write this reflective narrative. Hayward is a specialist in higher education with more than 25 years of experience as an educator, scholar, senior administrator, and higher education consultant. He was senior associate for the American Council on Education for more than 10 years and executive vice president of the Council on Higher Education Accreditation in 2001 and 2002; he has been a higher education consultant for the World Bank, Carnegie Corporation, Ford Foundation, Academy for Educational Development (AED), USAID, several ministries of education, and numerous universities focusing on higher education change, governance, strategic planning, and accreditation.

Abstract: These are times of unprecedented change in higher education. Routine or even strategic change will not be enough to sustain institutions in the near future. Challenging times require leaders with strong skills for problem solving, crisis management and resiliency in rapidly changing environments—in other words, transformative leadership. Transformative leadership skills are distinctive among leadership skills. Based on an ABC framework, the article describes connections between the As (analytics, accreditation, accountability), Bs (decisions whether to build, buy, or buddy with partners), and Cs (culture, collaboration, and courage) that it takes to be transformative.

Abstract: The article discusses the challenges that community colleges face in increasing college degree completion in an era of budget reductions and fiscal constraints. The analysis draws on data collected in the 2011 Survey of Access and Finance in which responses were obtained from all 51 members of the National Council of State Directors of Community Colleges (NCSDCC).

Abstract: University strategic planning is typically well structured with attention to both process and outcomes. However, plans are frequently not implemented in an equally process-driven manner. As a result, the product of planning efforts may not lead to the anticipated change or may even remain “on the shelf.” This article describes how Philadelphia University is using “action research” during strategic plan implementation in order to optimize campus commitment, facilitate organizational learning, and support the sustainability of change.

Abstract: So, what’s happening ‘down under’ in campus sustainability? Providing an international context, our authors use Australian examples to describe planning for campus greening, learning for sustainability (curriculum), institutional learning, and competency-based training initiatives.

Abstract: To provide access to and retain both students of color and low-income students, community colleges must change to create environments in which all students can succeed. Change strategies must focus on the core mission of the institution and rely on data regarding the experiences of students at the institution. When student data are used to inform the planning and decision-making processes at a college, a "culture of evidence" is fostered. This article explores how colleges in the "Achieving the Dream: Community Colleges Count," a funded national initiative, use the Community College Inventory of: Persistence, Learning, and Attainment, to develop a culture of evidence.

Abstract: Retaining students is a critical topic in higher education. Methodologies abound to gather attrition data as well as key variables important to retention. Using the theories of total quality management and focus groups, this case study gathers and reports data from current college students. Key results, suggestions for replication, and areas for future research are included.