Learning Resources

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: Many institutions of higher education develop assessment systems to demonstrate evidence of value added and to meet accreditation requirements. The sustainability of such assessment systems is usually defendant on creating a culture of assessment, which entails establishing shared values and principles and implementing practices designed to meet organizational goals. A survey of 119 assessment professionals revealed both the challenges and facilitating factors in creating and sustaining a culture of assessment. This article presents the survey results organized by an institution’s stage of development in establishing a culture of assessment: beginning, progress, or maturation. The article also provides specific examples to help institutions move along the continuum or improve their current practices and concludes with a discussion of policy implications

Abstract: The Balanced Scorecard is a planning model used extensively in business to provide direction and accountability to an organization. Despite the demonstrated success of the model, it has not been widely used in higher education. This article compares and contrasts the use of the Balanced Scorecard by two small, private colleges. The article includes examples of how the model was implemented, how it is used for cyclical improvement, and how it can be used to improve communication concerning institutional planning.

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: This book provides insight on the higher education assessment process with an emphasis on planning and metrics. Using their extensive experience on the University of Delaware campus, the authors give numerous examples of the integrated nature of planning. Intended for anyone on campus who is involved with the planning or accrediting process.

Abstract: New subscribers to the Harvard Business Review receive as a bonus with their first issue a compilation of fifteen classics, which appeared in previous HBR issues. One article, “Leading Change: Why Transformation Efforts Fail”, by John P. Kotter, first appeared in the March-April 1995 issue and is often referenced as a guide to strategic change in organizations. It is the purpose of the article to evaluate a change process undertaken at a large comprehensive baccalaureate institution in the context of Kotter’s suggested eight steps in transforming an organization.

Abstract: This article uses the results of a national study to propose several multidimensional planning models for institutional planners and researchers. It focuses on developing, supporting, and using a number of dimensions within six domains that the research study identified as important factors for inclusion in planning models. The domains are external influences on student assessment, institutional context (type, control, and size), institutional approach to student assessment, institution-wide support for student assessment, assessment management policies and practices, and uses and impacts of student assessment.

Abstract: A review of “Assessing Educational Outcomes,” by Peter T. Ewell, (ed.), New Directions for Institutional Research Issue Number 47, San Francisco: Jossey-Bass, Inc., 1985.