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Planning for Higher Education Journal

Published
June 1, 2000

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Moving From Oversight to Insight

By: Robert DeBard,Kelli D. Peck

Planning for change in higher education requires grassroots advocacy more than executive leadership.

From Volume 28 Number 4 | Summer 2000

Abstract: The concept of shared governance is at the cornerstone of any planning process at American colleges and universities. Respecting this need for representation, however, has created an atmosphere in which participants in the planning process have come to view their role as that of oversight aimed at protecting a constituency more than insight intended to help move an institution forward. This article suggests a strategy that can address the criticism of higher education's inertia when it comes to moving from planning to decision making while maintaining the participative management style of shared governance.

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Planning for Higher Education Journal

Published
June 1, 2000

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Open Space: An Innovative Technique for Partcipatory Planning

By: Steve Brigham

Without predetermined agendas or participants,this process increases meaningful involvement of faculty and staff.

From Volume 28 Number 4 | Summer 2000

Abstract: Campus leaders frequently feel restricted by the limited menu of options at their disposal when attempting to secure input or participation from constituencies across the campus. This article explores one innovative technique, open space technology, which has shown to produce both meaningful involvement and results across a number of campuses, whether in strategic planning, curriculum reform, teaching, or cross-unit problem solving.

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Planning for Higher Education Journal

Published
June 1, 2000

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Nexus: Digitizing Higher Education

By: Camille M. Kirk

This series explores the connected nature of higher education planning.

From Volume 28 Number 4 | Summer 2000

Abstract: Examines the use of digital technologies, especially on-line ones, and their effects on teaching and other institutional activities. Considers the particular challenges and opportunities digital technologies create in the academy. Argues that institutions must ask thoughtful questions about the appropriateness of these technologies in order to best make use of them.

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Planning for Higher Education Journal

Published
June 1, 2000

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Pondering Faculty Participation in Strategic Change

By: Susan B. Morriss

This study discusses two important topics: participation and strategic change.

From Volume 28 Number 4 | Summer 2000

Abstract: This study discusses two important topics: participation and strategic change. The paper considers why participation is seen as necessary in higher education, why participation seems not to have aided strategic planning and change processes, and if those processes are inherently flawed. Information from interviews with selected persons with experience as administrators and as faculty and from research literature provide the foundation for an exploration of how participation and processes can be improved and facilitated.

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Planning for Higher Education Journal

Published
March 1, 2000

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Nexus: Intellectual Capital–The Most Strategic Asset

By: Camille M. Kirk

This series explores the connected nature of higher education planning.

From Volume 28 Number 3 | Spring 2000

Abstract: Examines the importance of intellectual capital, defined as the creative, scholarly and pedagogical capability of faculty and staff. Argues that the intense accumulation of such capital is the greatest asset of higher education institutions, thus requiring special planning efforts that acknowledge this importance and protect it. Analyzes various contemporary academic teaching, research, and governance elements that support and constrain intellectual capital.

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Planning for Higher Education Journal

Published
March 1, 2000

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How Universities Adapt Grand Old Homes to Gain Both Space and Grace

By: David Paul Helpern,Stephen Engblom,Margaret Castillo

Universities are absorbing historic houses to fulfill their mission and round out the facilities inventory.

From Volume 28 Number 3 | Spring 2000

Abstract: Increasingly, historic or merely old houses near campuses are being absorbed by universities to fulfill their educational mission and round out the facilities inventory. But are they worth converting? Experts in assessing and adapting these residential structures discuss the pro's and con's.

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