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Planning for Higher Education Journal

Published
December 1, 1998

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How Much Do Faculty Really Teach?

By: Michael F. Middaugh

Tenured and tenure-track faculty generate a much larger proportion of undergraduate teaching activity than might be expected.

From Volume 27 Number 2 | Winter 1998–1999

Abstract: This paper revisits anaylsis done in the 1996, using data from the Delaware Study of Instructional Costs and Productivity. That analysis found that tenured and tenure track faculty generate a much larger proportion of undergraduate teaching activity then might be expected in light of public criticism of American higher education. The 1996 methodology is replicated using data from two most recent iterations of the Delaware Study. The result is a three year trend line that more clearly indicates how much faculty really teach, and associated coast and productivity measures.

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Planning for Higher Education Journal

Published
December 1, 1998

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Will Colleges and Universities Become Brands?

By: Chris Riley

20th century advertising may be a critical factor for the successful 21st century university.

From Volume 27 Number 2 | Winter 1998–1999

Abstract: First, I will explain what I consider to a brand to be. This will give me a framework to look forward to the possible futures of the college or university brand. I will summarize some key trends facing your target consumers: future students and the employers of those students and come to some obervations about the realtionship between our brands and these "consumers". I will then illustrate some of this thinking with a real example where I have, in recent months, been able to work with a small collee in Portland to try to out some of this thinking and help create a University Brand.

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Planning for Higher Education Journal

Published
December 1, 1998

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Quality as Stealth

By: J. David Arnold,J. David Harman,Deborah L. VanderBilt

One college provided a stealthy introduction to total quality management-seen by many faculty as a "corporate" concept-in the development of program review and strategic budget reductions.

From Volume 27 Number 2 | Winter 1998–1999

Abstract: This paper is a case study describing the use of Quality tools-without identifying them ("stealth") to aviod a strong faculty prejudice against Quality as a "corporate" concept-to lead to a task force to address critical budget issues and initiate a strategice program review involving assessment. Using How to Make Meetings Work (Doyle &Straus, 1993) as a guide, the task force successfully concluded the review process operating by consensus, mission-based priciples, and 30 quanitative/qualitative measures.

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Planning for Higher Education Journal

Published
October 1, 1998

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Evaluation Criteria for Distance Learning

By: Robin Dasher-Alston,Gerald W. Patton

Asking the right questions might be more important than finding the answers.

From Volume 27 Number 1 | Fall 1998

Abstract: Considers not only how technology has affected teaching and learning, but how we might rethink the roles of teacher and student as a result of new technologies. Examines various aspects of distance learning programs, from implementation to cost to quality assurance, and suggests some guidelines for planning and assessment.

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Planning for Higher Education Journal

Published
October 1, 1998

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What Exactly Should Be Restructured?

By: George C. Keller

From Volume 27 Number 1 | Fall 1998

Abstract: Book review of The Responsive University: Restructuring for High Performance, edited by William Tierney. Johns Hopkins University Presss, 1998. 172 pages. ISBN 0-8018-5715-5. Pull quotes: "If the power of academic departments is weakened and numerous deans and vice presidents are 'eliminated,' who will restructure the institution and reallocate resources, and how?"

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Planning for Higher Education Journal

Published
October 1, 1998

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Mending the Stanford Campus

By: Charles Lockwood

A university set out to reclaim the vision of its century-old master plan.

From Volume 27 Number 1 | Fall 1998

Abstract: Features the attempts of Stanford University to undo past errors in campus development, with a renewed focus on landscape planning designed to unify the campus. When possible, institutional planners have sought to return to the original campus landscape plan. The author discusses various impediments to the project, and examines several landscaping projects in detail. Concludes with lessons learned in the process, including the need for a comprehensive master plan, the importance of developing new funding sources, and the necessity of consistent and proactive leadership.

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Planning for Higher Education Journal

Published
October 1, 1998

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Defining the Net Generation

By: Melinda G. Spencer

From Volume 27 Number 1 | Fall 1998

Abstract: Book review of Growing Up Digital: The Rise of the Net Generation Pull quotes: "Unlike television, whose users are passive observers, today's digital technologies present individuals with an interactive learning environment where they actively control their learning experiences."

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Planning for Higher Education Journal

Published
October 1, 1998

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How to Conduct Focus Groups

By: Karen Fox

From Volume 27 Number 1 | Fall 1998

Abstract: Book review of Planning Focus Groups, by David Morgan with Alice Scannell. SAGE Publications, 1997. 139 pages. ISBN 0-7619-0817-X paperback. (Also available as part of the six-volume Focus Group Kit, ISBN 0-7619-0816-1.) Pull quotes: "Familiarity with the concept of focus-group research has often outstripped the development of sophisticated understanding of what useful focus-group research entails."

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