The passing of the Complete College Tennessee Act (CCTA) was a watershed moment in how the state’s institutions of higher education operated and would be funded. Under the act, state policy shifted to focus on degree production, efficiency, resourcefulness, and economic growth. This article examines how one public institution prepared itself in a fluctuating leadership climate to navigate a quickly evolving and complex planning environment. It discusses the background and fundamentals of CCTA as they relate to higher education funding, the implications for strategic planning and assessment at the university, and the promises and challenges of new accountability formulas for quality improvement in higher education.
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