Strategic Transformation of Higher Education by Sutin Stewart E.;Jacob W. James;

Author:Sutin, Stewart E.;Jacob, W. James;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers, Incorporated

Institutional Strategic Plans and Tactical Responses

Committed leadership and a balance between long-term strategic initiatives and short-term actions are drivers of institutional transformation in environments too often unaccustomed to change. Efforts to systemically transform higher education should be mindful of detractors and cynicism from within. Some faculty and administrators question the value and applicability of strategic and long-term financial planning.

Others argue that higher education is unique and serves the greater purposes of knowledge acquisition and behavioral growth of its students. Many worry about changes that may impair academic freedom. Some view institutional planning as commercialization and unnecessarily invasive of the academic domain. They posit that the role of college is so distinctive that no good can come from subjecting it to an approach used by other industries. One may, however, reason that while the services rendered by higher education may be unique, lessons can be learned from others who have faced similar challenges over the years and found solutions.

In order to overcome these criticisms, thoughtful attention to processes, scope, and purposes of a strategic plan matters. The time has come for an industry dedicated to data gathering and evaluation of evidence to apply such skills to beneficial internal applications.

Processes and Plans

Strategic planning requires the president and board of trustees agreeing upon processes, scope, and end-game expectations. Their steadfast support for strategic responses to changing market forces is essential. Unaffordable or vague mission statements fail to provide a basis for setting and communicating clear institutional priorities and enduring goals. A clear institutional purpose offers a basis to redesign an institutional academic, student affairs, and business model and for rational allocation of resources. Jim Collins (2001) perceptibly suggests that institutions must “first face brutal facts of reality” and “create a climate where truth is heard” (pp. 70, 74).

Some may wish to consider hiring an external consultant should those in the Office of Institutional Research lack the experience to oversee strategic planning. In either case, leadership must develop a plan-to-plan which provides the board, the president, other senior administrators, and other stakeholders with a mapping of processes, actions, timelines, and responsibilities requisite to develop and execute an institutional strategic plan. Once the board and president agree upon an approach, forums for open communication and collaboration among internal stakeholders should be put in place.

Strategic Plans, Process Management, and the Role of Leaders

Many believe that the president must own the institutional mission, vision, and statement of purpose. Ultimate accountability does reside with the CEO. But the president need not originate all ideas and innovation separate and apart from other internal stakeholders. On the contrary, depersonalization of systemic reform offers a higher potential for strategy to be embraced by a broader constituency and a greater likelihood for priorities to become institutionalized. It is one thing for a president to commit to a plan for change. It is altogether different for the president to be the singular author or driving force behind that change.

Either way, institutional transformation must integrate plans for a new, more vibrant, and sustainable business model into its model for systemic reform.

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