Meaningful Planning for the Meaningful Planning for the Campus of the Future: A Cultural Campus of the Future: A Cultural

Approach to Strategic ChangeApproach to Strategic Change

Cathy A. FleurietCathy A. FleurietAna Lisa GarzaAna Lisa Garza

Presented at the 2006 Annual Meeting of the Southern Presented at the 2006 Annual Meeting of the Southern Association of Colleges and SchoolsAssociation of Colleges and Schools

Presentation GoalPresentation Goal

To highlight components of the collaborative To highlight components of the collaborative strategic planning and assessment process used strategic planning and assessment process used at Texas State University-San Marcos that led to at Texas State University-San Marcos that led to a “living” plan that continues to drive university a “living” plan that continues to drive university goals and initiatives goals and initiatives

Presentation ObjectivesPresentation ObjectivesThe presentation specifically addresses:The presentation specifically addresses:

The “bottom up, top down” process used to The “bottom up, top down” process used to create unit, college, division, and university create unit, college, division, and university plansplans

Communication strategies implemented to Communication strategies implemented to establish a collaborative, unified culture of establish a collaborative, unified culture of buy-in from the entire university communitybuy-in from the entire university community

Results of assessment and feedbackResults of assessment and feedbackAction plan for integration and improvementAction plan for integration and improvement

Issues Faced with Previous ProcessIssues Faced with Previous Process

While administrative units were involved in While administrative units were involved in collaborative supportive planning, academic collaborative supportive planning, academic units lacked buy-inunits lacked buy-in

Academic mission did not drive the university Academic mission did not drive the university planning process, thus creating a disconnect planning process, thus creating a disconnect between administrative and academic planningbetween administrative and academic planning

Lack of trust from faculty because of little or no Lack of trust from faculty because of little or no feedback from administrationfeedback from administration

Faculty feared negative repercussions if too Faculty feared negative repercussions if too much information was sharedmuch information was shared

Higher Education and Culture ChangeHigher Education and Culture Change

Higher education institutions reflect the Higher education institutions reflect the individualistic nature of our society.individualistic nature of our society.

Power resides at all levels of the Power resides at all levels of the institution.institution.

Leadership becomes a “reciprocal Leadership becomes a “reciprocal relationship” between those who lead and relationship” between those who lead and those who decide to follow those who decide to follow (Kouzes & Posner,2002).(Kouzes & Posner,2002).

Higher education stakeholders must Higher education stakeholders must understand the “why.”understand the “why.”

Comprehensive Review of Planning Comprehensive Review of Planning ProcessProcess

Review CommitteesReview CommitteesPresidential Task ForcePresidential Task ForceInstitutional Effectiveness TeamInstitutional Effectiveness TeamCouncil of DeansCouncil of DeansCouncil of ChairsCouncil of Chairs

Strategic Planning Review CommitteeStrategic Planning Review CommitteeCommittee MembersCommittee MembersRecommendationsRecommendations

Academic Planning Steering CommitteeAcademic Planning Steering Committee

Environmental Scan ProcessEnvironmental Scan Process

A three part process was developed to thoroughly A three part process was developed to thoroughly identify all possible impacts to the university.identify all possible impacts to the university.

Academic department scan and SWOT analysis Academic department scan and SWOT analysis (“Inside-out”)(“Inside-out”)

A study of external environmental impact factors A study of external environmental impact factors (demographic information)(demographic information)

External environmental scan (“outside-in”)External environmental scan (“outside-in”)

““Bottom up” ProcessBottom up” Process

Preliminary Planning QuestionsPreliminary Planning Questions Provided a planning framework to address Provided a planning framework to address

new and current initiatives to be considered new and current initiatives to be considered for implementationfor implementation

Question Development ProcessQuestion Development ProcessPlanning CategoriesPlanning CategoriesPlanning QuestionsPlanning QuestionsFeedback LoopsFeedback Loops

Impact on Planning ProcessImpact on Planning Process

Planning CategoriesPlanning Categories

Strategies to accomplish university goals Strategies to accomplish university goals were framed within the five planning were framed within the five planning categories used by all units: categories used by all units: academic programs academic programs student learning and success student learning and success scholarly and creative activity/grant activityscholarly and creative activity/grant activitydevelopmentdevelopmentdiversitydiversity

Academic Affairs PlanningAcademic Affairs PlanningUsing the five planning categories to frame strategiesUsing the five planning categories to frame strategies Departments prioritized maintenance needs and Departments prioritized maintenance needs and

new initiatives based on faculty discussions;new initiatives based on faculty discussions; Deans prioritized college needs based on Deans prioritized college needs based on

discussions with chairs;discussions with chairs; Provost/VPAA prioritized Academic Affairs Provost/VPAA prioritized Academic Affairs

maintenance and new initiatives based on maintenance and new initiatives based on discussions with deans;discussions with deans;

Deans and Provost/VPAA present plans to Deans and Provost/VPAA present plans to university community in open forums.university community in open forums.

Administrative divisions followed similar process.Administrative divisions followed similar process.

Mission Statement Review ProcessMission Statement Review Process

In an effort to continue the culture change within In an effort to continue the culture change within the University, an inclusive review of the mission the University, an inclusive review of the mission statement was conducted.statement was conducted.

Information gathered across campus through Information gathered across campus through this process assisted in framing the new this process assisted in framing the new university mission statement.university mission statement.

Process was inclusive and publicProcess was inclusive and public Important components of the mission statement Important components of the mission statement

guide Texas State’s direction.guide Texas State’s direction.

Creating a “Living” PlanCreating a “Living” Plan

Creation of “Read Across” committees Committees made up of faculty, staff, students,

and stakeholders that “read across” academic plans with specific focus in mind (diversity, research, etc.)

Committees charge was to capture and report on important information to be used for planning purposes

Development of University GoalsDevelopment of University Goals

University goals:University goals:Represent the “top-down, bottom-up” planning Represent the “top-down, bottom-up” planning

process;process;Reflect information gathered from the original Reflect information gathered from the original

five planning categories;five planning categories;Emphasize important components of the Emphasize important components of the

university mission statement;university mission statement;Derived from academic goals;Derived from academic goals;Presented to University community for review Presented to University community for review

and feedback.and feedback.

University Plan OutcomesUniversity Plan Outcomes

University Goals contain “intended outcomes” that University Goals contain “intended outcomes” that must be achieved in order to meet these goals.must be achieved in order to meet these goals.

Outcomes were derived from:Outcomes were derived from:Initiatives outlined in college and division plans;Initiatives outlined in college and division plans;Reports and recommendations from “Read Reports and recommendations from “Read

Across” committees; andAcross” committees; andPresidential commitments and external Presidential commitments and external

expectations.expectations.

Implementing the University Plan:Implementing the University Plan:“Embracing a Culture of Change”“Embracing a Culture of Change”

Creating and Clarifying AssessmentCreating and Clarifying Assessment Feedback LoopsFeedback Loops

Planning WebsitePlanning Website President and Vice President UpdatesPresident and Vice President Updates Planning Calendar Feedback LoopsPlanning Calendar Feedback Loops Open Forums on PlanningOpen Forums on Planning Committee LiaisonsCommittee Liaisons

Tie to Budget ProcessTie to Budget Process Annual University Plan Progress ReportAnnual University Plan Progress Report Biennial Formal University Plan UpdateBiennial Formal University Plan Update

Improving the Planning ProcessImproving the Planning ProcessCampus Survey ResultsCampus Survey Results

In Fall, 2005 (1 year after implementation), In Fall, 2005 (1 year after implementation), we distributed a comprehensive planning we distributed a comprehensive planning and assessment survey to all faculty and and assessment survey to all faculty and staff, asking for feedback on the process.staff, asking for feedback on the process.

We received a 28%response rate.We received a 28%response rate.Of these respondents, a significant Of these respondents, a significant

number had not been employees during number had not been employees during the original planning process.the original planning process.

Survey ResultsSurvey Results

The respondents were 73% staff, 22% faculty, The respondents were 73% staff, 22% faculty, and 6% administrative.and 6% administrative.

6 of 10 respondents participated in some type of 6 of 10 respondents participated in some type of strategic planning activity. strategic planning activity.

50% of the survey respondents indicated 50% of the survey respondents indicated participation in strategic planning was supported participation in strategic planning was supported by their supervisor by their supervisor

50% of the respondents who did not participate 50% of the respondents who did not participate in planning activities were not supported by their in planning activities were not supported by their supervisors or had conflicts with other job supervisors or had conflicts with other job responsibilities.responsibilities.

Survey ResultsSurvey Results

More than 90% of those who were supported by More than 90% of those who were supported by their supervisors said they would be participants their supervisors said they would be participants in future planning activities. And, only 3% of in future planning activities. And, only 3% of those supported by their supervisors were those supported by their supervisors were dissatisfied with the process.dissatisfied with the process.

About 75% of those who had supervisor support About 75% of those who had supervisor support have assessed progress toward the major goals have assessed progress toward the major goals of their plans. And, about 80% of those who had of their plans. And, about 80% of those who had supervisor support have made changes in their supervisor support have made changes in their operations as a result of their plans.operations as a result of their plans.

Survey ResultsSurvey Results Over 85% of those with supervisor support Over 85% of those with supervisor support

consider the amount of discussion and feedback consider the amount of discussion and feedback they received to be adequate or somewhat they received to be adequate or somewhat adequate. And, nearly 60% found the quality of adequate. And, nearly 60% found the quality of feedback received from administrators to be feedback received from administrators to be good or excellent, with an additional 30% finding good or excellent, with an additional 30% finding the feedback to be of fair quality.the feedback to be of fair quality.

About 65% of respondents with supervisor About 65% of respondents with supervisor support were familiar with the “Planning and support were familiar with the “Planning and Assessment” website, but only about 40% of Assessment” website, but only about 40% of them used the site to stay updated about events them used the site to stay updated about events during the first year cycle.during the first year cycle.

Plan for ImprovementPlan for Improvement

Publicize strategic planning initiatives.Publicize strategic planning initiatives. Increase number of communication venues. Increase number of communication venues. Hold public forums for Assessment & Revision.Hold public forums for Assessment & Revision. Talk with college and division councils.Talk with college and division councils. Present workshops for supervisors and other Present workshops for supervisors and other

stakeholders to gain buyin.stakeholders to gain buyin. Improve university plan update process.Improve university plan update process. Tie planning and assessment to SACS Tie planning and assessment to SACS

initiatives.initiatives. Reassess process every two years.Reassess process every two years.

Texas State ProcessesTexas State Processes

How doHow do

Texas State’s ongoing processes Texas State’s ongoing processes relate to SACS reaffirmation?relate to SACS reaffirmation?

StrategicPlanning

Student LearningOutcomes

EducationalSupport

OutcomesAcademicProgramReview

EducationalCore

Assessment

SACSSACS

ReaffirmationReaffirmation

Texas State AssessmentTexas State Assessment

Texas State Institutional Effectiveness Texas State Institutional Effectiveness CalendarCalendarAcademic department and school student Academic department and school student

learning outcomeslearning outcomesAdministrative division educational support Administrative division educational support

outcomesoutcomesStrategic planningStrategic planningSACS deadlinesSACS deadlines

Assessment of Revised Process – Two Assessment of Revised Process – Two Years LaterYears Later

Survey assessment results indicate gradual Survey assessment results indicate gradual change in university’s culture to be more change in university’s culture to be more collaborative and inclusivecollaborative and inclusive

Overall culture of mistrust and cynicism is slowly Overall culture of mistrust and cynicism is slowly waningwaning

Gradual buy-in and participation from facultyGradual buy-in and participation from faculty Departments are all revisiting their plans Departments are all revisiting their plans

regularly and making modifications based on regularly and making modifications based on feedback from administrationfeedback from administration

Faculty are becoming more involved in Faculty are becoming more involved in administrative decision making and are administrative decision making and are participating more on university committeesparticipating more on university committees

Assessment of Revised Process – Two Assessment of Revised Process – Two Years LaterYears Later

Feedback and budget allocation decisions are Feedback and budget allocation decisions are being shared among members of the university being shared among members of the university communitycommunity

Annual University Plan Progress Update is Annual University Plan Progress Update is publicized and demonstrates a direct indication publicized and demonstrates a direct indication that plans are being read and assessedthat plans are being read and assessed

Annual Provost and President’s Cabinet Annual Provost and President’s Cabinet Planning Retreats held to discuss successes Planning Retreats held to discuss successes and future directionsand future directions

Visible linkage between major processes to Visible linkage between major processes to University Plan (i.e., Program Review, University Plan (i.e., Program Review, Outcomes Assessment, Accreditations)Outcomes Assessment, Accreditations)

Lessons LearnedLessons Learned Trust is lost if process does not produce usable Trust is lost if process does not produce usable

results!results! Communication and feedback throughout the Communication and feedback throughout the

process is critical to its success!process is critical to its success! Strong leadership commitment is a must!Strong leadership commitment is a must! All planning efforts should be followed by an All planning efforts should be followed by an

assessment of these efforts to share information assessment of these efforts to share information gained and utilize information for improvement gained and utilize information for improvement (Closing the loop)!(Closing the loop)!

Change DOES NOT happen overnight Change DOES NOT happen overnight Keep the plan alive!Keep the plan alive!

Texas State UniversityTexas State UniversitySan MarcosSan Marcos

Honor the PastHonor the Past

Claim the FutureClaim the Future