Meeting the ‘Great Divide’: Meeting the ‘Great Divide’: Establishing a Unified Culture for Establishing a Unified Culture for
Planning and AssessmentPlanning and Assessment
Cathy A. FleurietCathy A. FleurietAna Lisa GarzaAna Lisa Garza
Presented at the 2006 Conference of the National Presented at the 2006 Conference of the National Consortium for Continuous Improvement in Higher Consortium for Continuous Improvement in Higher
EducationEducation
Presentation GoalPresentation Goal
To highlight components of the To highlight components of the collaborative strategic planning and collaborative strategic planning and assessment process used at Texas State assessment process used at Texas State University-San Marcos that led to a “living” University-San Marcos that led to a “living” plan that drives university goals and plan that drives university goals and initiatives initiatives
Presentation ObjectivesPresentation Objectives The presentation specifically addresses the The presentation specifically addresses the
following:following: The “bottom up, top down” process used to create The “bottom up, top down” process used to create
unit, division, and university plansunit, division, and university plans Communication strategies implemented to establish a Communication strategies implemented to establish a
unified culture of buy-in from the entire university unified culture of buy-in from the entire university communitycommunity
Steps taken to create a collaborative working Steps taken to create a collaborative working relationship between academic and administrative relationship between academic and administrative areas areas
Methods implemented to reestablish the importance Methods implemented to reestablish the importance of unit and division plansof unit and division plans
Overview of assessment and feedbackOverview of assessment and feedback
Issues Faced with Existing ProcessIssues Faced with Existing 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
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
Academic Planning CalendarAcademic Planning Calendar
Calendar DevelopmentCalendar DevelopmentFrames the planning processFrames the planning processIncorporate recommendationsIncorporate recommendationsIncludes mandatory feedback loopsIncludes mandatory feedback loops
Environmental Scan ProcessEnvironmental Scan Process
A three part process was developed to A three part process was developed to thoroughly identify all possible impacts to thoroughly identify all possible impacts to the university.the university.
Academic department scan and SWOT Academic department scan and SWOT analysis (“Inside-out”)analysis (“Inside-out”)
A study of external environmental impact A study of external environmental impact factors (demographic information)factors (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 new and Provided a planning framework to address new and
current initiatives to be considered for implementationcurrent initiatives to be considered for implementation Question Development ProcessQuestion Development Process
Planning CategoriesPlanning Categories Planning QuestionsPlanning Questions Feedback LoopsFeedback Loops
Impact on Planning ProcessImpact on Planning Process
Planning CategoriesPlanning Categories
Strategies to accomplish university goals Strategies to accomplish university goals are framed within the five planning are 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 Planning
Using 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.
Mission Statement Review ProcessMission Statement Review Process
In an effort to begin changing the culture In an effort to begin changing the culture of the University, an inclusive review of the of the University, an inclusive review of the mission statement was conducted.mission statement was conducted.
Information gathered across campus Information gathered across campus through this process assisted in framing through this process assisted in framing the new university mission statement.the new university mission statement.
Important components of the mission Important components of the mission statement guide Texas State’s direction.statement guide Texas State’s direction.
University Mission Statement University Mission Statement ProcessProcess
Academic and administrative units respond Academic and administrative units respond electronically to mission review questions via the electronically to mission review questions via the mission review feedback templatemission review feedback template provided on the provided on the planning and assessment website.planning and assessment website.
Units discuss Units discuss as a groupas a group and come to a general and come to a general agreement on answers to the discussion questions. agreement on answers to the discussion questions.
Units provide responses to these questions via the Units provide responses to these questions via the electronic template. electronic template.
Mission review committee constructs first draft and Mission review committee constructs first draft and presents to the university community for review.presents to the university community for review.
Administrative Division PlanningAdministrative Division Planning
Administrative staff reviewed new academic Administrative staff reviewed new academic plans and developed their own plans with plans and developed their own plans with academic plans in mind.academic plans in mind.
Administrative units and divisions used the five Administrative units and divisions used the five academic planning categories with a focus on academic planning categories with a focus on “support”, along with an overall institutional “support”, along with an overall institutional support category to develop plans.support category to develop plans.
Administrative divisions used a collaborative Administrative divisions used a collaborative process to prioritize initiatives. process to prioritize initiatives.
Administrative vice presidents presented plans Administrative vice presidents presented plans in university open forums.in university open forums.
Expansion to University PlanningExpansion to University Planning
Steering Committee for University Steering Committee for University PlanningPlanningChargeCharge
Administrative Division ProcessAdministrative Division ProcessCalendar AdditionsCalendar Additions
Creating a “Living” PlanCreating a “Living” Plan
Creation of “Read Across” committeesCommittees 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
““Read Across” Committee GoalsRead Across” Committee Goals
Identify “opportunities” within the areas reviewed Aggregate/outline resources requested Identify infrastructure needed to fulfill request Report on types of support/guidance that could
be provided Make recommendations for additions or
deletions in college plans, particularly those that require funding
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 five Reflect information gathered from the original five
planning categories;planning categories; Emphasize important components of the university Emphasize important components of the university
mission statement;mission statement; Derived from academic goals;Derived from academic goals; Presented to University community for review and Presented to University community for review and
feedback.feedback.
University Plan OutcomesUniversity Plan Outcomes
University Goals contain “intended University Goals contain “intended outcomes” that must be achieved in order outcomes” that must be achieved in order to meet these goals.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.
Developing Final University Plan: Developing Final University Plan: “Embracing a Culture of Change”“Embracing a Culture of Change”
Description of DocumentDescription of DocumentDivision PlansDivision PlansSupport PlansSupport Plans
Diversity, Research, Investment, Facilities, Diversity, Research, Investment, Facilities, Distance LearningDistance Learning
Dissemination to University CommunityDissemination to University CommunityBoard of Regents’ ApprovalBoard of Regents’ Approval
Planning Process ReviewPlanning Process Review Planning StepsPlanning Steps 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 Assessment PlansAssessment Plans
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 results!Trust is lost if process does not produce usable results! Communication and feedback throughout the process is Communication and feedback throughout the process is
critical to its success!critical to its success! Strong leadership commitment is a must!Strong leadership commitment is a must! All planning efforts should be followed by an assessment All planning efforts should be followed by an assessment
of these efforts to share information gained and utilize of these efforts to share information gained and utilize information for improvement (Closing the loop)!information for improvement (Closing the loop)!
Change DOES NOT happen overnight – it’s a gradual Change DOES NOT happen overnight – it’s a gradual process!process!
Keep the plan alive!Keep the plan alive!
Thank you!Thank you!
Questions???Questions???
Texas State UniversityTexas State UniversitySan MarcosSan Marcos
Honor the PastHonor the Past
Claim the FutureClaim the Future
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