Provost’s Professional Development Series California State University Northridge.

Provost’s Provost’s Professional Professional Development Development

SeriesSeries

California State UniversityCalifornia State University

NorthridgeNorthridge

Moving Forward with Moving Forward with Intention I:Intention I:

Planning and the Planning and the Uses of EvidenceUses of Evidence

Brian Nedwek, Ph.D.Brian Nedwek, [email protected]@maryville.edu

March 8, 2006March 8, 2006CSU Northridge CSU Northridge

Goals for the DayGoals for the Day

• Develop understanding of good Develop understanding of good practices in planningpractices in planning

• Understand the social and political Understand the social and political context of planningcontext of planning

• Learn techniques of evidence-based Learn techniques of evidence-based planningplanning

What is planning about?What is planning about?

• Fundamental choicesFundamental choices

• Integrated choicesIntegrated choices

Focus of strategic Focus of strategic planningplanning

““. . . A disciplined effort to produce . . . A disciplined effort to produce

fundamentalfundamental decisions and actions that decisions and actions that

shape and guide what an organization shape and guide what an organization

is, what it does, and why it does it.”is, what it does, and why it does it.”

(Bryson, 1995, p. 5)(Bryson, 1995, p. 5)

““. . . A formalized procedure to produce . . . A formalized procedure to produce

an articulated result, in the form of an an articulated result, in the form of an

integratedintegrated system of decisions.” system of decisions.”

(Mintzberg, 1994, p. 12)(Mintzberg, 1994, p. 12)

Planning should foster Planning should foster a . . .a . . .

• Focus on fundamental and Focus on fundamental and integrated choicesintegrated choices

• Commitment to allocate resources Commitment to allocate resources for chosen prioritiesfor chosen priorities

• Nimbleness in responding to Nimbleness in responding to unanticipated opportunities or unanticipated opportunities or threatsthreats

However ….However ….

Most institutions are unrealistically Most institutions are unrealistically

striving to be all things to all people striving to be all things to all people

rather than focusing resources on rather than focusing resources on

the mission and programs that they the mission and programs that they

can accomplish with distinction.can accomplish with distinction.

(Dickeson, 1999)(Dickeson, 1999)

ResultsResults

• Program bloatProgram bloat

• Incremental or decremental Incremental or decremental resource allocationresource allocation

• Institutional driftInstitutional drift

• Loss of stakeholder supportLoss of stakeholder support

Planning is intended to Planning is intended to promotepromote

• A sustainable competitive A sustainable competitive advantageadvantage

• Information-guided decisions Information-guided decisions about fundamental choicesabout fundamental choices

Making fundamental Making fundamental choices about . . .choices about . . .

• Whom do we wish to serve?Whom do we wish to serve?

• How do we want to be perceived?How do we want to be perceived?

• What programs and services will What programs and services will reinforce this distinctive image?reinforce this distinctive image?

• How will we know we are How will we know we are succeeding?succeeding?

Question 1: Whom to Question 1: Whom to ServeServe

• Student Quality CharacteristicsStudent Quality Characteristics

• DemographicsDemographics

• Market SegmentsMarket Segments– Primary MarketPrimary Market– Secondary MarketSecondary Market

Question 2: Programs Question 2: Programs and Services Neededand Services Needed

• Program review and prioritization Program review and prioritization creating candidates:creating candidates:– EnhancementEnhancement– MaintenanceMaintenance– ClosureClosure

• Opportunities for InvestmentOpportunities for Investment– Institutional DevelopmentInstitutional Development– Opportunities for ReallocationOpportunities for Reallocation

Question 3: ImageQuestion 3: Image• Brand ImageBrand Image

– Symbols and ArtifactsSymbols and Artifacts– Positioning StatementPositioning Statement

• Third Party EndorsementsThird Party Endorsements– RankingsRankings– AccreditationAccreditation

Question 4: Knowing Question 4: Knowing that we are succeedingthat we are succeeding

• Enterprise-Enterprise-wide wide IndicatorsIndicators

• Unit Success Unit Success MeasuresMeasures

Good planning produces Good planning produces an an integratedintegrated set of set of decisions aboutdecisions about

• Academic Programs and ServicesAcademic Programs and Services

• Campus and Facilities Campus and Facilities

• Financial and Development Resources Financial and Development Resources

• Human ResourcesHuman Resources

• Information TechnologyInformation Technology

Linking plan with Linking plan with campus and facilities campus and facilities

choiceschoices• Priorities and space implications forPriorities and space implications for

– Classrooms, labs, officesClassrooms, labs, offices– Residential livingResidential living– Library/media facilitiesLibrary/media facilities– Sports/recreational facilitiesSports/recreational facilities– ParkingParking– Research Research

Linking plan with Linking plan with library/media facility library/media facility choiceschoices

• Vault or vibrant interactive spaceVault or vibrant interactive space

• Locating information technologyLocating information technology

• Collaborative learning spaces for Collaborative learning spaces for faculty and studentsfaculty and students

Linking plan with Linking plan with classrooms, labs and office classrooms, labs and office choices aboutchoices about

• Preferred pedagogy and androgogyPreferred pedagogy and androgogy

• Faculty roles and responsibilitiesFaculty roles and responsibilities

• Student demographic characteristicsStudent demographic characteristics

Good planning . . .Good planning . . .

• Is a priority-driven decision tool.Is a priority-driven decision tool.

• Focuses on fundamental choices and Focuses on fundamental choices and a commitment of resources for a commitment of resources for chosen priorities. chosen priorities.

• Informs human resource, space and Informs human resource, space and technology alternatives.technology alternatives.

• Fuels the academic case statement.Fuels the academic case statement.

Effective planning Effective planning requires . . .requires . . .

• Goals/objectives/strategies/Goals/objectives/strategies/outcomes that are clear and linked outcomes that are clear and linked to mission, vision and valuesto mission, vision and values

• Objectives and strategies are Objectives and strategies are financially and politically feasiblefinancially and politically feasible

• Information-based choicesInformation-based choices

• Clear timelines and task Clear timelines and task specificationspecification

• Accountability and measurable Accountability and measurable resultsresults

• Linkage to resource allocation Linkage to resource allocation choiceschoices

Effective planning requires Effective planning requires a capacity to actually plana capacity to actually plan

• Leadership commitmentLeadership commitment

• ““Plan to Plan” Plan to Plan”

• Planning teamPlanning team

• Adequate resourcesAdequate resources

• Adequate data basesAdequate data bases

Effective planning Effective planning needs a “plan to plan” needs a “plan to plan” for choices aboutfor choices about• StructureStructure

– Who participates?Who participates?– Who leads?Who leads?– Who manages and evaluates?Who manages and evaluates?– Scope of authorityScope of authority

• Timeframes and Decision CyclesTimeframes and Decision Cycles• CommunicationCommunication• Information WarehouseInformation Warehouse

The Planning TeamThe Planning Team

• Appointed by CEO to review and approve Appointed by CEO to review and approve processes, participants and scheduleprocesses, participants and schedule

• Reviews and recommends plan elements Reviews and recommends plan elements to CEO and/or senior managementto CEO and/or senior management

• Staff to senior management on plan Staff to senior management on plan approval and modificationsapproval and modifications

• Keeps institutional stakeholders informedKeeps institutional stakeholders informed

Plan ElementsPlan Elements

• Mission, vision and valuesMission, vision and values• Environmental conditionsEnvironmental conditions• Critical issuesCritical issues• Goals/objectives/strategiesGoals/objectives/strategies• Implementation and assessmentsImplementation and assessments

Mission Vision ValuesMission Vision Values

• Mission:Mission: What’s your purpose. What’s your purpose.• Vision:Vision: What your organization What your organization

will will become. become.• Values:Values: Desired states of affairs Desired states of affairs

– CoreCore– AspirationalAspirational– ““Pay-to-play”Pay-to-play”– Accidental Accidental (Lencioni, (Lencioni,

2004)2004)

Goal 1

Goal2

Goal3

Goal4

Objectives

Strategies 1 2 3

Objectives

Strategies 1 2 3

Objectives

Strategies 1 2 3

Objectives

Strategies 1 2 3

Strategic GoalStrategic Goal

Broad statement of what the Broad statement of what the institution hopes to doinstitution hopes to do

To be recognized as the leader among To be recognized as the leader among universities in the California State universities in the California State System in teaching and learning System in teaching and learning activities, applied research and activities, applied research and technology applications, and technology applications, and collaborative alliances and collaborative alliances and partnerships.partnerships.

Another example . . .Another example . . .

“ “Our university will effectively and Our university will effectively and responsibly acquire, strategically responsibly acquire, strategically manage and deploy the financial, manage and deploy the financial, facility and equipment resources facility and equipment resources necessary to sustain its mission.”necessary to sustain its mission.”

““Develop our academic and Develop our academic and institutional culture to be student-institutional culture to be student-centered and committed to lifelong centered and committed to lifelong learning.” learning.”

Another example . . .Another example . . .

We will develop a learner-centered We will develop a learner-centered environment that promotes the environment that promotes the improvement of learning and improvement of learning and personal development of students.personal development of students.

We will continuously improve the We will continuously improve the quality of teaching and learning in quality of teaching and learning in its academic programs.its academic programs.

Strategic ObjectiveStrategic Objective

More specific statement of More specific statement of how a goal will be how a goal will be accomplishedaccomplished

“ “To hire and retain diverse and highly To hire and retain diverse and highly qualified professional educators who qualified professional educators who are committed to meeting the are committed to meeting the educational needs of an increasingly educational needs of an increasingly diverse and changing society . . .”diverse and changing society . . .”

Another example . . .Another example . . .

• Assess learning outcomes Assess learning outcomes continuously and use assessment continuously and use assessment results to improve the learning results to improve the learning process and experience of students.process and experience of students.

• Integrate appropriate technology Integrate appropriate technology into the curriculum to improve into the curriculum to improve student learning.student learning.

(Adapted from the University of Missouri)(Adapted from the University of Missouri)

What’s a strategy?What’s a strategy?

• Answers the question of how a Answers the question of how a core objective will be realized.core objective will be realized.

• Creates the essential link to unit Creates the essential link to unit actions.actions.

• Provides the basis for articulating Provides the basis for articulating the performance indicatorsthe performance indicators

What makes a strategy What makes a strategy statement work?statement work?

• Stating Stating whowho is going to do is going to do whatwhat

• Precision in what actions will be takenPrecision in what actions will be taken

• Articulation of outcomes and Articulation of outcomes and benchmarksbenchmarks

• Articulation of timeframes and Articulation of timeframes and prioritiespriorities

The “what” is the The “what” is the “outcome”“outcome”

The observable results of The observable results of

specific actions taken to specific actions taken to

implement a strategy.implement a strategy.

The “what” is the The “what” is the outcome”outcome”

• Faculty Review and Development Faculty Review and Development PlanPlan

• Multi-media studio and training Multi-media studio and training facilityfacility

• Implemented new Core Curriculum Implemented new Core Curriculum

• Increased student satisfaction & Increased student satisfaction & retention from 80% to 84%retention from 80% to 84%

• Increased alumni support to 25%Increased alumni support to 25%

Some outcomes must be Some outcomes must be expressed as expressed as “benchmarks”“benchmarks”

• Marks progress toward achieving Marks progress toward achieving the objectivesthe objectives

• Can be expressed as critical success Can be expressed as critical success factorsfactors

• Reflects realistic assessment of what Reflects realistic assessment of what institution might accomplishinstitution might accomplish

What’s a What’s a benchmark?benchmark?

A statement of how A statement of how attainment of the attainment of the strategy will be strategy will be

measured; it specifies measured; it specifies the criterion for the criterion for

successsuccess

BenchmarkBenchmark

By 2007, 55% of the courses will By 2007, 55% of the courses will

have an electronic syllabus have an electronic syllabus available to students.available to students.

By 2010, 60% of the credits taken By 2010, 60% of the credits taken by freshmen will be delivered by by freshmen will be delivered by full-time faculty.full-time faculty.

Illustrative Illustrative administrative administrative

benchmarkbenchmark

“ “By 2006-2007, one-third of all By 2006-2007, one-third of all

classrooms will be updated to classrooms will be updated to

support instructional technologies.”support instructional technologies.”

Let’s recall the four key Let’s recall the four key questionsquestions

• Whom do we wish to serve?Whom do we wish to serve?

• How do we want to be perceived?How do we want to be perceived?

• What programs and services will What programs and services will reinforce this distinctive image?reinforce this distinctive image?

• How will we know we are How will we know we are succeeding?succeeding?

Capacity to deliver Capacity to deliver effective programs and effective programs and services to achieve services to achieve institutional vision institutional vision requires …requires …• Environmental AnalysisEnvironmental Analysis

– Internal Internal SStrengths and trengths and WWeaknesseseaknesses– External External OOpportunities and pportunities and TThreatshreats

• Program Review and PrioritizationProgram Review and Prioritization• Faculty Resource PrioritizationFaculty Resource Prioritization• Disciplined Program Proposal Disciplined Program Proposal

ProcessProcess

SWOT AnalysesSWOT Analyses

Internal Internal Strengths & Strengths & WeaknessesWeaknesses

• Program qualityProgram quality• ResourcesResources• StudentsStudents• FacultyFaculty• FacilitiesFacilities• FinancesFinances

External External Opportunities & Opportunities & ThreatsThreats

• CompetitionCompetition• PoliticsPolitics• TechnologyTechnology• EconomyEconomy• DemographicsDemographics• Cultural forcesCultural forces

SWOT InteractionsSWOT Interactions

InternalInternal

ExternalExternal StrengthsStrengths WeaknessesWeaknesses

OpportunitiOpportunitieses

AA BB

ThreatsThreats

CC DD

Specialized SWOT: Program Specialized SWOT: Program quality assessment using quality assessment using Review and PrioritizationReview and Prioritization

• DimensionsDimensions• CriteriaCriteria• StandardsStandards• Information Management Information Management

RequirementsRequirements• Translating Recommendations into Translating Recommendations into

ActionAction

Some of Dickeson’s Some of Dickeson’s Postulates on Postulates on PrioritizationPrioritization

• Traditional approaches, like Traditional approaches, like across-the-board cuts, tend to across-the-board cuts, tend to mediocrity for all programs.mediocrity for all programs.

Some of Dickeson’s Some of Dickeson’s Postulates on Postulates on PrioritizationPrioritization

• Reallocation cannot be Reallocation cannot be appropriately accomplished appropriately accomplished without rigorous, effective, and without rigorous, effective, and academically responsible academically responsible prioritization.prioritization.

What’s a program?What’s a program?

““Any activity or collection of Any activity or collection of

activities of the institution activities of the institution

that consumes resources that consumes resources

(dollars, people, space, (dollars, people, space,

equipment, time).”equipment, time).”

Dickeson (1999, p. 44)Dickeson (1999, p. 44)

Typical Prioritization Typical Prioritization DimensionsDimensions

• History, Development, and History, Development, and Expectations of the ProgramExpectations of the Program

• External DemandExternal Demand

• Internal DemandInternal Demand

• Quality of Inputs and ProcessesQuality of Inputs and Processes

• Quality of OutcomesQuality of Outcomes

Typical Prioritization Typical Prioritization DimensionsDimensions

• Size, Scope, and ProductivitySize, Scope, and Productivity

• Revenue and Other Resources Revenue and Other Resources GeneratedGenerated

• Costs and Other ExpensesCosts and Other Expenses

• Impact, Justification, and EssentialityImpact, Justification, and Essentiality

• OpportunitiesOpportunities

Excellence compared to Excellence compared to what?what?

• Benchmarking performance against Benchmarking performance against – CompetitorsCompetitors– National or regional normsNational or regional norms– Other institutions in systemOther institutions in system– Institutional “wanna be’s”Institutional “wanna be’s”– Other programs within & among Other programs within & among

institutioninstitution

SynchronizationSynchronization

• Were budget development procedures Were budget development procedures complementary to plan priorities?complementary to plan priorities?

– To what extent do unit plans reflect budget To what extent do unit plans reflect budget priorities, e.g., faculty positions?priorities, e.g., faculty positions?

• Were special funding mechanisms established Were special funding mechanisms established to support creativity and innovation in to support creativity and innovation in strategy setting?strategy setting?

• Does the strategic plan coincide with timing Does the strategic plan coincide with timing of major capital or comprehensive of major capital or comprehensive campaigns?campaigns?

Ratings and Program Ratings and Program RecommendationsRecommendations

• Programs could be candidates for:Programs could be candidates for:– EnhancementEnhancement– MaintenanceMaintenance– Maintenance but monitoredMaintenance but monitored– Reduction in resourcesReduction in resources– Suspension or ClosureSuspension or Closure

Links Links Recommendations to Recommendations to Resource AllocationResource Allocation

• Strategic initiative set-asidesStrategic initiative set-asides

• Annual or biennial budget Annual or biennial budget commitmentcommitment

• Timing faculty slot authorizationTiming faculty slot authorization

• Reallocation of resourcesReallocation of resources

• Incorporating sunset provisionsIncorporating sunset provisions

With evidence-based With evidence-based planning, the question is: planning, the question is: How do we know we are How do we know we are succeeding?succeeding?

• Traditional approachesTraditional approaches

• Innovative approachesInnovative approaches

Innovative approaches Innovative approaches include:include:

• Balanced ScorecardBalanced Scorecard

• Dashboard IndicatorsDashboard Indicators

• Key Performance IndicatorsKey Performance Indicators

• Critical Success FactorsCritical Success Factors

Balanced ScorecardBalanced Scorecard

• Management tool to gauge Management tool to gauge organizational effectiveness in organizational effectiveness in terms of:terms of:– Quality of academic programsQuality of academic programs– Student-CenterednessStudent-Centeredness– Quality of facultyQuality of faculty– Value for moneyValue for money– Alumni satisfactionAlumni satisfaction– Employer satisfactionEmployer satisfaction

Key Performance Key Performance IndicatorsIndicators

• Monitor conditions or resource usageMonitor conditions or resource usage

• Measure performance against stated Measure performance against stated policy or program goalspolicy or program goals

• Forecast problemsForecast problems

• Build policy agendaBuild policy agenda

• Support resource allocationSupport resource allocation• Create bases for comparisonsCreate bases for comparisons

Nedwek Nedwek (1996)(1996)

What are Critical What are Critical Success Factors?Success Factors?

Characteristics of an Characteristics of an institution that when realized institution that when realized represent its ideal state at a represent its ideal state at a

point in time.point in time.

Three levels of CSF’sThree levels of CSF’s

• Systems of institutionsSystems of institutions

• Institutional or Enterprise-wideInstitutional or Enterprise-wide

• Unit-specificUnit-specific

Enterprise-wide FactorsEnterprise-wide Factors

• Driven by institutional goals, mission Driven by institutional goals, mission & values& values

• Multiple measures narrowed to Multiple measures narrowed to critical factorscritical factors

• Benchmark standards Benchmark standards

• Established realistic timelinesEstablished realistic timelines

• Senior management accountability & Senior management accountability & Board oversightBoard oversight

Unit-specific measuresUnit-specific measures

• Sensitive to distinctive mission of Sensitive to distinctive mission of academic unit, e.g., College or academic unit, e.g., College or support servicesupport service

• Consistent with institutional mission, Consistent with institutional mission, goals and institutional CSF’sgoals and institutional CSF’s

• Timelines consistent with unit planTimelines consistent with unit plan

• Unit level accountabilityUnit level accountability

Model-building Choices: Model-building Choices: Institutional LevelInstitutional Level

• What dimensions make sense?What dimensions make sense?

• What measures in each dimension What measures in each dimension make sense?make sense?

• What is the best baseline?What is the best baseline?

• What is an appropriate comparative What is an appropriate comparative standard?standard?

• What level of success can be What level of success can be achieved and by when?achieved and by when?

Critical Success Factors: Critical Success Factors: Enterprise-wide LevelEnterprise-wide Level

– Retention rate increases to XX% by year XRetention rate increases to XX% by year X

– XX% of faculty position offers to first-XX% of faculty position offers to first-choice candidates are acceptedchoice candidates are accepted

– XX% of students reporting satisfactory XX% of students reporting satisfactory engagementengagement

– Bond rating increases to XX level by year Bond rating increases to XX level by year XX

– Enhanced academic quality in three Enhanced academic quality in three dimensionsdimensions

Nedwek (2004)Nedwek (2004)

Critical Success Factors:Critical Success Factors:Unit LevelUnit Level

– Licensure exam passage ratesLicensure exam passage rates

– Market share increases by XX%Market share increases by XX%

– External recognition of faculty External recognition of faculty performance, e.g., funded research, performance, e.g., funded research, leadership in organizationsleadership in organizations

– XX% of programs meeting accreditationXX% of programs meeting accreditation

– XX% of course syllabi meeting principles of XX% of course syllabi meeting principles of good practicegood practice

– Enhanced academic quality in three Enhanced academic quality in three dimensionsdimensions

The Special Case of The Special Case of Academic QualityAcademic Quality

Academic Quality Academic Quality DimensionsDimensions

• Conditions for learningConditions for learning

• Activities that facilitate learningActivities that facilitate learning

• Results achieved from processesResults achieved from processes

Unpacking types into Unpacking types into dimensionsdimensions

• Inputs:Inputs: Conditions for LearningConditions for Learning

– Student Academic ReadinessStudent Academic Readiness

– Faculty Academic ReadinessFaculty Academic Readiness

– Supportive Physical EnvironmentSupportive Physical Environment

– Supportive Technological Supportive Technological EnvironmentEnvironment

Unpacking types into Unpacking types into dimensionsdimensions

• Processes:Processes: Activities that Activities that facilitate facilitate learninglearning– Curricular integrity and coherenceCurricular integrity and coherence– Teaching excellence and vibrancyTeaching excellence and vibrancy– Developmental advisingDevelopmental advising– Co-curricular activitiesCo-curricular activities– Timely progress through curriculumTimely progress through curriculum– Effective assessment practicesEffective assessment practices– Active learning environmentsActive learning environments

Unpacking types into Unpacking types into dimensionsdimensions

• Outcomes:Outcomes: Results achieved fromResults achieved fromprocessesprocesses

– Graduation ratesGraduation rates– Demonstrations of knowledge and Demonstrations of knowledge and

skillsskills– Achievement of personal and Achievement of personal and

professional goalsprofessional goals– Success in contributing to communitySuccess in contributing to community

Measuring Academic Measuring Academic QualityQuality

Let’s take a look Let’s take a look at the at the handout.handout.

Putting It All TogetherPutting It All Together

• Academic planning is a priority-Academic planning is a priority-driven decision tool.driven decision tool.

• Good planning is guided by Good planning is guided by responses to four key questions.responses to four key questions.

• Good planning focuses on Good planning focuses on integrated choices and a integrated choices and a commitment of resources for commitment of resources for chosen priorities.chosen priorities.

The end product of strategic The end product of strategic planning is not so much to write a planning is not so much to write a ‘plan’ as it is to change thinking and ‘plan’ as it is to change thinking and introduce a model in which ongoing introduce a model in which ongoing decisions are made strategically.decisions are made strategically.

Rawley, Lujan, and Dolence ( 1997)Rawley, Lujan, and Dolence ( 1997)

ResourcesResources

• D.J.Rowley, H.D. Lujan, M.G. Dolence. D.J.Rowley, H.D. Lujan, M.G. Dolence. (1997). Strategic Change in Colleges (1997). Strategic Change in Colleges and Universities: Planning to Survive and Universities: Planning to Survive and Prosper. San Francisco: Jossey-and Prosper. San Francisco: Jossey-Bass Publishers.Bass Publishers.

• J. Bryson. (1995). J. Bryson. (1995). Strategic Planning Strategic Planning for Public and Nonprofit for Public and Nonprofit OrganizationsOrganizations. San Francisco: Jossey-. San Francisco: Jossey-Bass.Bass.

ResourcesResources

• R. C. Dickeson. (1999). R. C. Dickeson. (1999). Prioritizing Prioritizing Academic Programs and ServicesAcademic Programs and Services. . San Francisco: Jossey Bass San Francisco: Jossey Bass Publishers.Publishers.

• B. Bourne, L. Gates, and J. Cofer. B. Bourne, L. Gates, and J. Cofer. (2000). “Setting strategic directions (2000). “Setting strategic directions using critical success factors.” using critical success factors.” Planning for Higher EducationPlanning for Higher Education, 28 (4): , 28 (4): 10-18. 10-18.

ResourcesResources• B. Nedwek (1996). “Linking Quality B. Nedwek (1996). “Linking Quality

Assurance and Accountability: Using Assurance and Accountability: Using Process and Performance Indicators.” In Process and Performance Indicators.” In Nedwek, B. (ed.). Nedwek, B. (ed.). Doing Academic Doing Academic PlanningPlanning. Ann Arbor: Society for College . Ann Arbor: Society for College and University Planning. 137-144.and University Planning. 137-144.

• B. Nedwek. (2004). Benchmarking B. Nedwek. (2004). Benchmarking Success: Academic and Facilities Factors. Success: Academic and Facilities Factors. SCUP-39. Workshop K. Toronto.SCUP-39. Workshop K. Toronto.

ResourcesResources

• P. Lencioni. (2002). Make your values mean P. Lencioni. (2002). Make your values mean something. something. Harvard Business ReviewHarvard Business Review, (80) 7: , (80) 7: 113-117.113-117.

• H. Mintzberg. (1994). H. Mintzberg. (1994). The Rise and Fall of The Rise and Fall of Strategic PlanningStrategic Planning. New York: Free Press.. New York: Free Press.

• B. Nedwek. (2005). Measuring Strategic B. Nedwek. (2005). Measuring Strategic Plans and Planning. Becoming a Learning Plans and Planning. Becoming a Learning Focused Organization. A Collection of Focused Organization. A Collection of Papers on Self-Study and Institutional Papers on Self-Study and Institutional Improvements. Chicago: Higher Learning Improvements. Chicago: Higher Learning Commission. Pp. 35-37.Commission. Pp. 35-37.