Facilitating Change through Integrated Strategic Planning

Autor/inn/en	Freeman, Jerrid P.; Wilmes, David M.
Titel	Facilitating Change through Integrated Strategic Planning
Quelle	In: Planning and Changing, 40 (2009) 3-4, S.224-241 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Educational Change; Strategic Planning; Barriers; Institutional Mission; Educational Planning; Program Development; Educational Strategies; Program Effectiveness; Educational Quality; Educational Improvement; Models; Outcomes of Education; Total Quality Management; Higher Education; Evaluation Methods + Suchen Sie Ihr Suchwort? Bildungsreform; Strategy; Planning; Strategie; Planung; Bildungsplanung; Programmplanung; Lehrstrategie; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Lernleistung; Schulerfolg; Quality management; Qualitätsmanagement; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Planners strive to develop the best programs and strategies to enhance student learning and advance their institutional mission while meeting their desired outcomes. This work, while rewarding, can be time intensive and demanding and developing new initiatives is not without risks. Some common reasons these efforts fail include: lack of buy-in from key players and constituents, insufficient time or resources, and inadequate planning that does not take into account all barriers to success. In fact, the inability to negotiate these planning barriers or failure to plan at all are the primary reasons that new programs and initiatives fail. It is essential that planners invest the time and resources needed in their planning processes if they hope to develop the best programs and strategies. Doing so, however, can be an arduous, demanding, and haphazard process (Dickmeyer, 2004). A number of planning models exist that can enhance educators' efforts and ensure that program effectiveness is maximized. Some of the most well-known and influential models include: strategic planning, continuous quality improvement (CQI), compact planning, and assessment planning (Freeman, Bresciani, & Bresciani, 2004). While these models can assist educators in their planning, each model is not without its shortcomings. These aforementioned models fail to focus on assessment throughout the planning process, fail to monitor sufficiently improvement or articulate outcomes, or are so open-ended that the necessary outcomes or desired information is not obtained. (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01