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