Strategic planning at ACE: Guiding a venerable institution forward into a new century

Presidency, The, Winter 2003 by Ward, David

Any business school student can tell you that well-established companies must innovate to remain competitive and survive in an increasingly market-driven, global environment. But those of us who have actually led higher education institutions ao know that creating a climate of innovation and change at a venerable institution is easier said than done. The corporate gr d is fil household names that failed to reposition themselves effectively.

In many ways, colleges and universities are some of the most venerable institutions in the United States. But they, too, are being whipsawed by dynamic market forces and will not remain venerable for very long if they remain on the cutting edge of new must lie at the center of each institution if it is to remain on the cutting edge of new knowledge and good teaching practice. And the key to innovation and change, particularly for higher education institutions, is research-driven strategic planning.

Still strategic planning is an alien to many colleges and universities. As educators, we are accustomed to discussions of plans and markets as they pertain to the corporate sector, but remain skeptical that we could fully apply such principles and practices to traditional, nonprofit higher education. But I believe that our institutions no longer have the luxury of "muddling through" in the traditional way. Unless we are responsive to changes in the capacity, delivery, and content of higher education and at the same time protective of our enduring values, some of our institutions might become footnotes in the history of higher education.

Higher Education in a Dynamic Context

The story of U.S. higher education over the past half-century is one of extraordinary achievement. After World War II, America's colleges and universities made revolutionary strides-providing successive generations of students with greater access to education, fostering research and innovation that fueled unparalleled economic growth and scientific development, and raising our higher education system to global preeminence.

The last century, however, ended on an uncertain note for higher education, with diminishing state investment, growing criticism of management approaches and high tuition costs, escalating regulatory burdens, and demands for new measures and methods of accountability. The 1990s also introduced unprecedented technological advances (along with their high capital and operating costs) and introduced competition from for-profit providers into the learning community. The increased movement of faculty and students across international boundaries, along with the export of more educational programs and services, has broadened the reach of colleges and universities and at the same time generated new issues for them.

At a basic level, all these changes mean that a record number of people are entering postsecondary education. These new students are far more diverse than the Baby Boomers, who entered the system 40 years ago. This new college population contains more first-generation students, is more racially diverse and older, and includes more parttime students. Added to these dramatic demographic shifts are equally revolutionary developments in technology that are transforming how we communicate and allowing teaching and learning to be delivered remotely.

These demographic and technological shifts also mean that today's students approach postsecondary education with a broad range of objectives and values. People now are much more inclined to view higher education as a lifelong endeavor and are more carefully considering how such opportunities fit into their increasingly complex needs.

Given these changes, some colleges and universities will have to redefine themselves and the learning process to meet these new "just-in-time" expectations. I refer to this challenge as "niche positioning." Many institutionswhether public or private, large or small, nonprofit or for-profitwill confront the challenge of preserving an appropriate degree of academic breadth as they identify and promote their unique niche.

Some colleges and universities will continue to provide a traditional, comprehensive program of undergraduate and graduate studies. Others will choose to sharpen the distinctiveness and focus of their offerings, with the conviction that specificity of mission will enable them to meet the needs of a diverse student community. In addition, as institutions promote their individuality and autonomy, they will need to enter into a wide array of partnerships and strategic alliances to maximize their own effectiveness and quality.

How can all of this be done? I believe it can be achieved only through a comprehensive process of strategic planning. That process can bring the spirit of innovation and responsiveness to every level of a campus organization, from the faculty through to even the volunteer staff. The common element of every plan should be flexibility. We should be prepared to jettison outdated academic and administrative structures in favor of increasingly cross-disciplinary approaches. In Washington, this is commonly referred to using the "stovepipe" analogy, but whatever the imagery, colleges and universities can no longer be confederations of semi-independent entities. We must work together and innovate to anticipate the needs of our growing student base.