A Case Study of Strategic Plan Sangat Penting by MIkhail Pevzner

8/6/2019 A Case Study of Strategic Plan Sangat Penting by MIkhail Pevzner

1/36

A Case Study of Strategic Planning

at Kent State University

Mikhail Pevzner

(Novgorod State University, Russia)

The program developed by IREX (International

Research & Exchange Board), and funded by Carnegie

Corporation of New York and Starr Foundation

October 10 November 30, 2006

University Administration Support Program


2/36

1

A Case Study of Strategic Planning at Kent State University

Mikhail Pevzner

(Vice President for International Relations, Novgorod State University, Russia)

Directed by Dr. Prof. Steve O. Michael

(Vice Provost, Kent State University, Kent, Ohio, USA)

1. Introduction

1.1 Excellence in Higher Education and Strategic Planning

Nowadays higher education worldwide faces conflicting views and assessments

related to higher education: both very positive and absolutely critical. According to Brent

P. Ruben, Higher education is a vital and indispensable sector within society and thoseof us who work in colleges and universities have some of the most important jobsanywhere. The academy contributes in fundamental, pervasive and lasting ways to the

personal and professional lives of the more than thirteen million students enrolled

annually in degree granting programs, and more generally to the cultural, intellectual, and

economic vitality of our communities and our society. (NASULGC, 2001; NCES, 2002a)According to Frank Rhodes, president emeritus of Cornell, higher education

informs public understanding, cultivates public taste, and contributes to the nationswell-being (Rhodes, 2001, PXI)

At the same time higher education in different countries of the world (including

Russia and USA) has become the object of public criticism. Complaints abound aboutperceived problems of rising tuition costs, accountability, classroom crowding, different-

to-understand teachers, outdated facilities, getting the courses needed to graduate in fouryears, faculty tenure, graduates unprepared for the workplace, inadequate advising,

inaccessible faculty, inappropriate courses, unconcerned staff, cumbersome bureaucratic

proceduresthe list goes on. There is, as Kennedy (1997, p.2) has observed, a kind of

dissonance between the purposes our society foresees for the university and the way theuniversity sees itself.

To be successful in the increasingly complex, demanding, and competitive setting,

the academy in many countries, including USA and Russia, must recognize the leadership

This case study was made possible by a grant from IREX (the International Research &Exchanges Board). The statements made and views expressed are solely the responsibility of the

author.


3/36

2

challenges it faces and devote increasing attention to expectations and concernsarticulated by the external stakeholders that provide the moral and financial support

necessary to functioning of universities. The list of such groups is a long one: present andpotential students, parents, alumni, members of advisory and oversight groups, employers,

public official, community groups, taxpayers, funding agencies, donors, and the general

public. From this perspective, colleges and universities are viewed as providers ofeducational services. As with other service providers, changes in marketplace needs and

expectations create demands and emerging opportunities.To examine and to respond to all these needs, expectations and opportunities from

environment higher education institutions need strategic planning, which includes

creating mission and vision statements,formulating core principles of activities.An important challenge from this point of view is the integration of assessment,

planning and improvement activities (Figure1). Such integration allows the university toidentify organizational strength and needs, helps define priorities, encourages immediate

and continuous for dialogue among faculty, staff and administrators how to foster

institutions development and how to achieve collective excellence.

To my mind, higher education excellence can be regarded as most important andattractive goal of strategic planning. In this context universities must pay attention notonly to academic excellence, high quality of teaching and research, but also to the service

excellence. The term service excellence can be used to refer to the complex set of

communication processes through which we create and maintain relationships with thosewith whom interact through our instruction, research, public outreach, and also through

our administrative, student life, service, and other activities. Service is a way of talkingabout all forms of interaction between the academy and its many constituencies what

the Kellogg Commission has called engagement (Kellogg Commission, 1999b).

Figure 1 Integrating Planning, Assessment, and Improvement within Units

Improvement

Planning

Assessment

MissionVisionValues

Goals


4/36

3

1.2 Significance, Goals and Methods of the Case Study

The following case study represents the process of strategic planning at Kent StateUniversity. Data for this case study was collected from October to November, 2006.

Theory and practice of strategic management offer comprehensive information

explaining the need for strategic planning, regarding the outcomes of this process in theprivate sector, in some non-profit organizations and partly in higher education. But the

essential gap exists as to the benefits attributed to strategic planning and frustrations thatplanners actually encounter. One of most crucial challenges is the distraction between

strategy formulation and implementation. According to Mockler (1995) though strategy

formulation is very central to understanding strategic management, it does notsufficiently provide a concrete direction for action. This can only be provided by strategy

implementation. This view suggests that strategy implementation poses even moredifficulties than strategy formulation. However, a basic framework can be derived to

serve as a road map to strategy formulation (Mezias, Gringer and Gruth 2001; Hills and

Jones 1995; Mockler 1995). But literature on strategic management indicates a gap in

sources about creating mission, vision, strategic plans of an organization and informationabout the results of their implementation in higher education institution. Therefore theresearcher hopes, a case study of this nature will contribute toward the reduction of

information gaps.

The focus of this study is to examine strategic planning efforts in higher educationinstitutions, using KSU as an example, to determine the extent to which an American

university is capable to develop a strategic plan and to create the universitys missionwhich is attractive for local community, the university, its international partners and

which makes the university more competitive in the market. By focusing on KSU, which

has outstanding outcomes of implementing strategic plans, our study contributes tounderstanding benefits and problems, advantages and frustrations, connected with this

process. While higher education institutions have accepted the fact that good academicplanning is essential to developing a competitive advantage for their institutions, there is

scarce information on how strategic planning has been carried out to achieve this.

In this connection we have three groups of goals. The first group is typical for

comparative studies about strategic planning at higher education institutes. To observehow the American university overcomes the typical university inertia and the businessas usual approach, which cannot persist in an environment characterized by rapid and

unpredictable changes. Thats why the intentis to investigate how KSU makes vision and

mission statements in its strategic plan which is broad enough to permit the university to

change and adapt to a rapidly transforming environment. The first group of goalsincludes investigations, how the organizations strengths and weaknesses, environmental

opportunities and threats are considered and analyzed. A special issue of this case studyis to research training and retraining of experts, who are responsible for different types of

strategic analysis. The results must be compared with the situation in Novgorod and other

Russian universities and the mechanism must be determined, how to disseminateAmerican experience, if it would be recognized positive, in Russia.

The second group of goals is connected with the research of implementationstrategic plan in activities and programs which are conducted at KSU and its subdivisions.

The intension is: to find out the support mechanism created by the university


5/36

4

administration to make the strategy, the mission and the related activities and programssuccessful and effective. In this connection researcher would like to examine the personal

relevance of Kent State official mission statement to faculty, staff and administrators ofthe university, in what way the strategic plan of KSU is connected with implementation

plans of the subdivisions (at the example of one of them ).

Because my investigation before (see p.10) showed that KSU is knowninternationally because of the events May 1970, a special point of our research will be to

learn if these events really influence a strategic planning process today or they can beconsidered only historical heritage.

The third group of goals is connected with internationalization of higher education

as an important strategy of universities development. Thats why a specific goal of thiscase study is to observe how American university uses international cooperation as a tool

of internationalization, to research the role that internationalization plays in fulfilling theuniversities mission and strategic goals.

Methods to be used for studying the case are both of quantitative and qualitative

design. They include observation, interviews, questionnaires (soft sources), as well as

using data from documents (hard sources of information).

2. Case description

2.1 Definition of Terms

2.1.1 Planning

Planning is a formalized procedure to produce an articulated result, in the form of an

integrated system of decisions. Thinking about and attempting to control the future areimportant components of planning (Mintzberg, 1994). Planning is required when thefuture state we desire involves a set of interdependent decisions; that is a system of

decisions (Mintzberg, 1994).

2.1.2 Strategic Planning

Strategic planning is a complex and a participatory process designed to scan the

environment and create mission, vision and strategies, capable to enhance institutionalcapacity and make university more attractive and competitive in the market.

The following definitions, when combined, characterize a comprehensive strategic

planning process. Strategic planning is: a rational analysis of the opportunities offered by an environment and of

strengths and weaknesses of the firm, and selection of a match (strategic)between the two which best satisfied the objective of the firm (Ansoff, 1976).

the process of determining what an organization does, what it will do in thefuture, and how it will manage to do it. (Bryson, 1988).

disciplined effort to produce fundamental decisions and actions that shape andguide an organization, what it does and why it does it (Bryson, 1988).


6/36

5

the continuous process of making present entrepreneurial (risk-taking) decisionssystematically and with the greatest knowledge of their futurity; organizing

systematically the efforts needed to carry out these decisions; and measuring theresults of these decisions against the expectations through organized, systematic

feedback (Drucker, 1974) .

the systematic and purposeful determination of objective, sloughing off pastpractices, being willing to systematically abandon various elements to reach

new goals, look for new and different ways to attain objectives rather than tobelieve that doing more of the same will suffice; and finally, to think through

the time dimensions and as, when do we start work to get results when we need

them (Drucker, 1974) . one which develops and maintains a strategic fit between the organization and

its changing marketing opportunities (Koter and Murphy, 1981). motivated by the desire for selectively rational and focused institutional

decision-making, and concentrates on key operating decisions facing the

institution in the intermediate future (Neufeld, 1993).

the goals of strategic planning are broadly defined such that institutions canflexibly respond to changing conditions and demands. Options are defined withan appreciation of internal and external environmental constraints and

opportunities (Neufeld, 1993).

the process of determining what an organization intends to be in the future andhow it will get there (Barry, 1986)

a process of developing and maintaining a strategic fit among the mission of theorganization, the strengths and weaknesses of the organization, and

opportunities and challenges in the organizations external environment

(Yankey, 1995).

2.1.3 Strategy

Strategy is an integrative pattern of long-term objectives, decisions, action programs

and resources allocation priorities, which reveals mission and purposes of the

organization. According to Arnoldo C. Hax and Nicolas S. Majluf (1996), strategy1) selects the businesses the organization is in, or is to be in;2) attempts to achieve a long-term sustainable advantage in each of its businesses

by responding appropriately to the opportunities and threats in the firm's

environment, and the strengths and weaknesses of the organization;

3) identifies the distinct managerial tasks at the corporate, business, and functionallevels;

4) defines the nature of the economic and non-economic contributions it intends tomake to its stakeholders;

2.1.4 Stakeholders

Stakeholders are individuals and organizations that have interest and influence in theaffairs of a particular institution of higher education. Generally, this group includes

students, faculty, administrators, government officials, alumnus, taxpayer, etc.


7/36

6

2.1.5 Internationalization

Internationalization of higher education is the tendency and strategy in thedevelopment of higher education institutes, which includes:

international orientation of educational programs;

international cooperation in education and research; international strategic planning.Internationalization can be characterized as: the social experiences and learning process through which individuals acquire

and change their image of the world, perceived as a totality, and their

orientation toward particular components of the word system (Becker, 1969;Krane, 1994).

intellectual, experiential, dynamic, and interactive process of internationalizingnew word views, resulting in new ideas, attitudes, and behavior toward the

world as a whole or its components, including the leaders own cultural milieu

(Krane, 1994).

participatory intervention among the equal international partners (InternationalAssociation of Universities, 2000).

2.2 A Review of the Literature

There is a number of studies of strategic planning in higher education organizationsas well as internalization of education and research in contemporary universities.

Literature sources to these issues could be divided into five main groups: The first

one reviews the process of strategic planning, its steps, methods and tools, outlinesdifferent theoretical conceptions of strategic planning as a framework for understanding

its use in higher education organizations.

The second group of sources is dedicated to the history of strategic planning in

American universities.

The third group presents different case studies of higher education institutes

strategic planning in USA and abroad, shows national context and brief social politicalcircumstances under which change take place.

Literature from the fourth group includes criticism about real outcomes of strategic

planning process and focuses on difficult problems of implementation strategic plans in

universities and their subdivisions.

The fifth group of sources reveals internationalization as a very important tendencyand strategy in the development of higher education.

In the early 1900s, Henri Fayol, a parent of organizational theory, describedplanning as assessing the future, setting goals, and devising ways to bring about these

goals. Mintzberg and Quinn were thinking along these same lines when, speaking about

strategy as plan, they specified two essential characteristics about strategy: it is made in

advance to the actions to which it applies, and it is developed consciously and

purposefully (Mintzberg, 1996). According to Dooris, planning concerns an ability that isawakened by the human appetite to better our condition. In the business world, bettering

ones condition includes capturing market share and improving profits. In higher


8/36

7

education, bettering ones condition includes hiring better faculty, recruiting strongerstudents, upgrading facilities, strengthening academic programs and student services, and

acquiring the resources needed to accomplish these things. Since most institutions ofhigher education share a similar mission and compete for these same objectives, an

essential part of strategic planning involves shaping the institution in ways that ensure

mission attainment by capturing and maintaining a market niche in the quest forresources, faculty, and students. Thus strategic planning has both external and internal

features (Dooris, 2004).According to Chan (1993), higher education institutions utilizing strategic planning

have five characteristics:

a shared and inspiring vision that defines an institutions identity and desiredposition in the marketplace;

a well-done strategic framework that directs institutional energies and activities; an institutional commitment to enrich external environments through

manifesting its values;

a widespread strategic thinking capability that prevails over a rigid, formal andcentralized planning process;

a supportive value system and climate that emphasizes participatory governanceand empowers participants within the institution.

Cyert (1963) explains that strategic planning is a method for dealing with and

making decisions about the basic nature of the institution. Chan (1993) asserts thatplanning efforts allow for an evolution in decision-making by higher education leaders.

As college and universities begin to respond to external demands, there will be a shift intheir decision-making. Initially, institutional decisions are driven by the organizational

factors. Subsequently, they will be based on external or environmental aspects. The

prospect of utilizing strategic planning in higher education suggests such an integratedplan based on an institutions culture and how it relates to its environment.

Strategic planning will provide colleges and universities with a vehicle forestablishing a vision of their futures, realizing the relationship between their capabilities,

their values, opportunities and environmental needs (Steeples, 1988). The author continue

by pointing out the two common results of all successful strategic planning efforts: clarity

of purpose and direction, and the specification of action steps required to accomplish theoverall purpose.

It is important to define the nature and objectives by elaborating the mission and

goals that justify the existence of the organization. This includes how it intends to satisfy

its customers in terms of value for money and social responsibility. Universities might

define such missions and goals to reflect the needs of their internal and externalstakeholders (Sallis, 1992). The internal stakeholders include the academic,

administrative staff and support staff. The external stakeholders are the students, the localcommunity, the state and international community. The mission and goals of the

institution are viable in pointing to the direction to which resources will be concentrated

or the proportion of resource allocation.Hunger (2003) suggests that all strategic planning involves at least four distinct steps:

environmental scanning, strategy formulation, strategy implementation, and evaluationand control. These steps are portrayed in Figure 2 (Hunger, 2003).


9/36

8

Figure 2 Basic Elements of the Strategic Management Process

Considered in the context of human thought, planning is certainly not new. On thecontrary, it is as old as humankind. On the other hand, when one views the strategic

planning as a structured management discipline and practical, it is basely out of itsinfancy. Thats why a number of books and articles are devoted to the history of strategic

planning. According to Dooris (2004), the date on the birth certificat of strategic planning

is smudged, but it seems safe to say that it emerged as a distinct methodology sometimebetween the 1950s and 1970s.

Steiner (1979) asserted that formal strategic planning with its modern design

characteristics was first introduced under the rubric of long-term planning in the mid-1950s by large companies and conglomerates; Mintzberg (1994) wrote that it arrived on

the scene in the mid-1960s when corporate leaders embraced it as the one best way todevise and implement strategies that would enhance the competitiveness of each business

unit. Others attribute the emergence of strategic planning to the turbulent environment

of the 1970s when, with the energy crisis and other unanticipated events, organizationsscurried to find a more pertinent planning system (Rosenberg, 1985).

Many would argue that searching for the birthstone of strategic planning ischimerical since planning is an evolutionary process. Certain dating stones can be located,

but strategic planning possesses no single event of origin. What is clear, however, is that

the last several decades have been a boom period for strategic planning - a developmentin which higher education has shared.

The literature shows a number of colleges and universities having successfullyundergone strategic planning initiatives. Wagener (1993), Descrochers (1994), Brown

(1996), Dooris (2004), Clagett (2004), Marginson (2006) provide case study examples of

administrators facing their institutions, opting for strategic planning and using thisprocess as a rational tool for systematic advancement of the academic enterprise. The

research hopes that this case study, with its example of strategic planning at KSU, willcontribute to enrichment of the knowledge about contemporary higher education.

Strategic planning is not uniformly applauded. Sometimes it becomes a object of

public criticism. William writes that strategic planning lies still and vapid like a tired oldfox terrier on the couch. An occasional bark, but no bite (2000). The question of

Cowbuin Is Strategic planning in higher education fact or fiction is typical for manyauthors, who dont know how to take the strategic plan off the shelf and to move it into

action (Paris, 2004).

The researchers rail against such defects in the planning process as mechanicaltreatment of the environment, separation of planners from operators, and resistance of

organizational cultures (Rosenberg, 1985). Seviers recent words are scorching: There

EnvironmentalScanning

StrategyFormulation

StrategyImplementation

Evaluation

and

Control


10/36

9

are probably few phrases that cause a greater group groan on most campuses thanstrategic planning. The fact is, most colleges and universities look at strategic planning

as a path to pain, rather than a path to plenty (Sevier, 2003). But the most authors areconfident that the central lesson from such critical observers is not, that strategic planning

does not work, a more defensible conclusion that planning can be done poorly or it can be

done well, strategic planning can produce success.Literature considers internationalization an important part strategic planning, a

process involving all facts of university life (Adler, 1997; Dobbert, 1998). According toBartell, Universities, in respect to their primary functions of teaching and research and

their secondary function of service to the surrounding community, are confronted to the

scope and intensity of transnational connections at all levels of society. Students requireglobal competence to understand the world they live in and to function effectively as

citizens and in their work lives (Bartell, 1984). Thats why the researchers regardinternationalization as an integral part of the universitys mission and strategic plan.

2.3 General Information about KSU and Expectations of the Researcher

It should be useful to give general information and description of specific features of

the main object of the research - Kent State University for understanding the context ofthis investigation and the expectations of the researcher (Information was obtained from

KSUs website www.kent.edu).Kent State University, founded in 1910, is maintained by the state of Ohio. It is

controlled by a Board of Trustees appointed by the governor, subject to confirmation of

the state senate, and is supported by legislative appropriations and by student fees. KentState earns national recognition by the Carnegie Foundation for the Advancement of

Teaching for its breadth of high-quality undergraduate programs balanced withinnovative research and graduate studies in selected areas and is ranked among the

nations 77 public research universities demonstrating high-research activity. Kent Stateoffers 15 degrees in 215 programs at the masters level, one degree for educationalspecialist in eight areas and two doctoral degrees in 59 areas.

The universitys physical plant has been expanded significantly to meet the needs ofgrowing student enrollments of more than 23,250 on the Kent Campus. Those

enrollments include a graduate student population of nearly 5,000 students. In addition,

the university has seven Regional Campuses with an additional student enrollment ofmore than 11,240 students.

Kent State Universitys graduate programs are located in nine academic divisions:the College of Architecture and Environmental Design, the College of Arts and Sciences

that also includes the School of Biomedical Sciences, the College of Business

Administration, the College of Communication and Information, the College ofEducation, Health, and Human Services, the College of the Arts, the College of Nursing,

and the College of Technology. The Division of Research and Graduate Studies providesassistance and oversight for all graduate programs. Kent State University utilizes the

semester system for academic programming.

There are 119 buildings on the Kent Campus. Among these are versatile facilities tomeet a variety of academic and recreational needs.

Kent State University is accredited by The Higher Learning Commission and is a


11/36

10

member of the North Central Association. The university offers a wide array of associate,baccalaureate, masters and doctoral degrees. Its programs provide a balance of academic

and professional preparation in accordance with the highest national standards. Kent Statefosters collaboration and articulation with community colleges and four-year institutions

as well as cooperative efforts with secondary and elementary schools to further facilitate

successful transition to and within higher education. The university is committed toproviding a living-learning environment that encourages individual growth and promotes

the successful and timely completion of degrees.The expectations of the researcher were connected with some special features of

KSU:

comprehensive experience in strategic planning and implementation strategicgoal and plans;

rich tradition in the preparation of teachers. KSU is among the leadersnationwide in research related to teaching and learning;

internationalization of higher education, internationally related activities,participation in a number of study abroad programs and exchanges of students

and faculty, intercultural courses and programs offered by many academic units; activities of Gerald H. Read center for international and intercultural education; unique leadership role in promoting the peaceful resolution of conflict through

education.

Historical events on May 4, 1970 are interesting to any visitor to KSU regardless ofthe specific goal of his visit or issue of his research. After getting a placement in KSU,

together with Dr. Wang, the IREX visiting scholar from China, we conducted a surveyamong the faculty of Russian, Chinese and German universities about their knowledge of

KSU. The questionnaire included only two questions: Do you know something about

KSU, Ohio, USA? If yes, what information do you have and from what sources (Personalcontacts, publications, scholars or students from your country)? Most of the participants

(85%) had no information about KSU. From those who knew something about thisuniversity, most connected their knowledge with the events, when the people were

killed. Thats why the main questions for the researcher were: What happened on May 4,

1970 and what influence do these historical events have on the situation and development

of KSU today.

Kent State University was placed in an international spotlight after a

tragic end to a student demonstration against the Vietnam War and the

National Guard on May 4, 1970. Shortly after noon on that Monday, 13

seconds of rifle fire by a contingent of 28 Ohio National Guardsmen left four

students dead, one permanently paralyzed, and eight others wounded. Not

every student was a demonstration participant or an observer. Some students

were walking to and from classes. The closest wounded student was 30 yardsaway from the Guard, while the farthest was nearly 250 yards away.

History, sorrow and healing remain a part of Kent State University. The university

Library has dedicated a Memorial Room containing books, papers, studies and other

materials relating to the events. In addition, the university has established an academicprogram designed to help students and others employ peaceful conflict resolution to

resolve disputes. On May 4, 1990, the university community dedicated a permanentmemorial.


12/36

11

The university will continue to remember the four students who died - AllisonKrause, Jeffrey Miller, Sandra Scheuer and William Schroeder - through scholarships in

their names and in the words inscribed on the May 4 Memorial: Inquire, Learn, Reflect.

2.4 Methodology

The researcher used a case study approach to investigate strategic planning processand internationalization of higher education at KSU. According to Borg, the case study

in its simplest form includes an investigator who makes a detailed examination of a single

subject or group of phenomenon (Borg, 1988).The situational analysis type of case study will be used to obtain exclusive data from

the main object of investigation KSU. This type of study will concentrate attention onthe way administrators, faculty and staff of university confront specific problems

strategic management, taking a holistic view. While it examines a particular event

(strategic planning), situational case study also illuminates a broad scope of problems

(internationalization). This can suggest some structure for future research on theprospects of strategic management in higher education to the audience.

The research reflected in this case study was based on data derived from different

sources of evidence:

direct and participant observations, connected with strategic planning andinternationalization of higher education at KSU;

interviews with administrators of different levels at KSU (in the case study wereused different types of interviews: an open-ended nature, focused interview,

structured interview, e-mail interview);

documentation about strategic planning, mission of KSU and differentimplementation plans in units of the university (strategic plan, constitution of

KSU, self-studies, annual reports, etc.); descriptive survey.Documentary evidence included reports of workshops on strategic planning, the

KSU strategic plans (1994, 2004), implementation plans of subdivisions, annual report ofGerald H. Read Center for International and Intercultural Education for 2005-2006,

Internationalization Implementation Plan for 2006-2010, prepared and submitted by theInternational Affairs Advisory Council, newsletters and other internal publications. Using

constant comparison, the author of the case study derived the premises on which the

arguments in this paper are based.A descriptive survey design was used in this study in spite of the fact some authors

regard case study and descriptive survey as different research strategies, different ways of

collecting and analyzing empirical evidence, following its own logics. In this case adescriptive survey is designed as part of a case study, which produces quantitative data.

Sources of evidence used in the case study are demonstrated in Figure 3.Both the soft sources and hard sources were aimed at establishing an authentic

narrative of the key issues in the strategic planning process and internationalization of

higher education.The most important component of a research design is the questions of a research.

This case study includes both exploratory how-questions and explanatory who-


13/36

12

questions, because the case study strategy is used for three purposes - exploratory,descriptive and explanatory. Nevertheless, the author focuses more on conducting an

exploratory study to develop pertinent propositions for further inquiry andimplementation outcomes of research at home university.

The research design of the study includes both general research and specific sub-

research questions.The general research questions are related to main support mechanism to implement

the strategic plan and personal relevance of official mission to faculty, staff of theuniversity.

Figure 3 Sources of evidence used in the case study

The specific sub-research questions are: What factors led to the adoption of strategic planning at KSU? Are strategic plan, vision and mission really capable to make university more

attractive and competitive in the market? For whom is the mission established? the faculty and staff of the university,

students and their parents, local community, stakeholders, international partnersor authorities?

What actors are involved in the strategic planning process? Who provides leadership for the strategic planning meetings: - Outside

facilitator/consultant, - administrative leader, - in-house facilitator, - president, -

faculty leader.

Descriptive

survey

Documents about

strategic planning

Direct observations in

institutions

Participant observations

of events

Open-ended interviews

with key-respondents

Focused interviews

with administrators

Structured and E-mail

interviews with faculty,

staff, and administrators

Case strategic planning

at KSU


14/36

13

Who leads staff members in setting objectives, developing action plans andconducting performance appraisals?

How are the organizations strengths and weaknesses, environmentalopportunities and threats considered and analyzed?

Who is responsible for different types of strategic Analysis: administrationfaculty teams or special experts? How are such experts trained and retrained?

What kind of training and retraining of the university administration and theheads of the institutions subdivisions in strategic management and planninghave taken place at KSU? Did they manage to improve the skills and

competencies of administrators in strategic planning, analyzing of the university

environment? How is the strategic plan implemented? What is the main support mechanism to

make the strategy, the mission and the related activities and programs successfuland effective?

Our investigation showed that KSU is known internationally because of eventsMay 1970. Do these events influence a real strategic planning process today or

they can be considered only historical heritage? How important is international cooperation in the strategic plan? What role does

the internationalization of higher education play at KSU in fulfilling the

universities mission and strategic goals?

What problems and benefits are associated with strategic planning? To whatextent could these problems be solved and benefits realized?

What recommendations would you give to institutions attempting to begin thestrategic planning process?

2.5 Findings

2.5.1 Analysis of Data from Documents

Using data from official documents Strategic plan of KSU (June 1994), Strategicplan of KSU (May 2004, commitment to changing lives), annual report of Center for

International and Intercultural Education, 2005-2006, dedicated to the memory of Dr.

Gerald H. Read, Internationalization Implementation plan, 2006-2010 helped theresearcher to gain history and context of strategic planning at KSU as well as structure of

strategic plans of different years and determine changes in general approach to strategicmanagement during 10 years.

Data from documents were useful for understanding:

how mission, core values, vision and strategic principles are formulated;

in what way the strategic plan of KSU is connected with implementation plansof subdivisions (at example of Gerald H. Read Centers for International andIntercultural Education);

what role does the internationalization of higher education at KSU in fulfillingthe universities mission and strategic goals.

The strategic plan of KSU from 1994 represents the culmination of a two-phase

process that began in late summer of 1993. The first phase of the strategic planning


15/36

14

process concluded when Part I, the academic and student affairs portion of the strategicplan, was endorsed by the Faculty Senate and the Kent State University Board of

Trustees in January of 1994. Part I was then forwarded to the Chancellor of the OhioBoard of Regents as the Kent State University response to a Regents mandate that public

colleges and universities in Ohio develop Functional mission statements.

The second phase of the strategic planning process was completed in June of 1994after the Faculty Senate and the Kent State University Board of Trustees endorsed Part II

of the plan, a part focusing on the service and the support divisions of the university andon intercollegiate athletics.

Dr. Carol A. Cartwright, tenth president of Kent State University writes

about this time: Its no secret that Kent State University has gone through

difficult times painful times lean times. We have come through those timesbecause we functioned as a community. We rose above those times because we

acted with a higher purpose. We will keep our mission intact and honor ourdisciplines. But students must always come first. Each of us must put students

at the center and we must all become students students of change.

Using our mission as a guide, we can continue to learn in this communityas well as teach. Using the lessons of our history, we can move this learning

community toward greater service, deeper involvement and even moresignificant contributions.

One of the reasons Kent has evolved into a major academic institution has

been our recognition that we do not operate in a vacuum. What we do here hasconsequences for the world around us. Those who fund us have expectations of

us. We must be a community within these walls. But we must not forget thatthere is a community beyond these walls.

Kent has grown from a Normal School with a single focus and purpose to

our present role as a university with a much more complex mission. We are a

major regional academic partner, a national research institution and aninternational resource. Throughout all of our changes and challenges, staff andfaculty members have created the kind of learning community that challenges

and inspires students. Our students know they can grow here if they do their

part. This educational partnership has created more than 100000 graduates whohave left our learning community capable of contribution and service to their

communities.But the road to our present success has not been straight nor smooth.

In June 2003, a new period of strategic planning process for the university was

begun. The Strategic Planning Steering Committee (SPSC), under the leadership of

President Carol A. Cartwright and Provost Paul Gaston, met twice during the summer in

day-long sessions that have set the foundation for a university-wide consultative process.Comparison of the old and the new strategic plans definitely shows the change in

approach to elaborating this kind of documents. The strategic plan from 1994 includes

107 pages and consists of two parts: academic and student affairs, service and support

divisions and intercollegiate athletics. It seems to be a detailed guideline for subdivisions,their administrators, faculty and staff related to such fields as teaching, research and

creative activity, outreach and community service, campus environment and co-curricularactivities, university image, human resources, internal and external communication, etc.


16/36

15

This strategic plan tries to answer not only the question where to go, but also thequestion how to achieve goals.

The new strategic plan is, on the contrary, not a glossy publication for externalrelation. Instead, it is a working document on 10 pages, which describes the university

mission statement, core values and vision, four strategic principles. The strategic

principles serve to guide units in their planning and implementation of this plan.The process to implement the strategic plan encourages unit autonomy for more

detailed planning aligned with the four strategic principles to follow. At the level ofexecution one should encourage diversity, flexibility and innovation, because

decentralizing the decision process and activities means that institutions must decide

how to achieve institutional goals.The structure of the strategic plan (see Appendix A) and its connection with

implementation plans of subdivisions are demonstrated in Figure 4.

Figure 4 The structure of the strategic plan and implementation plan of subdivisions

A relevant document, which played an explicit role in data collection for doing thiscase study, was Annual Report 2005-2006 of Gerald H. Read Center for International and

Intercultural Education, this document is a graphic example, how the university unit cansynchronize its activities to work toward the strategic principles clarify Kent States

vision for the next 3 to 5 years. The organization of this annual report can be considered a

evidence that the Gerald H. Read Center for International and Intercultural Education isdeeply committed to alignment with university strategic plan and vision. According to the

report, Center for International and Intercultural Education plans a number of activitiesfor implementing each four strategic principles defined in the May 2004 Kent State

University Strategic Plan. To implement strategic principle Encourage innovation in

MissionVisions

Core values

Strategic principles

Encourage innovation in learning Focus on those we serve Engage with the world beyond our

campuses

Build and sustain relationships thatFoster Success

The context for planning

Implem

entationplanofsubdivisions


17/36

16

learning, Center for International and Intercultural Education promotes for exampleinternationalization of curriculum and undergraduate opportunities through a variety of

methods during the years study abroad fairs. Read Review articles, Brown BagSeminars, sponsoring faculty members to explore international activities, creating

competitions in international education and travel design, communication to the Faculty

Advisory Council, the presence of visiting scholars, and the Read Distinguished LectureSeries.

A very important document for this case study which could provide other specificdetails to corroborate information from other sources about internationalization of higher

education at KSU, was Kent State University Internationalization implementation Plan

2006-2010 prepared and submitted by the International Affairs Advisory Council.Analysis of documentary information in this plan was very relevant for this investigation

and helpful in understanding such issue as: goals for American higher education institutions moving their international

agenda from conceptualization to implementation;

objectives, strategic and guidelines that facilitate the process ofinternationalization at KSU during the next 5 years;

implications for international affairs of four strategic principles of KSUstrategic plan, adopted in 2004;

benefits and importance of internationalization; institutional structural of international affairs at KSU.But the most relevant information, obtained from the analyzed document, relates to

specific strategies for internationalization, which are capable to accomplish four goals for2006-2010.

According to the document, these goals are:

to increase and retain KSUs international students; expand and diversify international opportunities for students and faculty; to increase and retain KSUs international faculty; to enhance the international dimension of the undergraduate and graduate.Detailed analyzes of the contents of this document helped the researcher to

determine connections between goals, objectives and special strategies of

internationalization (see Appendix B)Analysis of documents clarified the factors led to the adoption of strategic planning

at KSU, the actors involved in the strategic planning process and gave graphic examples

how the strategic plan is implemented. Synchronizing the activities of each unit to work

forward the common mission, vision and principles creates the main support mechanism

for successful implementation of KSU strategic plan.

2.5.2 Analysis of Data from Interviews

The author of the case study used different types of interviews (open-ended

interviews, focused interviews, structured and E-mail interviews) to clarify mostimportant issues related to strategic planning and internalization of higher education. The

selection of the interview type depended on the goal of the researcher, content of thequestions, which were to clarified and on position of the respondent chosen for the

interview. After review of KSUs strategic plan, the researcher interviewed a series of


18/36

17

administrators of different levels on how they implement the strategic objectives and howthey evaluate the strategic planning process at KSU to see vertical and horizontal

integration of the strategic objectives.The following key respondents for investigating the general research and most

important sub-research questions were selected: Dr. Steve O. Michael, Vice Provost;

Harold Goldsmith, Vice President for Enrollment Management & Student Affairs; Dr.Frederick Schroath, Associate Dean of Graduate School of management; Dr. David A.

England, Dean of college and Graduate School of Education, Heath, and Human Services;Dr. A. Raj Chowdhury, Dean of College of Technology.

For the conversation with the key-informants the researcher used interviews of an

open-endnature, because he has interviewed to ask the key-respondents not only abouthistory and context of strategic planning process at KSU, but also about problems

connected with implementation strategic plans in subdivisions of the university. The keyrespondents not only provided the researcher with insights into a matter but also gave

recommendations for successful strategic planning in home university of the researcher.

Interviews, each of about one hours duration, were tape-recorded and transcriptions sent

in some cases to interviewees for corroboration or correction.Another type of interviews, the researcher used, were focused interviews and

structured interviews with a numbers of respondents who could not be interviewed a long

period of time but could give their personal perceptions of mission, vision and strategies

at KSU and in their departments. Informants took part in focused and structured interviewwere both representatives of faculty at KSU and administrators of different level: Dr.

Linda F. Robertson, Director of Gerald H. Read Center for International and InterculturalEducation; Dr. Kenneth Cushner, Executive Director of International Affairs of office of

the Provost; Dr. Peter C Tandy, Acting Vice President for Research; Dr. Gregory B.

Wilson, Associate Vice President, Economic Development and Strategic Partnerships; Dr.Charmaine Streharsky, Licensing Coordinator, Technology Transfer Research and

Graduate Studies;; Dr. Michael I. Kalinski, Professor of Exercise Physiology, AppliedPhysiology Research Laboratory School of Exercise, Leisure & Sport; Dr. Eunsook Hyun,

Professor of Teaching, Leadership and Curriculum Studies; Dr. Vilma Seeberg, Associate

Professor, Department of Educational Foundations and Special Services; Debra Lyons,

Immigration Assistant of International Student & Scholar Services; Rose Onders, SeniorSecretary, Gerald H. Read Center for International and Intercultural Education; Vanessa J.Earp, Liaison Librarian for Education Libraries and Media Services; Craig Simpson,

Special Collections Librarian of Special Collections and Archives Libraries and Media

Services; etc.

Our goal was to compare different points of view to formulate objective andcomprehensive conclusions related to the topic of our research.

All the respondents expressed their confidence, that strategic plan, vision andmission are really capable to make university more attractive and competitive an the

market because they take into account main factors led to the adoption of strategic

planning at KSU. The respondents mentioned such factors as rapid changes inenvironment, radical technological, economic, cultural shifts embracing all social

institutions, growing role of knowledge and information, a broad scope of universitysfunctions/teaching, research, service, function of entrepreneurs university/globalization

and internationalization of higher education, mobility for students and faculty, etc.


19/36

18

According to Dr. A. Raj chowdhury, the twenty-first century promises to be a time ofdramatic and rapid technological change and knowledge-based economic growth. Human

resources must have the skills and training necessary to place us well ahead of the globalcompetition. In that environment of intense global competition, the challenge of

preparing change agents and the deployment of innovative technology is becoming the

strategic battlefield of the international marketplace. With this in mind, KSUs School ofTechnology is deeply committed to work in partnership with business, industry, labor,

and government to make Northeast Ohio more competitive.The respondents characterized main actors involved in the strategic planning process

at different levels: providers, participants in data discussions and process leaders. The

interviewees stressed a particular role of the president of university, who must lead theteam and at the same time encourage the people to participate in open discussions about

strategic goals and objectives and the ways of their implementing. The respondentsattached great importance to contribution of the dean and the chair of the department to

implementing mission and strategic plans of university. According to Dr. Michael, three

groups of leaders lead staff members in setting objectives, developing action plans and

conducting performance appraisals-institutions leaders, internal facilitators and externaladvisors/consultants. All the respondents stressed that success of strategic planningdepends on people, how are they prepared for this process, trained and retrained, how

they are motivated and rewarded. Different forms of training and retraining of university

administrators were mentioned: group and team work, brain storming, internal andexternal consulting, supervision and coaching, workshops and seminars at national, state

and university levels.Besides some respondents consider strategic planning a way to unify faculty, staff

and administrators of the university, because the plan, based on ideas and suggestions

from many people, is not a task list but a way of guiding many kinds work across theuniversity. The question for whom is mission established evoked different responses by

informants. Some of them stressed a specific role of the mission for environment (60%),great importance for faculty (10%), faculty and staff (10%), but most of the key-

respondents emphasized that the mission can not be established only for one group of

stakeholders, because it reflects the reason for existence of the organization. To the mind

of key respondents mission of divisions must derive from the mission of KSU. Dean ofCollege and Graduate School of Education, Heath, and Human Services, David A.England said, that the mission of his institution is to prepare critically reflective teachers

and education professionals for leadership in a global society. The dean characterized

main programs features of his institution: integrative studies; technologies that enhance learning; responsiveness to diversity; researched-based best practice; communities of inquiry; responsibility and accountability.According to Dean of Graduate School of Management, Dr. Frederick Schroath, the

people in the Division of Business and Finance, in exercising their responsibility andauthority as representatives of KSU, provide quality service and accountability in support

of the university mission. In order to achieve quality in their performance, they strive for


20/36

19

continuous improvement in all that is done, plan and commit to accomplish targetsannually. The values and beliefs espoused by the division are based on the principles of

respect, integrity, service and commitment. Strategic management committee isresponsible for strategic planning in the college of business administration. It consists of

the department chairpersons and faculty representatives from each department, an

undergraduate and a graduate student representative, the Assistant Dean forUndergraduate Programs, the Associate Dean of the Graduate School of Management,

and the Associate Dean for Faculty and Administrative Affairs. The committee is chairedby the Dean or his designate. The committee is charged with:

creating and maintaining a set of college-wide goals and objectives with ahorizon of approximately five years with annual review;

creating for each objective action items and using them to monitor and report onthe colleges progress on an annual basis;

creating and maintaining a mission review process to periodically review thecolleges mission statement, consistent with AACSB standards.

According to Dr. A. Raj Chowdhury, mission of College of Technology is to

enhance technological literacy, education, knowledge, and training essential to the socio-economic well being and workforce development of Ohio in general and Northeast Ohioin particular. This will be accomplished through applied research and delivery of

academic programs.

According to Dr. Michael, the main problems associated with strategic planning areconnected with the fact that a number of administrators just want to legitimize the plans

of their departments and do not look for proper ways and tools for implementingstrategies and realizing benefits of strategic planning. The plans remain on paper, because

their authors dont understand the difference between the plans and strategic plans and

can not determine specific features of strategic planning. Another essential problem islack of experienced experts capable to guide the specific process of strategic planning at

the level of university units.All the key respondents mentioned historical events May 4, 1970 and expressed the

opinion, that these events can not be considered only historical heritage, because they

influence a real strategic planning process today. According to Dr. Michael, the memory

of these events is a part of an institutional identity at KSU and a strength of contemporaryuniversity. According to Dr. England, the events May 4, 1970 continue to be reflected asa very important message: the society must learn that students have always right for

protest, right for open expression and full exchange of ideas. We must try to understand

other people and employ peaceful conflict resolution.

Dr. Linda F. Robertson, Director of Gerald H. Read Center for International andIntercultural Education and Dr. Kenneth Cushner, Executive Director of Office of

International Affairs focused in their interviews on important role the internationalcooperation and the internationalization of higher education play at KSU in fulfilling the

universities mission and strategic goals. The respondents told about different

opportunities existing for KSU students to attend international educational programs orconduct studies abroad. The students can fulfill an internship outside the United States,

satisfying a course requirement of their profession while traveling abroad or attendingclasses one of Kent State campuses in Geneva, Switzerland or Florence, Italy. KSU is

proud of the growing number of formal relationships it maintains with foreign institutions


21/36

20

that enable our students to enroll for a semester or year of study abroad. Students who arefluent in a second language may wish to study in institutions in such places as China,

Finland, France, Germany, Greece, Japan, Mexico, Russia and Spain. Students may alsotake classes in English in Australia, Canada, England, Hong Kong, Ireland, Israel and

Taiwan. According to the respondents, KSU students studying in certain disciplines have

opportunities to complete some or all of their required teaching practice outside theUnited States. Students preparing to teach English as a second language at the

undergraduate and graduate levels can teach in such places as Mexico and Germany.Students studying to be teachers can complete their student teaching through the

Consortium for Overseas Student Teaching, which places students in national schools in

Australia, the Bahamas, Canada, England, Ireland, New Zealand, Scotland and SouthAfrica. Students also can teach in international or American schools in Costa Rica,

Ecuador, Greece, Japan, Mexico, Switzerland and Turkey. KSU students haveopportunities to accompany faculty on short-term international experience. Examples of

short-term, faculty-led programs in recent years include: Art and Culture in Florence; Art

Education in Florence; Comparative Journalism in Paris and London; Geography of

Europe In Europe; Geography tours in China, Thailand and Costa Rica; a Summer inKorea; Education in Ireland and Experience Kenya.

2.5.3 Analysis of Data from Observations

In addition to the documentary information and interviews, evidence for this case

study also came from direct observations in the lectures of KSU teachers as well as indistinguished lecture series took place in October November 2006 at KSU. The

researcher could observe how teaching excellence is celebrated at KSU, while listening to

the lecture of National Teacher of the year Kimlerly Oliver. The National Teacher of theyear program focuses public attention on teaching excellence and awards program for

teachers.Very useful for researcher were direct observations from international education

week (Nov.12 Nov.17). The United States Departments of State and Education

designate one week in November as part of their effort to encourage policies and

programs that prepare Americans for a global environment and attract future leaders fromabroad to study in the United States. The researcher could observe how internationaleducation week can be organized, while listening to the lecture of two Kenyan teachers

who shared their experiences with the university community, while attending by the

presentation of Dr. Shih Mei Yang, Visiting Fulbright Scholar from Taiwan, storytelling:

an aid to English as foreign language literacy and attending other events in theframework of the week.

As a special mode of observation in which the researcher was not merely a passiveobserver, instead actually participated in the events he studied, were used participant

observations. These research tools were used for collecting data from the conference

celebrating College Teaching and Open Space Discussion. Participant observationshelped the researcher to know the variety of opinions of many people about problems and

benefits associated with strategic planning and the roles these people play within a casestudy situation. In joint meetings with participants coming from many different

perspectives, the Open Space Technology enhances the richness that the participants


22/36

21

bring to discussion. An international group process technique, Open Space Technology,has been used to hold international conference, discuss ethnicity and culture, and develop

strategic plan. Participant observations from celebrating College Teaching Conferencegave information about the great tradition of the Distinguished Teaching Awards

ceremony at KSU and arrange annual forum for sharing insights, ideals and inspiration

about the scholarship of teaching. The KSU stated a teacher-training school in 1910 andhas built a strong tradition in fostering excellence and innovation in college instruction.

2.5.4 Analysis of Data from Survey

The researcher conducted survey among 60 representatives of administrators (20),faculty (20) and staff (20) to collect data about personal relevance of official KSU

mission for respondents and their perception of the mission. 27 respondents (45%)indicated the mission of KSU is teaching, 18 respondents (30%) characterized the

mission as research, 3 respondents (5%) as community service, 2 respondents (3%) as

accessibility and affordability, 3 respondents (5%) as enrollment and retention, 3

respondents (5%) as serving Northeast Ohio, 2 respondents (3%) as serving andsupporting students, 1 respondent (2%) as serving business, and 1 respondents (2%) asofficial mission statement is good. The Graph1 shows the responses of KSU respondents

when asked to describe the mission of KSU as they perceive it.

44%

30%

5%

3%

5%

5%

3%3% 2%

teaching

research

community service

accessib lit y and affordablit y

enrollment and retension

serving Notheast Ohio

serving and supporting students

serving business

offical miss ion statement i s go od

Graph 1

Of those respondents who characterized the mission of KSU as teaching, 20

respondents (74%) indicated the mission in high quality teaching, 4 respondents (15%)suggested it is an teaching to develop good citizens, 2 respondents (7%) simply state that

is teaching, and 1 respondents (4%) respond teaching for North East Ohio. The Graph 2shows the responses of KSU personnel who indicate that the mission of KSU is teaching.

An extremely strong majority of respondents shared and supported the mission of

KSU as they perceive it 85% of the respondents at KSU indicated they feel this way.Only 8% of KSU employees are uncertain, and 7% disagree. The graph 3 shows the

response of university personnel concerning whether or not they share and support themission of KSU as they perceive it.


23/36

22

74%

15%

7%4%

in high quality teaching to develop good cit izens

simply teaching for North East Ohio

Graph 2

Uncertain, 8%

Do not support, 7%

Support, 85%

Graph 3

Faculty, staff and administrator: A comparison

Yes No Uncertain

Faculty 17 1 2

Staff 16 2 2

Administrator 18 1 1


24/36

23

People from all levels of the organization felt committed to achieving the mission ofKSU as they perceive it.

This is a major strength of Kent State and should be reinforced wherever possible.Organizational initiatives that tap into this powerful support of this mission will be

strongly welcomed by faculty, staff and administrator alike.

An extremely strong majority of respondents believed their work helps to achievethe mission as they perceive it 85% of people who work at KSU indicated they feel this

way. Only 7% of KSU respondents are uncertain and 8% unsupportive.Data from the descriptive survey demonstrate an extremely favorable result, because

KSU already has a strong base of support for the mission, and may focus on building and

fine turning this cultural foundation.Finally, it should be noted that personnel are so supportive of the mission and

recognize the connection between their work and the mission to such extend, thatnegative actions by KSU can do little to erode this support. However positive actions will

serve to reinforce this excellent result, confirming to personnel that everyone shares

similar values and is working together to achieve the same goals.

3. Recommendations for Russian Universities

3.1 Significance Strategic Planning for Russia

Four years ago, Dr. Zapryagaev, IREX?UASP scholar, composed a case study ofstrategic planning in a USA university, supported by the IREX foundation and tried to

explain why in Russian system of higher education is NOT USING the strategic planning.He wrote:

The five years state plan of development and reaching the declared purposes wasbasic attribute of the Soviet system of education. Apparently it was the one of the mainreasons of excellent success of the Soviet Higher Education system in the field of

sciences. A disintegration USSR has reduced to refusal everything, that was in thecountry in the past, including the process of strategic planning both in the country, and at

universities was lost also.

Today there are many reasons for reconstruction of a system of strategic planning atthe universities. Nevertheless probable reasons from - for which such planning below are

enumerated is failed in Russia now. These reasons are the following: the Soviet habit to consider, that the strategic planning is the matter of the state,

instead of separate university;

unstable economy of the state;

unstable political situation in the past decade; inheritance of the Soviet phase in the higher education; misunderstanding a new role of universities in the market economy; ignorance of strategic planning technology; erroneous ratio to problems of strategic planning. (Zapryagaer, 2002)In these 4 years the situation in Russian universities changed radically, as well as

their attitude to strategic planning. Many books and articles were written about steps and


25/36

24

tools in a strategic planning process, many conferences and open space discussions wereheld, devoted to this topic, many strategic plans were developed and different mission

statements were created. But the main question remained without answer: Is strategicplanning in high education fact or fiction because of problems of implementation

strategic plans? These problems are as much to do with the formulation of plans

themselves as with the practicalities of how they are executed. But in spite of this factRussian universities do not refuse of extending and deepening strategic planning process.

Why do higher education institute need strategic planning? Transition to the marketrelations, rapidly changing environment made this process vital and indispensable.

During the last years higher education in Russia, as well as in different countries of

the world, has become the object of public criticism. Critical assessment was given to theactivities of higher educational institutions acting against a background of social intense

transformation processes and leading to the changes of main university functions.Unification of scientific-research and teaching activities is customary called the first

academic revolution, but today we witness the second academic revolution that is

happening as the result of radical technological, economic and cultural shifts embracing

all social institutions during the last quarter of the XX century. Knowledge andinformation has become significant factors of modern economy development andmaintenance of competitiveness. Knowledge economics, society based on knowledge

and even Europe, united by knowledge are among the top issues discussed in the

society. The second academic revolution in the conditions of knowledge economicsencouraged a new idea of entrepreneur university.

Therefore strategic planning is a very important topic for Russian universities whichface various problems nowadays.

Difficult demographic situation determines a great decline of students number and

increases the competition between the universities. In the next five years the tendency ofdecreasing numbers of university entrants will continue. This negative environment

factor determines the necessity of elaborating such mission which would be attractive notonly for academic staff but for potential students and their parents as well.

The state is constantly cutting the financial support of local universities while

concentrating the resources in the biggest academic centers (mainly in the capital and the

biggest Russian cities). This condition makes universities look for different possibilitiesfor their development. On the one hand, the universities must be active participation incompetitive for government and benchmarking programs. On the other hand, the

universities must develop a new kind of relationship between the university and the local

community, business and authorities.

In this situation strategic planning is an important tool for: improving the quality of education and research, achieving a balanced

correspondents of education, both process and result, to various needs ofindividuals, society and state and achieving, in this way, competitive advantages;

aligning the university with its environment, constructing and maintaining thestrategic relationship with the stakeholders in the community;

direct participation in economic and social development of regions throughknowledge transfer;

finding out additional financial sources to create better conditions for faculty,staff and students; for implementation innovations in teaching and research;


26/36

25

democratization and autonomization of higher education institutions; internationalization of higher education, creating and realizing intercultural

educational programs in different fields

3.2 Recommendations for home university

This case study focused on examining strategic planning and internationalization ofhigher education at KSU created a basis for some recommendations could be useful for

Russian universities, first of all for Novgorod University, the home university of the

researcher. It is a very difficult and at the same time honorary task to elaboraterecommendations for the university, which has comprehensive experience of training and

retraining administrators from different Russian universities in strategic planning andquality assurance in higher education.

The Yaroslav-the-Wise Novgorod State University comprises 6 Institutes,

2 University Faculties, and 4 Colleges. Besides, there is a Re-training Faculty,

Research Center, Scientific Library, Center for New Information Technologies, Innovation Department, Publishing Center, Marketing Center, Press Center

and other Subdivisions.

The University was established in 1993 by merging two oldest Higher

Education Institutions of Veliky Novgorod: the Pedagogical and Polytechnical

Institutes, Later on the Novgorod Agricultural Academy was include into the

structure of the University.

Sixty-five specialties, 19 branches of Bachelors training, 8 branches of

Masters training are given at 20 faculties and 98 departments of the university.

It is not occasional that the Novgorod University has the name of Prince

Yaroslav-the-Wise. On the eve of the Universitys first anniversary the Princes

personal seal was discovered during archaeological excavations. AcademicianYanin considered it a remarkable coincidence and suggested awarding the

University the name of the Russian prince.

City of Veliky Novgorod (or Novgorod the Great) is one the most ancient

Russian cities founded in 859. It is famous for its unique historical

masterpieces of architecture of the 11th-13th centuries. In the Middle Ages,

Novgorod governed the lands from the Volga river to the shores of the Arctic

Ocean, and was one of the main centres of culture and art in Russia and entire

Europe.

Veliky Novgorod today is one of the most important scientific, cultural

and industrial centres of the North-West of Russia. There are theatres, cinemas,

concert halls, libraries, art galleries, museums and a wide diversity of shopsand restaurants. It is conveniently located between the two capitals, Moscow

(530km) and St. Petersburg (180km).

On one hand it is our advantage, but on the other hand it is our great

disadvantage, because our prospective students always have the opportunity to

choose between our University and Moscows higher education institutions.

That is why we try to be competitive on the educational services market and

pay great attention to the strategic planning and quality assurance of


27/36

26

education.

Mission of the University: NovSU continues the political and educational

mission of the Novgorod prince Jaroslav-the-Wise and sees its destination in

the development of Russian education and science in the interests of the

individual, society and state, in glorification of Novgorod lands by learning

and unity. Its vocation is to bear professional knowledge and experience, toimplement humanistic ideals and build a social type of the individual adequate

to the requirements of time. NovSU promotes cultural development of the

regional community on a national and historical, spiritual and moral, latest

organizational and technological basis, finding the features and dynamics of

a learning university.

International relations of the Novgorod State University cover a wide

spectrum of activity. The NovSU cooperates with international foundations and

foreign governmental and non-governmental organizations, 14 universities

from such countries as Estonia, France, Germany, Norway, the Netherlands,

Poland, the USA, Ukraine, Sweden, etc. The academic staff of the NovSU is

896 persons. Among them there are 110 Doctors of Science and 468Candidates of Science. More then 18000 students study at the Novgorod State

University, among them there are 254 international students from 33 countries

of the world.

Can the American type of strategic management and internationalization of higher

education be adopted effectively and successfully at the home university?The data collected in this case study answered the main and specific research

questions and allowed the researcher to compare strategic planning process at KSU andNovgorod State University. This comparison can be considered a summary of findings

and a basis for recommendations for the home university of the researcher.


28/36

27

No Issue Common Features Specific Features at KSU Re

1

General

approach of

strategic plans

Both universities consider

strategic planning creating

mission and vision statements,formulating core principles of

activities ways to response and

opportunities of environment.

Strategic plan of KSU (2004) is

a working document on 10

pages, which serves to guideunits in their planning and

implementation of this plan.

1. To transform a str

collection of strateg

subdivisions to a gugo, but not the que

2. To collect propos

administrators for ch

increase personal re

them and their work

2 Analysis

Both universities analyze the

organizations strengths and

weakness, environmental

opportunities and threats. KSU

and NSU dont have special

experts responsible for

different types of strategicAnalysis. They try to involve

in this process administrators

of different levels and use

intensively team work and

brain storming. SWOT

analysis lies at the heart of

strategic planning in both

universities.

KSU uses different tools of

strategic planning, for example,

TOWS-analysis, which stands

for Turning opportunities and

weakness into strength.

To diverse methods

scanning and strateg

analysis, nominal-gr

etc.

3 Strategyimplementation

Both universities pay attention

not only to strategy

formulation, but also to

strategy implementation andare looking for the tools to

make the strategy, the mission

and the related activities

successful and effective.

KSU has an effective support

mechanism to implement

strategic plan. It is a carefully

thought out relationshipbetween university and

subdivisions. University

encourages unit autonomy for

more detailed planning.

1. To decentralize th

institution must dec

goals and synchroni

strategic goals of the2. To revise the rela

units in strategic pla

between strategic pl

plans of units.


29/36

28

4

Personnel

motivation and

involvement

KSU and NSU try to involve

different actors in strategic

planning process.

KSU has positive experience,

how to encourage the people

participate in open discussionsabout strategic goals and

objectives and the ways of theirimplementing. Three grous of

leaders-institutional leaders,

internal facilitators and external

advisors lead staff members in

setting objectives and

developing action plans. KSU

tries different ways to motivate

the personnel, for example

through special events

celebrating teaching and

research excellence.

1. To work out a sys

celebrating disting

order to increase perfaculty and staff of t

2. To work out the cservice excellence o

5

Cooperation

with

stakeholders

Both universities construct andmaintain the strategic

relationship with stakeholdersin the community.

KSU formed advisory councilsat the most subdivisions, which

support cooperation with localcommunity, fund-rising,

outreach and public relations.

To establish advisorthe networks with en

strengthen interactio

6

Internationaliz--

ation of higher

education

Both universities considerinternationalization of higher

education an essential part of

strategic plan.

G.H. Read has established atKSU center for international

and intercultural education,

which organizes a variety of

activities both for American

students and staff and for

foreign scholars and graduates.

KSU summarized goals,objectives and strategies of

internationalization in an

internationalization

implementation plan.

1. To establish in NSintercultural educati

joint education prog

and other internation

2. To elaborate the j

management in educ

3. To develop intern

which goals could bto increase and retai

expand and diversif

students and faculty

dimension of the edu

4. To design new Ba


30/36

29

Beyond boundaries of these recommendations, US experience in strategic planningand internationalization of higher education, illuminated in this case study, will be shared

through: academic conference on the problems of strategic management in Novgorod

University;

workshops with university administration, heads of university divisions anddepartments, board of trustees;

publishing articles in university and city newspaper; development of the strategic plan for three years; forming a team of trains for dissemination activities in strategic planning at

different levels (university departments, interuniversity level, internationallevel);

elaborating a special retraining course for Russian universities Strategicmanagement and strategic planning in universities.

Acknowledgements

I would like to thank some of the people who have helped me on the journey to

complete this case study: Dr. Steve O. Michael for his direction, the encouragement andhelpful guidance, Dr. Linda F. Robertson, who gave me insight on various topics of my

research, involved me in different events at KSU useful for direct and participant

observations, and provided so much warmth, showed concern, understanding, attention,and patience I have needed faced this challenge.

Special thanks to those who have helped with deep and comprehensive answers onmy questions in interviews about strategic planning at KSU: Dr. Steve O. Michael, Dr.

David A. England, Dr. A. Raj Chowdhury, Dr. Frederick Schroath, Gregory B. Wilson,Dr. Charmaine Streharsky, Dr. Kenneth Cushner, Dr. Quan Li, Dr. Robert T. Heath, Dr.Peter C Tandy, Harold Goldsmith, Dr. Michael I. Kalinski, Dr. Eunsook Hyun, Rose

Onders, Debra L. Shuler, Debra Lyons, Vanessa J. Earp, and Craig Simpson.Many thanks to those new friends offered encouragement, support and personal

services to make my daily life on campus comfortable and enjoyable, especially Dr.

Zhiping Wang, Ediz Lutfu Kaykayoglu, and Dr. Shih Mei Yang.I would like to express my deep appreciate for IREX-program, and especially Zaruhi

Hovhannisyan and Tova Pertman, who made this visit and this research possible andhelped in different ways to achieve goals.


31/36

30

References

Adler, N.J., (1997). International Dimensions of Organizational Behavior, (3rd

ed.)Cincinnati, OH: South-Western College Publishing.

Ansoff, H.I., (1976).Managing strategic surprise by response to weak signals. California

management review, 20(2), 21-33.

Barry, B.W., (1986). Strategic Planning Workbook for Public and NonprofitOrganizations. St. Paul, MN: Amherst Wilder Foundation.

Bartell, M., (1984). A bibliographic introduction and review of some factors influencing

the effectiveness of research and development teams: the agricultural context,

Agricultural Administration, Volume16, pp113129.

Becker, U., (1969). An Examination of objectives, needs, and priorities in international

education in U.S. Secondary and elementary schools: Final Report(Project No. 6-2908).

Washington, DC: US office of Education. (ERIC Document Reproduction Service No.031612).

Borg, W.R. & Gall, M.D., (1988).Educational research: An introduction. (4th

ed.). WhitePlains, NY: Longman, Inc.

Bryson, J., (1988). Strategic Planning for Public and Nonprofit Organization. San

Francisco, CA: Jossey-Bass Inc., Publishers.

Chan, S.S., (1993). Changing roles of institutional research in strategic management.

Research in Higher Education. Volume 34, no, pp533-549.

Church, A.H. & Waclawski, J., (1998). Designing and Using Organizational Surveys.

A Case Study of Strategic Plan Sangat Penting by MIkhail Pevzner

Documents

Transcript of A Case Study of Strategic Plan Sangat Penting by MIkhail Pevzner