strategic planning
DESCRIPTION
Strategic Planning. Workshop for Palestinian TEIs CINDA Ramallah, May, 2007. Jose Rafael Toro Professor of Computational Mechanics in the School of Engineering , Universidad de los Andes Presently I am Vice President for Academic Affairs at Universidad de los Andes (Bogota, Colombia) - PowerPoint PPT PresentationTRANSCRIPT
Strategic PlanningStrategic Planning
Workshop for Palestinian TEIsWorkshop for Palestinian TEIs
CINDACINDA
Ramallah, May, 2007Ramallah, May, 2007
Jose Rafael Toro Professor of Computational Mechanics in the School of
Engineering , Universidad de los Andes Presently I am Vice President for Academic Affairs at
Universidad de los Andes (Bogota, Colombia)
- 11,500 Undergraduate Students
- 2000 Graduate Students
- 550 Full Time Faculty
Where do I come from ?
Where do I come from ?
My city, Bogotá
Extremes of Strategic Planning
An An enlightened authorityenlightened authority knows knows where the institution has to go, where the institution has to go, and the rest try to follow him and the rest try to follow him
A huge number of A huge number of tiny academic tiny academic unitsunits make up a list of resources make up a list of resources which add up to an “impossible which add up to an “impossible
dream” dream”
Extremes of Strategic Planning
Strategic Planning should (at least) be an Strategic Planning should (at least) be an opportunity to try to discuss opportunity to try to discuss openlyopenly and and systematicallysystematically all all issues which determine issues which determine the future of an Institutionthe future of an Institution
There should be a place for leadership, for There should be a place for leadership, for participation, and for analysisparticipation, and for analysis
Mission
Vision
Vision
Vision
Local and global
context
SWOT analysis
Basic elements of Strategic Planning: Basic elements of Strategic Planning: a common language
Initial State (Base Line) GoalsActions
Strategies
Final State
Final State
Final State
Vision
Mission
Basic elements of Strategic Planning: Basic elements of Strategic Planning: a common language
Mission
It is a conceptual statement concerning the nature and purposes of the institution. BUT it can be so abstract and general that it helps little to enlighten future goals and strategies in SP process.
Every concept in the Mission should have a translation into more operational elements. For example what does it finally mean for your institution: - Quality - Interdisciplinarity -Commitment to the country’s development - Academic excellence - Globalization
Basic elements of Strategic Planning: Basic elements of Strategic Planning: a common language
VisionVision
It is a description (a “photograph”) of a possible future reality. The Mission is unique and has permanence in time. The Vision changes and adapts to local and global conditions.
The The visionvision is a concretion of the is a concretion of the missionmission
MISSION and VISION are only useful if they have been deliberately designed to build on them, and not only as a formal step in SP exercises.
Basic elements of Strategic Planning: Basic elements of Strategic Planning: a common language
Some preliminary observationsSome preliminary observations
Apart from conventional procedures in SP ( Mission, Vision, SWOT) a special emphasis should be placed in:
-Developing conceptual models of the operation of the institution which show the interactions and restrictions among the different system components of the institution.
Many TEIs can coincide in WHAT they want in the coming future (Missions of different universities differ very little), still the restrictions and difficulties which limit achieving (apparently) similar goals require a very precise analysis fitted for each institution, within each particular context.
-Detailed knowledge of the interactions between academic and economic variables, which determine the development of an institution.
TEIs tend to evidence a strong gap between what is academically desirable and what is economically sustainable. This tension complicates considerably decision making processes.
System components of a TEI for SP purposes
Academic processes
Physical resources
Prime actors: Students
Prime Actors: Faculty
Academic products
Academic processes : -Undergraduate programs -Graduate programs -Research -Continued education -Community services
SP intends to design strategies which allow an optimal performance of prime actors (faculty and students) in achieving goals consistent with Mission demands.
Evaluation and accreditation processes are intended to monitor the effectiveness of strategies in achieving the pursued goals.
Decision making processes
Definition of quality:
Inner and outer consistency
Local and global
employers
Academic community (national and international)
Social and economical conditions
External context
Outer consistency
Mission and vision
Inner consistency
Academic Processes
Physical resources
Students
Faculty Staff
Academic products
Decision making processes
Evaluation processes and systemsEvaluation processes and systems
Academic Processes
Physical resources
Actors: Students
Actors: Faculty
Academic Products
National and international accreditation systems
Employers
Academic community
(national and international)
Professional certification
systemsNational
secondary education
examinations
Governmental
Local and global context
Degree of inner and outer consistency of the
institution
Objective Quality Function
-Social, economical and political restrictions -Institutional restrictions
Restrictions
Strategic Planning can be understood as the process by which inner and outer consistency of the institution (objective quality function) are optimized subject to inner and outer restrictions.
Strategic planning under the metaphor Strategic planning under the metaphor of an of an Optimization ProblemOptimization Problem
Definition of Definition of Quality factorsQuality factors
Academic Processes
Physical resources
Students
Faculty Staff
QF
QF
QF
QF
QF
QF
QF
QF
QF
Quality factors are special attributes in which system components can be unfolded. By affecting Quality Factors, system components are transformed in a direction which affects (positively or negatively) the overall quality of the institution.
Quality FactorsQuality Factors(some tentative examples)(some tentative examples)
Academic Processes
Physical resources
Students
Faculty staff
Academic Products
-Faculty staff disciplinary and teaching qualification - Faculty size
- Labor conditions:
- Salaries-Teaching loads- Resources and
environment for academic production
- Rules (selection, promotion, evaluation)
-Entry qualifications of students-Study habits-Autonomy
-Effectiveness of physical resources in supporting academic processes
-Consistency of curricula with Mission Statement -Consistency of curricula with market demands and main stream of disciplines -Effectiveness of teaching learning process (ex: Active learning processes, student engagement with learning process) -General education requirements and adequate balance between breadth and depth of education
Quantitative Indicators can be associated to (most) Quality Factors
Quality factors and Quality factors and strategiesstrategies
Process oriented quality factors such as: .Teaching-learning process . Decision making processes
Resource oriented strategies:
high investment and operation costs
Process oriented strategies
moderate operation costs
Resource oriented quality factors such as: .Faculty size .IT support services
Strategic Plans cannot be reduced to a collection of required resources: How things are done (once reasonable resources are available) can be very strategic and cost effective in determining quality
St Fac Cur T-L Dec Res St Fac Cur T-L Dec Res
St
Fac
Cur
T-L
Dec
Res
St
Fac
Cur
T-L
Dec
Res
Process dependent QF Resource dependent QF
Pro
cess
d
epen
den
t Q
FR
eso
urc
e d
epen
den
t Q
F
Resources Processes The simple couplings: Better resources (may) lead to more effective processes
Process Process The subtle couplings: “How things are done” (may) increase effectiveness of processes
Quality Factor Couplings
Non void couplings among quality factors suggest strategies oriented to increase
quality of products
TEACHING LEARNING PROCESSES
Disciplin
qualific.Teachg.qualific.
Tchg. loads
Size of courses
Lab resources
Library resources
IT resources
Teaching practices and methodologies
Student engagement
Course Examination systems X X X X X
Efficiency of teaching learning processes
. Drop out rates
. Effective time for graduation
Quality Factor Quality Factor Couplings Couplings ExamplesExamples
Strategic Planning rationaleStrategic Planning rationale
QFi
QFi
QFi
QFi
QFi
QFi
QFi
QFi
QFi
Strategies are coherent actions which affect groups of highly coupled Quality Factors in a positive direction
Strategic Planning rationaleStrategic Planning rationale
A P
S
F S
Base Line in terms of system components and its
associated quality factors
A P
S
F S
Expected states in terms of system components and its associated quality factors
Strategies and actions designed with the help of QF coupling analysis
Each set of goals, strategies and actions affect operational and investment costs which can be evaluated in this flow chart, thus selecting the sustainable and academically acceptable strategies
Academic Programs Academic Programs academic academic variables vs. cost structure variables vs. cost structure
Gross demand
Admission process
Enrolled students
Curricula
Student population
Drop out rates
Teaching structure
Faculty size
Faculty costs
Admin structure Admin
costs
Tuition and government
support
Gross income
Teaching demand
Educational support
resources & services
Institutional administration
Support invest. &costs
Instit. admin costs
Selection capacity
Faculty salary
structure
Each set of goals, strategies and actions affect operational and investment costs which can be evaluated in this flow chart, thus selecting the sustainable and academically acceptable strategies
Examples of coupled factors : Admission and quality of students
(some) quality standard
“quality” of students
Enrolled students
Under qualified students
Qualified students
High risk students
# students
Enrolled students
Under qualified students
Qualified students
“quality” of students
Under qualified students
Qualified students
Better secondary education
Examples of coupled factors: Admission and secondary education
Examples of coupled factors: Admission policies and costs of teaching
# students
Under qualified students
Qualified students
High risk students
Larger course sizes
Regular course sizes
#Teaching hours ~Size Faculty ~Operation costs
Smaller course sizes
Exampled of coupled factors: Admission policies, quality of students and cost
of teaching
High risk students
Larger course sizes
Regular course sizes
Faculty costs/hr
Active learning strategies which increases engagement of students with their education process
#Teaching hours ~Operation
costsEducation support
costs/hr
>
# students
How does learning really proceed ? Are our teaching practices adequate for our
students?
Time
Learning
Lecturing
Repetitive exercises
¿ …….. ?
Profitable time
Unprofitable time
“quality” of students
Strategic planning structure within Strategic planning structure within the institutionthe institution
Institutional SP
Schools SP
Department SP
Faculty staff work plans
Generation of adequate conditions
Academic specific programs and projects
Examples : -Faculty staff training programs -Salary policies -Teaching load policies -General curricula structure
Strategic Planning as an iterative process
Institutional SP
Schools SP
Department SP
Faculty staff work plans
Goals, strategies and
actions
Associated investment and
operational costs
The institutional iteration The sustainability iteration
Why do I look arab?
SP Workshop
Objectives:
Considering a specially significant process associated to Tertiary Education, the object of the work shop consists in identifying (quality) factors of the different components of the institution which are expected to affect the selected process. For the selected process, and quality factors coupled with such process, the participants are expected to:
Provide a general qualitative characterization of the present state of such elements ( analyzed process and coupled quality factors) When possible provide quantitative which help with the above mentioned characterization Describe briefly the way in which selected quality factors affect the process under analysis Provide suggested final states of quality factors which will affect positively the selected process Suggest different strategies and actions which will determine the expected evolution of the analyzed process and associated quality factors Provide a general overview of the impact in operational and investment costs associated to proposed strategies and actions
SP Workshop
For the present workshop its is proposed to consider the Teaching Learning processes in the institution for one or several significant academic units and programs.
TL processes are key elements which determine the overall quality of education. At the same time they are affected by many other system components. This condition will allow the participants to explore the multiple factors analysis required for comprehensive and systematic planning.
SP Workshop
System Components
Quality Factors Teaching Learning Quality Factors Proposed strategies
and actionsInitial State Processes Expected State
Students qf1 QF1
qfn QFn
Faculty qf1 QF1
qfn QFn
Curricula qf1 QF1
qfn QFn
T-L processes qf1 QF1
qfn QFn
Dec. process qf1 QF1
qfn QFn
Phys. Res. qf1 QF1
qfn QFn
Context qf1 QF1
qfn QFn
SP Workshop