Literaturnachweis - Detailanzeige
| Autor/inn/en | Marcus, Laurence R.; Smith, Richard |
|---|---|
| Titel | Faculty Perceptions of Strategic Visioning. |
| Quelle | (1996), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Change Strategies; College Faculty; Faculty College Relationship; Higher Education; Institutional Administration; Long Range Planning; Mission Statements; Participative Decision Making; Policy Formation; School Restructuring; Strategic Planning; Teacher Administrator Relationship |
| Abstract | This report presents an examination of the use of a participative model in the strategic planning process at a publicly-supported, comprehensive institution in the middle Atlantic region of the United States. Specific attention is given to the process of developing the vision statement, an undertaking of approximately 15 months preceding Board of Trustee approval. This particular institution had undergone dramatic and unsettling strategic planning activity and change four years earlier that resulted in improved financial status and program development. Because of this past experience, this new strategic planning initiative for the 21st century was met with great skepticism by faculty. A survey was sent to 264 faculty members during the development of this new vision statement to determine their participation in its development; 86 responded, of which only 13 percent were unfamiliar with the approach taken. Most found the vision statement beneficial for the future of the institution. Many were skeptical regarding the extent to which the vision and its individual elements were realistic, although nearly half thought that it reflected the institution's values in a considerable fashion. Statistical analysis indicated that the number of involvements that the faculty member had in the development of the statement was positively associated with the extent to which the faculty member thought that the process was appropriate. Overall, faculty participation in the developmental process was found to be an important contributor to its motivating capacity and acceptance. (Contains 12 references.) (NAV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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