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Higher education leaders and their teams should always seek to add value to their decision-making processes. Planning, Policy, and Politics in Higher Education: Tools to Help Leaders Make Strategic Choices provides a strategic decision-making model and specific tools to help maximize the opportunities for making successful choices. The model was introduced by Dr. Anderes in the book Navigating Through Turbulent Times: Applying a System and University Strategic Decision Making Model. It is built on the use of new tools, including a planning and assessment framework, future scans, an issue analysis inventory, and decision matrix. The new tools in combination with a strong strategic planning process, transparency for all constituencies, and high quality information focused on the future and globally gives leaders the greatest opportunity to make thoughtful choices aligned with their primary goals. The strategic decision-making model consists of six components: 1) Creating an organizational mentality committed to strategic thinking, 2) maximizing the amount of high quality historical data and information for analyses to inform decision makers, 3) routinizing the use of globalized scans of the future integrated with other decision-making information, 4) supporting ongoing strategic planning processes, 5) ensuring transparency to incorporate all key constituencies in planning, and 6) implementing a planning and assessment framework that allows leaders to weigh and filter information into thoughtfully constructed strategic alternatives and action plans. The success of the model is based on the integration of all components, with strategic thinking permeating all aspects of decision making. Board, system, and university leaders and their teams will benefit from the use of the strategic decision-making model in crafting well-informed choices. They will have greater confidence in supporting those choices to the myriad internal and external constituencies they serve. The planning outcomes will be derived from a set of new and expanded resources that provide greater organizational certainty in the final choices. The certainty in the choices will be based on the exhaustive use of the tools in translating strategies into key outcomes and the increased capacity to measure success in meeting board and institutional goals.
The purpose of this guide is to assist those involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. The guide addresses topics that deal with the preparation of students with disabilities as they leave high school. The guide's eight chapters deal with: (1) defining transition and transition planning and outlining relevant legislation; (2) transition and self-advocacy, and the student's rights and responsibilities at the Individualized Education Program (IEP) meeting; (3) identification of needs and student assessment, including methods of collecting data, how to use assessment data, and types of assessment; (4) developing an individual plan for transition, focusing on targeted outcomes and roles and responsibilities of IEP team members; (5) curriculum for successful transition, including functional curriculum, daily living skills, social skills, occupational skills, and other topics; (6) support services in secondary and postsecondary settings; (7) transition planning and interagency cooperation; and (8) program evaluation and follow-up, which emphasizes the need for student follow-up as a necessary part of transition. Appendixes provide sample IEP statements, goals and objectives, suggested transition activities, and a sample IEP form. (Contains 34 references.) (CR)
Dieses Buch behandelt Design und Planung als Gemeinschaftsprojekt, d.h. Gemeinde oder Auftraggeber eines neuen Projektes werden zusammen mit den Experten aktiv in den Designprozeß eingebunden, und zwar von Anfang an. Diese Methode wird für kleine und große Projekte genutzt - angefangen beim Wohnungsbau über Parkanlagen und soziale Einrichtungen über Nachbarviertel und ganze Städte. Unterteilt in zwei große Themenkomplexe behandelt das Buch in Teil 1 die Grundlagen und Methoden zur Einbeziehung der Gemeinde und in Teil 2 Fallstudien, die anschaulich darstellen, wie jedes Prinzip und jede Methode angewandt und umgesetzt wird. Schwerpunktmäßig werden visuelle und ästhetische Mittel eingesetzt, um den Designprozeß zu vermitteln. Mit über 15 Fallstudien zu Bildungseinrichtungen, Wohnanlagen sowie städtischen und ländlichen Designbeispielen und zahlreichen Checklisten und Abbildungen.
Rural community colleges are unique in many ways including the students served, local community needs, geographic location, and funding. Simply having a strategic plan is not enough to meet the increasing calls for public accountability. Funding is the primary key to taking the strategic plan off the shelf and placing it on center stage. This can be accomplished through integrated planning efforts to incorporate strategic planning considerations in the budgeting process and decisions. This case study provides a better understanding of how this is being done at one medium sized rural community college. The research questions for this study focused on understanding the process for preparing the strategic plan and budget. They also examined how strategic goals and resource demands are established and prioritized. The research questions additionally identified systems, documents, and processes to integrate strategic planning and resource allocation and specifically examined the impact of leadership. A qualitative case study design was used to describe, understand, and interpret these complex real world processes. Interviews were conducted with 13 institutional leaders directly involved with strategic planning and resource allocation to provide a rich description from a variety of perspectives. Documents were also collected and used in the data analysis. Hill Valley Community College (HVCC) serves approximately 4,600 credit students and 1,000 non-credit students annually on two main campuses. The service area of the college encompasses over 11,000 square miles and a total population of approximately 90,000. The HVCC service area is larger than 9 states including Maryland and Vermont. HVCC is the only higher education provider in the service area in this rural part of a Mountain West state. The findings of this research at HVCC identified four primary themes and included (a) respect for the organizational environment, (b) addressing changes with flexibility and responsiveness, (c) commitment to leading and communicating the vision, and (d) establishing trust in budgeting. These four themes collectively described how this one rural community college integrated strategic planning and resource allocation processes. Over the course of this research an interpretation of four conditions essential for successful strategic planning and resource allocation integration emerged and were synthesized by a senior administrator. These conditions were (a) a strong unified leadership, (b) a focused and clear strategic plan, (c) effective followers, and (d) the availability of funding to support the plan. These conditions were each necessary and together they were described as sufficient for successfully integrated strategic planning and resource allocation. Some conditions may be more important than others at times, but in the end they are all collectively responsible for progress towards the future vision of the college. Like any road trip, many elements are necessary for progress and success in integrating strategic planning and resource allocation. A well-planned successful road trip requires someone to take the lead, forethought, a reliable vehicle, money for gas and adventures, and friends willing to go along for the ride. Likewise, strategic planning has essential conditions that are necessary for success. Individually these conditions are not sufficient but collectively they are sufficient for successfully integrated planning.
First published in 1992, this book is about making connections that may lead towards a new professionalism, since the past several decades have given rise mainly to new kinds of specialists in the areas of programming, evaluation, and participation. The implications for such integration are far reaching, with profound future effects on the physical environment, the design professions, and the education of designers. The book is split into four sections dealing with facility programming, several forms of evaluation, participatory design, and the application of Theory Z principles. This book will be of interest to students of architecture and design.