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300 N / E E B R D , A N N A R B O R , M l 4B106

8202466

L a h r , L e l a n d Al l e n

A COMPARATIVE STUDY OF LONG RANGE PLANNING AT SELECTED
INDEPENDENT COLLEGES IN THE STATE OF MICHIGAN

PH.D. 1981

Michigan State University

University
Microfilms
International

300 N. Zeeb Rotd, Ann Arbor, M I 48106

A COMPARATIVE STUDY OF LONG RANGE PLANNING
AT SELECTED INDEPENDENT COLLEGES
IN THE STATE OF MICHIGAN

By
Leland A lle n Lahr

A DISSERTATION
Submitted to
Michigan S ta te U n iv e r s ity
in p a r t i a l f u l f i l l m e n t of th e requirements
f o r th e degree of
DOCTOR OF PHILOSOPHY

Department o f A d m in is tra tio n and Higher Education
1981

ABSTRACT
A COMPARATIVE STUDY OF LONG RANGE PLANNING
AT SELECTED INDEPENDENT COLLEGES
IN THE STATE OF MICHIGAN
By
Leland A lle n Lahr

Problem -

Smaller c o lle g e s

sector o f higher education
the s t a t e ,

are predominant

in Michigan,

are

in the p r iv a t e

resources

and are vu ln e ra b le to the problems which are expected to

fa ce American higher education f o r th e next decade.
tie s

in

higher education

a d m in is tra tio n

regard

as an e f f e c t i v e means by which c o lle g e s
lems.

important to

Various

planning

techniques,

long range planning

can deal

models,

Many a u th o r i­

w ith

these prob­

and systems

have

been

developed but must be m odified in order to e f f e c t i v e l y serve i n s t i ­
tu tio n s which d i f f e r
be based upon th e
However,

in type and s c a le .

planning

re la tiv e ly

little

c u r r e n t ly
has

Such m o d ific a tio n s

conducted

been

reported

at

these

are to

c o lle g e s .

about

long

planning

at

range

planning at independent c o lle g e s in Michigan.
Purpose
s ta n tia l
paring

-

To

c h a r a c te r iz e

long

range

proportion o f the independent co lleg es

a sub­

in Michigan by com­

long range planning processes, o r g a n iz a tio n s ,

a ttitu d e s ,

and

issues a t these su bject i n s t i t u t i o n s .
Background - Studies by Shoemaker and by Palo la and Padgett
developed frameworks f o r d i f f e r e n t i a t i n g
c o lleg es

and

u n iv e rs itie s .

These

the planning

studies

described

approaches of
the

planning

conducted a t selected American in s t i t u t i o n s and concluded th a t i n s t i ­
tu tio n a l
m atic,

planning of a decade ago was t y p i c a l l y expedient,

and operatio nal

r a th e r than su bstantive,

unsyste­

systematic and com­

prehensive.
Method - A questionnaire consisting of open-ended questions
was used to c o lle c t data from a randomly chosen sample of 20 of the
47 independent colleges in Michigan.
planning

o f f ic e r s

tio ns

the

of

and a t titu d e s
of

the

these

c o lle g e s .

Responses

provided

d e scrip ­

long range planning processes, o rg a n iz a tio n s ,
at the subject c o lle g e s .

colleges

studies.

of

The respondents were the c h ie f

was

examined

more

issues,

Long range planning at six

in te n s iv e ly

in

separate

case

The study was not concerned with ev alu a tin g the e f f e c t i v e ­

ness of i n s t i t u t i o n a l planning.
Analysis

-

Questionnaire

responses

were

in te rp re te d

as

r e f l e c t i v e of informal or form alized approaches to long range p lan ­
ning.

The c h a r a c t e r is tic s

informal

planners

were

of the c lu s t e r of colleges perceived as

compared

to

the

c h a r a c t e r is tic s

of

the

c lu s te r of colleges perceived as formal planners.
Conclusions and Recommendations - D escriptors
and

process

provide

d e fin itiv e

long range planning.
b e n e f it
planning
s im ila r
planning
ic a lly

from the
of

in s titu tio n s .
as
w ith

an

Agencies a s s is tin g

use of

a co lleg e

instruments

and compare
A ttitu d e s

a d m in is tra tiv e

the

c h a ra c te riz a tio n s

re la tio n s h ip s

s tru c tu re

in s titu tio n a l

independent colleges might

which

its

of

of

analyze

s tru c tu re

the

long range

and process with

a f f e c t the status given long range
fu n c tio n .
of

Studies

ad m in istra to r

dealin g

s p e c if­

a ttitu d e s

and

planning

are

suggested.

Independent

co lleg es

are

in c re a s in g ly

re­

c e p tiv e to long range planning but appear r e lu c ta n t to accept stand­
ardized planning systems.
planning

should

O rganizations which promote i n s t i t u t i o n a l

consider

th e

development

of

programs

which

fo s te r

generation of long range planning by in d iv id u a l c o lle g e s r a th e r than
the i n s t a l l a t i o n of packaged systems a t the c o lle g e s .
as

w e ll

as

a d m in is tra tiv e

range planning a t c o lle g e s .
viewed

as a s i g n if ic a n t

a t several c o lle g e s .

values

appear

to

be

S ocial

derived

values

from

long

Formalized long range planning was also

fa c to r

in r e s o lu tio n

of f i n a n c i a l

problems

However, these fin d in g s should be regarded as

hypotheses to be te s te d in fu t u r e study.

To J u lie , my ste a d fa s t pa rtn er in endeavors
good and jo y fu l

i1

ACKNOWLEDGMENTS

To a l l the in d iv id u a ls who helped in the planning and conduct
of t h i s study, I send h e a r t f e l t ap preciatio n and g r a t it u d e .
Special thanks go to Dr.
counsel

and the s c h o la rly commentary of Dr.

estim able value to the study.
are

extended

Vandel

Richard Featherstone.

to

Johnson,

the
Dr.

o th er

The f r i e n d l y

Featherstone were o f

My profound ap p reciatio n
members

W alter Johnson,

of

the

and Dr.

vided most h e lp fu l suggestions and advice.

guidance

in ­

and g ra titu d e
committee,

Donald T a y lo r,

Dr.

who pro­

The assistance of the la t e

Dr. W illia m Sweetland, chairman of the o r ig in a l guidance committee,

is

fo n d ly remembered.
The colleg es and t h e i r o f f ic e r s
time
Dr.

and

inform ation

Donald S.

g ra te fu lly

recognized:

Stanton, Alma College and Dr.

College and Dr.
Dlekema,

are

who gave so f r e e l y of t h e i r

Center

Norbert J.
fo r

Hruby,

C reative

Calvin

Studies

Adrian

and

Oscar E. Remick, Aquinas

College

and

College

Mr.

and Dr.
James

Anthony J.

Keyes,

Cleary

College and Mr. G ilb e r t B ursley, D e tr o it B ib le College and Dr. Wendell
G.

Johnston,

D e t r o it College of Business A dm inistratio n and Dr.

Paone, D e tr o it College of Law and Mr.
t u te

of

Reverend

Technology
James

Cottingham,

and

Dr.

VanVurst,

Jordan

College

Robert

General
and

John S. Abbott,
E llis ,

Motors

Mrs.

Lexie

Duns

D e t r o it

Scotus

Frank
In s ti­

College

In s titu te

and

Dr.

Coxon,

Kendall

and

W illiam

School

of

Design and Dr. P h y llis Danielson, Lawrence I n s t i t u t e of Technology and

Dr.

Richard

Snyder,

E.

Marburger,

M e r r i11-Palmer

Mercy

In s titu te

College

of

and

Robert

Dr.

D e tr o it

and

0.

Dr.

Bland,

M ilton
Nazareth

College and Dr. V ir g in ia Jones, Northwood I n s t i t u t e and Dr. David Fry,
O liv e t College and Dr.
Dr.

Kalyan Ghosh,

Donald A. M o rris,

Shaw College a t D e t r o it and

Walsh College of Accountancy and Business Adminis­

t r a t i o n and Dr. J e ffe r y W. Barry.
For

th e ir

assistance

in

the

Gregory Cheek, Dr. O liv e r Coleman,

Dr.

Teitelbaum.

For t h e i r months of

at

In s titu te

Lawrence

Mrs.

Lida Olmstead,

couragement

and

of

support,

Richard E. Marburger,

la te

and Dr.

am g r a te fu l

go to

Mr.

Mr.

Howard

lib ra ry s ta ff

Gary Cocozzoli,

P h illip s .

For

Dr.

H.

Louis W. Petro.

to

and Dr.

I thank the

e s p e c ia lly

Clarence

my thanks

I

John E. M i l l e r ,

searches,

Technology,

and the

study,

Wayne

For t h e i r

th e ir

en­

B u e ll,

Dr.

s ig n if ic a n t

c o n trib u tio n s to the prep aratio n of the d i s s e r t a t io n , Mr. Noah Lambert
and Mr. Louis DeGennaro are g r a t e f u l l y recognized.
F in a lly ,
of

my fa m ily .

lo v in g ly

and

standing.

I

I warmly acknowledge the ro le s played by the members
Our

c h ild re n

u n s tin tin g ly
am fo re v e r

provided professional
prep aratio n

of

the

— M a rtin ,

th e ir

g r a te fu l

Gregory,

support,

cooperation,

to them and to my w if e ,

ty p in g , who was an in valu ab le

d is s e r t a t io n ,

and Sheri
and

--

under­

J u lie ,

a s s is ta n t

gave

who

in the

and who gave abundantly her f a i t h ,

love, and encouragement throughout the doctoral program.

TABLE OF CONTENTS

Chapter
I

Page
INTRODUCTION

..................................................................................

Background of the Study .
Statement of the Problem .
Focus of the Study .
.
S ig n ific a n c e of the Study.
D e f i n i t i o n of Terms.
.
L im ita tio n s and D e lim ita tio n s
The Study Design
.
.
The Study Procedure.
.
II

.
.

.
.

.

.
.
.

.
.

.

.

.

.
.

.
.

.

.
.
.
.
.

.

.

.
.

.

.

A REVIEW OFTHE L IT E R A T U R E ........................................................................24
.
.

25
37

.

45

.
.
.
.

63
64
69
72

M E T H O D O L O G Y ............................................................................................... 73
Conceptual Foundations
The Research Instrument
Conduct of F i r s t Stage
Conduct of Second Stage

IV

1
7
9
9
10
11
13
21

.
.

.

L i t e r a t u r e Review of Planning as a
Management Function
.
.
.
.
Time and Planning
.
.
.
.
L i t e r a t u r e Review of Long Range Planning
f o r Higher Education
.
.
.
.
L i t e r a t u r e Review of Research Methodology
A p p lica b le to the Long Range Planning
Study
.
.
.
.
.
.
Survey Research in Planning Studies
.
Case Research in I n s t i t u t i o n a l Planning
Summary
.
.
.
.
.
.
III

1

.
.
.
.

.
.
.
.

.
.
.
.

.
.
.
.

.
.
.
.

FINDINGS

74
78
81
85
87

Overview of College Survey
S tru c tu re
.
.
Process .
.
.
Issues
.
.
.
A ttitu d e s
.
.
v

.
.
.
.
.

.
.
.
.
.

.
.
.
.
.

.
.
.
.
.

88
90
95
100
102

Ten Colleges Compared
.
.
.
.
.
S tru ctu re
.
.
.
.
.
.
Process .
.
.
.
.
.
.
Issues and A ttitu d e s .
.
.
.
Examination o f Non-Planning C h a r a c te r is tic s .
Six College Comparative Study .
.
.
Formal College I
.
.
.
Informal
College I
.
.
.
Formal College I I
.
.
.
Informal
College I I .
.
.
.
Formal College I I I
.
.
.
.
.
Informal
College I I I .
.
.
.
V

.
.
.
.
.
.
.
.

106
107
108
110
112
116
116
120
122
126
128
131

SUMMARY, CONCLUSIONS, IMPLICATIONS, AND
.................................................................
RECOMMENDATIONS

135

Summary.
.
.
.
.
.
.
Background
.
.
.
.
.
Purpose .
.
.
.
.
.
Procedure
.
.
.
.
.
Findings Summarized.
.
.
.
.
.
Conclusions, Im p lic a tio n s , and Recommendations
Closing Commentary .
.
.
.
.
.

135
135
136
136
138
141
148

.
.
.
.
.

A P P E N D I C E S ............................................................................................................. 151
A:

QUESTIONNAIRE AND QUESTION LIST
FOR I N T E R V I E W S ................................................................ 151
A -l:
A-2:

B:

SURVEY QUESTIONNAIRE .
.
.
.
QUESTION LIST FOR STAGE I I INTERVIEWS

GUIDELINES AND TALLEY SHEETS FOR
RESPONSE INTERPRETATIONS .
.
B -l:
B-2:
B-3:

.

151
158

,

.

GUIDELINES FOR INTERPRETING RESPONSES
TALLEY SHEET FOR RESPONSE
INTERPRETATIONS
.
.
.
.
TALLEY SHEET FOR SCORING
RESPONSE INTERPRETATIONS .
.

165
.

165
166

.

167

BIBLIOGRAPHY....................................................................................................................168
Books .
.
.
P e rio d ic a ls
.
.
Government Documents
Unpublished Sources.

.
.

.
.
.
.

vi

.
.
.
.

.
.
.
.

.
.
.
.

.
.

168
172
172
173

LIST OF EXHIBITS

E x h ib it
I.

II.

III.

IV .
V.

Page
Summary o f Long Range Planning S tru c tu re at
20 Independent Michigan C olleges.

94

Summary of Long Range Planning A c t i v i t i e s
Surveyed at 20 Independent Colleges in Michigan

98

.

106

Summary of Planning S tru c tu re s a t 10 Colleges .

108

Summary o f Long Range Planning A c t i v i t i e s at
10 Independent Colleges in Michigan

109

Array o f Colleges from ''Formal" to "In fo rm al"

v ii

CHAPTER I
INTRODUCTION
Background of the Study
Planning
management.
unanimity

is

g e n e ra lly

As LeBreton
in

the

but there

p r a c titio n e r s

th a t

management.^

and

lite ra tu re

managers do,

is

as

Henning

as

to

is one

th e r e fo r e ,

a primary

point

the

s u b s ta n tia l

planning

I t is ,

regarded

best

ou t,

fu nction
there

of

is

way to describe

no
what

agreement among scholars and

of

the

e s s e n tia l

understandable

th a t

functions

of

aspects

of

planning have been under c a re fu l examination.
The
a t t e n t io n .
Cordiner

time

dimension

of

planning

As

the

c h ie f executive

raised

the

status o f

long

at

draws

General

considerable

E le c tric ,

range planning a q u a rte r

century ago when he suggested th a t planning f o r the long term
new

horizon,

Cordiner,

a new

the

fro n tie r

fo r

quickening pace

of

Ralph

the

professional

change

u n c e rta in ty added urgency to the c a l l f o r

and

the

of

a

was a

manager.

To

growth

of

long range planning as an

area of managerial a c t i v i t y .
In a time of ra d ic a l world wide change, when
every
day
introduces
new
elements
of
u n c e rta in ty , forward planning may seem to be
ne arly
impossible
-an
exercise
in
fu tility .
Yet th ere never was a more urgent
Preston P. LeBreton and Dale A. Henning, Planning Theory,
Englewood C l i f f s , New Jersey, P re n tic e -H a l1, I n c . , 1961 p. X

1

2

need f o r long-range planning on the p a rt of
every
business,
and
indeed
every
o th er
important element of our n a tio n a l l i f e . 2
Where Cordiner urged managers of 20 years ago to conduct
long

range

plann ing ,

Ross

and

Kami

range

planning
was the
firs t
of
3
Management.
Examinations
of the
American

business

lack of s t r a t e g ic

firm s

led

Ross

asserted
th e

in

Ten

d e c lin e

1973

long

Commandments
of

and Kamito

th at

several

conclude

of

large

th a t

the

long range planning co n trib u te d s i g n i f i c a n t l y to

d e c lin e and f a i l u r e .
Many companies are so busy w ith to day's
sh o rt-ru n problems — t a c t i c s — th a t adequate
a t t e n t io n is not given to Tonger-run s t r a t e g y .
This is bad!
I t is t y p ic a l of the mediocre
company.4
Business
fa c in g d i f f i c u l t y
educatio n,
encountering
number
College

of

firm s

are

p r iv a t e

has

Americans

operatin g

the

only

o rg a n iza tio n s

and experiencing d e c lin e .

e s p e c ia lly
what

not

been
of

costs

co lleg es

dubbed

"the

In s titu tio n s
and

of

America
higher

u n iv e rs itie s ,

are

New Depression."^

The

tra d itio n a l

c o lle g e

are

more

r is in g

in

age

r a p id ly

is

d e c lin in g .

than

co lle g e

2

Ralph C ordiner, New F r o n tie rs
f or P rofessional Managers,
York, New York, Mcfiraw-Hill Book Company, I n c . , 1956, p. 82.

New

3

Joel E. Ross and Michael J.
Kami, Corporate Management in
C r i s i s : Why the Mighty F a l l ,
Englewood C l i f f s , New Jersey,
P r e n t i c e - r i a l l , I n c . , T$?3, p. 21.

4

I b i d . , p. 133.

5

E arl F. C h e it, The New Depression in Higher Education, The
Carnegie Commission on Higher
Education, flew York, New York,
McGraw-Hill Book Company, 1971.

3

revenues.

Between

1965 and 1977,

more

than

170

p r iv a t e co lleg es

closed t h e i r doors.®
In

the

a d m in is tr a tio n ,
u n iv e rs itie s .
method

opinion
planning

Eurich

by which

of
is

and

many a u t h o r i t ie s
the

Tickton

Eurich

and

argue

" th a t

colleg es and u n i v e r s i t i e s

they

Tickton

s o c ia l,

planning

is

and

the

only

can reasonably expect

to

fo r

th a t plan n in g ,

education

of c o lleg es

and p o l i t i c a l

recommend planning

suggest

higher

key to the v i a b i l i t y

come to terms w ith the f i n a n c i a l ,
times.Though

on

c r is e s of our

higher

e s p e c ia lly

education,
long

range

p lan n in g , is uncommon or unsystematic a t the t y p ic a l American c o lle g e .
Another
planning

is

advocate,

a p p ro p ria te

fo r

Daniel

Pi Ion,

in s titu tio n s

asserts
of

th a t

long

range

higher education because

the a l t e r n a t i v e is o fte n unacceptable.
For example, planning can make i n s t i ­
t u t io n a l
change a gradual
and d e lib e r a t e
p r o c e s s ...
The a lt e r n a t i v e is f o r a c o lle g e
to wake up one morning fa c in g th e cumulative
e ffe c ts
of the
s itu a tio n ,
see a major
c r i s i s , andreach q u ic k ly f o r
the less than
pleasant to o ls of abrupt retrenchm ent
8
In
plan n in g ,

a d d itio n

to what he sees as

Pi Ion points

out th a t e x te rn a l

in t e r n a l
elements

ju s tific a tio n

fo r

are pressing f o r

6

Donald L. Pyke, "The Future of Higher Education:
W ill P riv a te
I n s t i t u t i o n s Disappear in the U .S .? ," The F u t u r i s t , December
1977, p. 374.

7

A lv in C. Eurich and Signey G. T ic k to n , Long Range Planning and
Budgeting a t Colleges and U n i v e r s i t i e s , Academy f o r Educational
Development, I n c . , Washington, D .C ., 1972, p. 14.

8

Daniel H. P ilo n , A Planning Approach f o r Small Colle g e s ,
College Consortium, Washington, D .C ., 1977, p. 2.

Small

4

more planning on the co lleg e campus.

A ccreditin g agencies a llu d e to

the importance of planning

a c c re d itin g

in

th e ir

reviews.

External

sources of f in a n c ia l support o ften demand th a t colleges reveal t h e i r
planning before the f in a n c ia l requests are considered.
Planning would y ie ld

the g rea tes t

i n s t i t u t i o n s in the view of Bruce F u l l e r .
of

planning

to

the

he

to the sm aller

He claims th a t the value

in v e rs e ly with the amount of resource a v a ila b le

in s titu tio n .

e n titie s ,
sm aller

varies

b e n e fits

Since

concludes

in s titu tio n s

colleges and u n iv e r s it ie s

they

would

a ll

w ith r e l a t i v e l y

b e n e fit

scant

are

economic

from planning,

resource

stand to

but
gain

the most.^
P riv a te in s t i t u t i o n s of higher education appear not only to
possess scant resource but also to be extrem ely v u ln e ra b le.
and Bowen rep o rt th a t weaknesses other than f in a n c ia l
in the independent sector of higher education.
and

non-human,

is

being

spent

w ithout

independent

colleges

andu n iv e r s it ie s

may

inadequate,

obsolete,

or

p la n t

and 8owen suggest t h a t ,
“the

g rea tes t

asset

of

in o p e ra tive
even worse,
a ll,

both human

replacement.

p r iv a te

capable

are developing

C a p ita l,

fin d

M in ter

th a t

In

tim e,

they

possess

and equipment.

M inter

in s titu tio n s

people,"

from

may lose

f a c u lt y

and

s ta ff. ^

y

Bruce F u l l e r , "A Framework f o r Academic Planning,"
Higher Education, January 1976, pp. 65-77.

Journal

of

10

W. John M inter and Howard R. Bowen, Fourth Annual Report on
F inan cial and Educational Trends in the Independent Sector of
American
Higher
Education,
1978,
N ational
Association
of
Independent Colleges and U n iv e r s it ie s , Washington, D .C ., p. 111.

This

background

conclusions.
higher
e x is t

F irs t,

education
fo r

independent
education

many

be liev e

America's

m a te ria l
of
th a t

colleg es

in s titu tio n s .

ad m in istra tio n

those

in s titu tio n s

of

p e rs is tin g

many

th a t

cope w ith these severe

only

when

range

is

problems

e s p e c ia lly

who

co lleg es

be able to

planning

study

and

w ill

long

two

u n iv e rs itie s ,

Second,

b e liev e

y ie ld s

who

severe
and

r e a d ily

study

the

higher

and u n iv e r s it ie s

and p e rs is tin g

conducted

at

problems

these

in s ti­

tu tio n s .
In

th is

background

discussion

it

is

approp riate

to

include the s u b stan tial c o n trib u tio n s which have been made to the
development

of

planning

to o ls ,

techniques,

systems,

approaches f o r s p e c ific use by co lleg es and u n i v e r s i t i e s .
the most
Higher

noteworthy are
Education

o rg a n iza tio n

the e f f o r t s

Management

has

conducted

of

the N ational

Systems.
research

For
aimed

planning process at colleges and u n iv e r s i t i e s .
o r ig in a l

study

focused

on

la rg e r

a

to

fin d in g s

a v a ila b le

t h is

improving

in s titu tio n s ,

and

research

Center f o r

the

While much of i t s

small

made

Among

decade,

at

adapted management to o ls and models to the
has

and

the

Center

has

campus s e ttin g

America's

sm aller

i n s t i t u t i o n s of higher education.
Other
th e ir

organization s

a tte n tio n

colleg es

in

recent

and u n iv e r s it ie s .

two planning

and
years

many
to

in d iv id u a ls

the

subject

have
of

d irec ted

planning

at

In 1968, Vaccaro and Peterson advanced

approaches which the

authors

fe lt

could

be

afforded

6

and

adopted by c o lle g e s ,

Higher

Education

b o o k le t,

at

the

In s titu tio n a l

Range Planning

la rg e

or

s m a l l . 11

U n iv e r s ity
Long-Range

and Budgeting

of

In

Georgia

P lan ning.

by Eurich

12

1969 th e
published
Another

and T ic k to n ,

th e Academy f o r Educational Development in 1972.
the

Council

fo r

the

Small

A d m in is tra tio n

and Planning

Approach

to

Planning

Approach f o r

Fund

College

Advancement of

supported

P arekh ;1®

and

Small

Colleges

the

development

in

1975

the

of

a

long

N ational

of

John B o lin 's

b o o k le t,

Long-

was o ffe re d

by

The on-going study of

Colleges

by Pi Ion.

13

In s titu te

produced A Systems

by Shoemaker14 and A
16

The

range

Phelps-Stokes

planning

A ssociation

of

model

College

by
and

U n iv e r s ity Business O f f ic e r s

published what th a t o rg a n iz a tio n

r e fe r r e d

to

as

to

overview

''

L. C. Vaccaro and R. Peterson, "Two Approaches to Planning th a t
Small Colleges Can A ffo rd and Large Ones Can Adopt," College
and U n iv e r s ity Business, 45 (November 1968).

12

John G. B o lin , I n s t i t u t i o n a l Long-Range P Ianning, U n iv e r s ity of
Georgia, Athens, Georgia, 1969.

13

A lv in C. Eurich and Sidney G. T ic k to n , Long-Range Planning and
Budgeting at Colleges and U n i v e r s i t i e s , Academy f o r Educational
Development, I n c . , Washington, D .C ., 1972.

14

W illia m
A.
Shoemaker,
A
Systems
Approach
to
College
A d m in is tra tio n and Planning^ Council f o r th e Advancement o f
Small C olleges, Washington, D .C ., 1973.

15

Daniel H. Pi Io n, A Planning Approach f o r Small
College Consortium, Washington, D .C ., 1977.

15

S atis h 8. Parekh, A Long Range Planning Model f o r Colleges and
U n i v e r s i t i e s , Phelps-Stokes Fund, New York, 1975.

17

NACUBO, A College Planning Cycle, People, Resources. Process:
A P r a c tic a l
Guide,
N ational
Association
0?
College
and
U n iv e r s ity Business O f f i c e r s , Washington, D .C ., 1975.

a

p r a c t ic a l

guide

c o lle g e

p la n n in g .1^

This

C o lleg e s, Small

7

of

the

long

lite ra tu re
range

suggests

planning

th a t

e x is t

a v a r ie t y
and

are

of

aids

to

re a d ily

systematic

a v a ila b le

to

i n s t i t u t i o n s of higher education.
Statement of the Problem
The a s s e rtio n

has been made th a t

long range planning has

g rea t value f o r co lle g e s and u n i v e r s i t i e s ,
independent
reported

in s titu tio n s .

regarding

the

such i n s t i t u t i o n s .
development

of

p e c u lia r to the
little

However,

long

re la tiv e ly

range planning

the sm aller

little

has

been

a c t u a lly conducted

at

Considerable resource has been expended in the

planning
sm aller

to o ls

and

independent

approaches

fo r

in s titu tio n s .

s it u a t io n s

Yet r e l a t i v e l y

is known about the e x te n t to which these planning concepts

have been accepted

by these

managerial process.

in s titu tio n s

S im ila rly ,

independent i n s t i t u t i o n s

Education Management
C olleges,

Systems,

and

little

and incorporated

in the

is known about how sm aller

look upon the planning aids developed and

advanced by such o rg a n iz a tio n s

Small

e s p e c ia ll y

the

as th e National
the

N ational

Council

fo r

Center f o r

Higher

the Advancement of

A ssociation

of

College

and

U n iv e r s ity Business O f f ic e r s .
In

Michigan

v e rs itie s .

Of

enrollm ents

th e s e ,

g r e a te r

in s titu tio n s

th e re

w ith

than

are

only

fiv e

32

students.

By c o n tr a s t,

non-public

in s titu tio n s
on ly

in

enrollm ents

had

co lleg es

in s titu tio n s

2,5 0 0 students

headcount

students,

52

enrollm ents

24 p u b lic

had

1979-1980.
of
of

c o lle g e s

less
less

and

u n i­

headcount
Of the 47
than

2,500

than

1,000

and u n iv e r s it ie s

8

in

Michigan

had headcount

only

two of

less

than

these
2,000

u n iv e r s it ie s

24

enrollments

in s t i t u t i o n s

students.

below 2,500

students;

and

headcount

enrollments

of

colleges

and

had

There

are

30

public

in Michigan with headcount enrollments of over 2,500

students.
The
predominant
Michigan.
valuable

im p lic a tio n
in

If

the
it

is

c le a r :

independent

is

educational

assumed th a t
resource

to

sm aller

sector

of

these

in s titu tio n s

higher

education

in s t i t u t i o n s

Michigan,

then

it

are
in

represent
would

a

appear

a p prop riate to search f o r means and methods which would help these
in s t i t u t i o n s
of

the

to enhance t h e i r

notion

th a t

v ia b ility .

systematic

long

i n s t it u t io n s enhances t h e i r v i a b i l i t y ,
worthwhile

to

improve

the

conduct

If

th ere

range

is

acceptance

planning

at

these

then i t may be regarded as
of

long

Michigan independent colleges and u n iv e r s it ie s .

range

planning

However,

at

i t would

seem in ap p ro p riate to attempt to make improvements when so l i t t l e
is

known

perceived
At

by

present,

in itia te s
tasks

in

about

long

independent
re la tiv e ly

range planning as
colleges

long

is

u n iv e r s it ie s

l i t t l e has been reported

long range planning
the

and

it

p rac tice d
in

Michigan.

about who or what

at these i n s t it u t io n s or about

range planning

process are

and

performed

what

by which

members of these college communities.

18

1979-80
D ire c to ry
of
Michigan
Education,
Michigan
Department
Michigan.

I n s t it u t io n s
of
Higher
of
Education,
Lansing,

9

Focus of the Study
Independent
in s titu tio n s

of t h i s

c o lleg es
study,

and

and

i n s t i t u t i o n s which is c e n t r a l .
are

drawn

in to

o rg a n iz a tio n
s tu d ied .

focus.

involved

The

process a t each subject
each

in s titu tio n 's

s t r u c tu r e ,
at

each

planning

at

the

is

subject

long range planning a t these

the

s tru c tu re

planning

th a t

in s titu tio n .

of

the

at

long

and the a t t i t u d e

the

each

human

in s titu tio n

range

planning

aspect examined

range

planning.

associated w ith

are c h a ra c te riz e d

d iffe re n t

of

long

The t h i r d

toward

in s titu tio n
several

is
range

a ttitu d e

th e process,

planning

long

aspect

is

are

Three aspects of long range planning

F irs t

in

second

it

u n iv e rs itie s

under

The

long range

so t h a t

in s titu tio n s

is

long

study

range
can

be

compared.

S ig n ific a n c e of the Study
A notion
the

planning

in s titu tio n s .
o rg a n iz a tio n s
c o lleg es

and

needed i f
to

process

19

A
are

should
number

prepared

u n iv e r s it ie s

at

t h is
such

be
of

to
in

a "comfortable f i t "

fu lfill

planning

advanced by Pi Ion and

need by way of
in s titu tio n s .

a u t h o r i t ie s

ta ilo re d

to

agencies

"ta ilo r"

Michigan.
is

o th er

and

planning
However,

to be achieved.
a comparative
These

fit

th a t

s p e c ific

pro fess io n al
at

independent

measurements
This

study of

comparisons

is

are

are

study seeks
long

range

expected

to

Charles B. Saunders and Francis D. Tuggle,
"Why Planners
D o n 't," Long Range P lanning, V ol. 10, June 1977, pp. 19-24.

10

y ie ld

a

c le a r e r

education

and

c h a ra c te riz e s

understanding
also

to

of

long

provide

in s t it u t io n s

an

range

planning

a n a ly tic a l

in

higher

framework

which

in terms which can be used to make long

range planning more e f f e c t i v e at those i n s t i t u t i o n s .
The

fo llo w in g

would provide
range

are

inform ation not

planning

as

a d m in is tra tio n ;
research

values

data

(2 )

an
the

which

sought

c u r r e n tly

important

from the

a v a ila b le

aspects

of

study would provide

could

serve

as

a

study:
r e la tiv e

higher

a base

foundation

of

inform ation

governmental

agencies

and u n iv e r s it ie s ;
help

research

concepts

which

could

as they

and (4 )

it

organization s

and

systems

be

useful

a s s is t Michigan
would provide

to

by

to

gain
sm aller

to

it
long

education
comparative

fo r

conclusive research in higher education a d m in is tra tio n ;
provide

(1 )

subsequent

(3 )

it

associations

independent

would
and

colleges

inform ation which could

acceptance

of

independent

new management
colleg es

and

a few

the

u n iv e r s it ie s .
D e f in it i o n of Terms
At

t h is

point

it

is

appropriate

terms used throughout the study.
are

not

included

was considered

in the

th a t

lis tin g

these

to

d efin e

of

Other terms which need d e f i n i t i o n
which d i r e c t l y

fo llow s

because i t

o th er terms would be more a p p ro p ria te ly

defined when they are introduced and/or by the context in which they
are used.
Long Range re fe rs to a time so f a r in to the fu tu r e th a t the
conditions

and c h a r a c t e r is tic s

of

th a t

time

can be portrayed

with

11

confidence

in

only

r e fe r s

a

fu tu r e

to

conditions

and

general
time

terms.
near

c h a r a c t e r is tic s

By c o n tra s t,

enough
of

th a t

w ith confidence in s p e c ific d e t a i l .
range"

at one i n s t i t u t i o n

to

the

the

time

"short

present

period

range"

th a t

are

the

developed

What might be regarded as "long

might be c a lle d

"short range" at another

i n s t i t u t i o n , and the perception of what c o n s titu te s the "long range"
may provide a s ig n if ic a n t base f o r i n s t i t u t i o n a l comparison.
lite ra tu re ,

the

"long range"

is

designated

as a period

of

In the
time

at

le a s t f i v e years in to the fu t u r e .
PIanninq

is defined as a process of study and a n tic ip a t io n

which generates guidelines f o r courses of action which are intended
to

lead

concept

to
of

the

achievement

planning

is

of

o rg a n iz a tio n a l

developed more f u l l y

in

o b je c tiv e s .
the

review

The
of

the

in s titu tio n

of

l i t e r a t u r e in Chapter I I .
Independent
higher

education

College

which

non-public p a r t ie s .

is

is

to

owned

By c o n tra s t,

and

p u b lic

c o n tro lle d
i n s t it u t io n s

d istin g u ish e d

from

the

of

a rts

u n iv e r s ity

degree.

which

is

a

are owned and

of higher education, g e n e ra lly o f fe r in g only one type of
a bachelor

to

p r iv a t e ,

in s titu tio n

as

r e fe rs

by

by

such

Col lege

an

c o n tro lle d

degree,

government.

designate

This
to

be

degree

granting

in s titu tio n
regarded

is

as

c o lle c t io n of c o lle g e s , each awarding i t s own degree.

L im ita tio n s and D e lim ita tio n s
The major l i m i t a t i o n of t h is

study is the dependence upon

the perceptions and in sig h ts of the respondents f o r de scrip tio n s of

a

12

long

range

respondents

planning
are

at

c h ie f

the

resp ective

planning

o f f ic e r s

may be reasonably assumed th a t

in s titu tio n s .
at

th e ir

Since

the

in s titu tio n s ,

it

these o f f i c e r s would be among those

most f a m i l i a r w ith long range planning and long range plans at t h e i r
in s titu tio n s .

However,

s p e c ific c o lle g e 's

it

is

recognized

th a t

other

community might be more f u l l y

members of

a

aware of the long

range planning than the c h ie f executive of th a t s p e c ific c o lle g e .
Other lim it a t io n s of the study p e rta in to the
and the survey instrument.
1.

Thesample,

study sample

These lim it a t io n s are:

though

it

surveyed po pu latio n,

c o n s titu te s

40 percent

of the

numbers only 20 in s t i t u t i o n s

may not be regarded as n e c e s s a rily

r e p re s e n ta tiv e

and
of

the universe of independent colleges in Michigan.
2.

The survey instrument is not standardized.

Th erefore,

the study is lim ite d to the extent to which the survey
instrument e l i c i t s

and i d e n t i f i e s

s i g n if ic a n t

aspects

of long range planning at the in s t i t u t i o n s surveyed.
3.

The

study

is

also

survey instrument

lim ite d

by the

r e lia b ility

of the

and by the methods used in develop­

ing comparisons of the i n s t i t u t i o n s .
Several other fa c to rs
of

the

study

a v a ila b le

was

through

determined
the

consortium of Michigan

d e lim it the study.
through

lib ra ry
lib ra rie s ,

of

a

search

F irs t,
of

Michigan S ta te

and ERIC.

the

the scope
lite ra tu re

U n iv e r s ity ,

The boundaries

the
of the

study were also established to include only independent colleges in

13

the

S tate

of

Michigan.

F in a lly ,

responses of 20 colleges

the

study was

d e lim ite d

selected from independent colleges

to

the

in the

s t a te .
The Study Design
The o b je c tiv e

of t h is

study is to c h a ra c te riz e

long

range

planning at several independent colleg es in Michigan in such ways as
to provide a b e tte r understanding of
problems

at

independent

understanding
research;
lik e

would

and i t

Michigan

Department

in s titu tio n s .

provide

a

U n iv e r s ity ,

Education,

It

basis

is hoped th a t t h is
S tate

of

long range planning needs and
is

fo r

intended

fu tu r e

in turn w i l l
and

develop

th is

a d m in is tra tiv e

help i n s t i t u t i o n s ,

agencies,
programs

th a t

lik e

Michigan's

of

assistance

to

is

accomplished

by

independent co lleges and u n i v e r s it ie s .
In
way of

long

comparison

from

long

regarded

as
is

range
is

and

20

le v e l

to which the d i f f e r e n t

planning

planning

fo rm a lize d ,
suggested

in

20

planning"

at

to

system atic,
long

th e ir

concept

which

unstructured

Saunders and Tuggle,
"high

c h a r a c te r iz a tio n

based on the

range

unsystematic,

concept

d is s e r t a t io n ,

comparing the extents

fo rm alized
This

t h is

range

is
long
and

resp ective
of

described
range
h ig h ly

planning

denote

end

have

in s titu tio n s .

a continuum extending
as

which

s tru c tu re d .

studies

points

in form al,

planning

who used the terms "low lev el
to

colleges

on

This

conducted
planning"
a

is

by
and

d e s c r ip tiv e

Charles B. Saunders and Francis 0. Tuggle,
"Why Planners
D o n 't," Long Range Planning, Vol. 10, June 1977, pp. 19-24.

14

continuum.

To avoid the suggestion of judgment or e v a lu a tio n ,

study uses the term "in form al"

tn is

in the place of "low le v e l planning"

and the term "form alized" as a s u b s titu te f o r "high lev el planning."
The terms, "in form al" and "fo rm a liz e d ," are co n tra s tin g and
not

absolute

designations.

a d m in is tra to rs ,
in s t i t u t i o n s

searches

to

The

fo r

"form alize"

study,

through

in d ic a to rs
long

of

range

the

w ill

present

c e r ta in c o lle g e 's
"fo rm a liz a tio n "

or

to

college
of
take

in d ic a to rs .

Some aspects of

w hile

s till

other

aspects

may in d ic a te

a

approach to long range planning.

tendencies

Following

Planning Organization S tructure
A tendency
long

range

c o lle g e

planning

has

Also,

(ILRP)

planning

informal
is

approach

in d ica ted

planning

to

when a

o rg a nization

group has an ad hoc char­

Membership on a planning team may change

q u ic k ly ,
fo r

an

no designated

when the

a c te r.

toward

unexpectedly;

choosing

a

and

planning

a s p e c ific
team

may

procedure

not

e x is t.

the ro les of the planning team members are

un clear; and "experts" or " s p e c ia lis ts " who could
co n trib u te

to

planning

have

is

in d ic a to rs used in the

study.

or

an

I t may be expected th a t

and b r i e f discussion of the p r in c ip a l

1.

the

long range planning may in d ic a te tendencies toward

toward an "inform al"
a lilt

a mix of

of

tendencies

planning

"in form al" approach to long range planning.
i n s t it u t io n s

surveys

only

r e la tio n s h ip s w ith the planning team.

ta n g e n tia l

15

A

tendency

planning

toward

(FLRP)

is

form alized

indicated

of the planning o rg a n iza tio n

long

when the

range

s tru c tu re

is known by various

segments of the c o lle g e community, when th ere
a stated

procedure

fo r

the planning team,
the

planning

college

are

indicated

s e le c tio n

of

members of

and when the re la tio n s h ip s

group

to

c le a rly

where

other

elements

understood.

s p e c ific

of

Also

roles

FLRP

have

team

may

committee,

a

be

designated

planning

o ffic e ,

of
the
is

been

estab lish ed f o r members of the planning team,
the

is

and

as

a

planning

or

a

planning

department.
2.

Planning Process and P ra ctic e
An ILRP tendency
where

no

statement

is

has

indicated
been

at a college

made

as

to

the

planning tasks to be performed, where there is no
general understanding as to what steps are to
taken

in

planning,

or

where

are taken at the d ir e c tio n
college

community,

a

the

planning

tasks

of one member of

member

who

be

the

"quarterbacks"

the planning process.
In

c o n tr a s t,

an FLRP tendency

is

indicated

at a co lleg e where a statement has been made as
to what planning tasks are to be performed, where

16

a planning

ro u tin e

plan"

planning

fo r

e x is t s ,
is

and where

g e n e ra lly

a "game

known

to

p a rtie s in planning.
3.

I n i t i a t i n g Event
ILRP
long

is

range

in d ica ted

planning

at

is

in s titu tio n s

conducted

where such planning is i n i t i a t e d
the emergence of

a c ris is ,

where

irre g u la rly ,

in response to

or

in

a n tic ip a t io n

of a problem s i t u a t io n , or at the in sistence of
some

group,

FLRP

is

range

such

as

an

indicated

at

in s t i t u t i o n s

planning

such

planning

a c c re d itin g

agency.

where

is

conducted

r e g u la r ly ,

is

included

as

p a rt

c o lle g e ro u tin e and is i n i t i a t e d

long
where

of

the

by the passage

of time.
4.

Planning Focus
ILRP is
on the
the

in dicated when the planners focus

fu n c tio n a l

concern

u n its

is

fo r

of

the

c o lle g e ,

m o d ifica tio n

of

when
the

operating c h a r a c t e r is tic s of the physical p lant
and

in s tr u c tio n a l

indicated
in s titu tio n

when
as

the

departments.
planners

a systemic

is

on

the

focus

whole

concern is f o r m o d ifica tio n of

FLRP

and when the

the

in s titu tio n

to meet the needs of a changing s o c ie ty .

17

5.

Planning Horizon
ILRP is in d ica ted at colleges where the time
p ro je c tio n
use

varies so th a t planners may g e n e ra lly

a fiv e

year

sh o rter

horizon.

tu tio n s

by

horizon

but

FLRP

the

is

consistent

occasion ally

use a

indicated

at

use

time

of

a

in s ti­
pro­

je c tio n of f i v e years or more.
6.

Planning Data
ILRP is indicated at a c o lleg e when planners
draw

upon d i f f e r e n t

data

sources

each

planning

period,

when the data used are drawn s o le ly from

campus

sources,

s p e c ific a lly
are

fo r

“borrowed"

meet

other

indicated

when

at

the
from

no

data

planning
data

c o lle g e

team

sources

in s titu tio n a l
a

are
but

instead

developed

needs.
when

gathered

to

FLRP

planners

is
draw

r e g u la r ly upon the same data sources, when data
are

presented

planning

in

process,

forms
and

when

appropriate
planners

to

the

fre q u e n tly

draw upon off-campus data sources, e s p e c ia lly f o r
i n s t i t u t i o n a l comparisons.
7.

Planning Objectives
ILRP is indicated at a co llege when the aim
of

long

operating

range

planning

e f f ic ie n c y

of

is

to

improve

fu nction ing

upon

the

departments,

to provide a means f o r c e n tr a liz in g co ntrol

over

18

the c o lle g e ,

or to

extended c a p it a l

a llo c a t e

budget.

resources

FLRP is

through an

in d ic a te d

at a

c o lle g e when the aim of long range planning is to
improve upon operatin g e f f i c i e n c y
in s titu tio n ,

to

re d e fin itio n

of

the

s o c ie ty ,

to

c re a te

or

provide

a

r o le

means

of

an

of

the

arena

the o v e r a ll

fo r

continual

in s titu tio n
fo r

in

discussion

which leads to concensus among the many elements
of a c o lle g e community.
8.

Planning Framework
ILRP is
of

a

in d ic a te d when the long range plans

c o lle g e

s p e c ific

are

a c tio n ,

framed
when

as

d i r e c t iv e s

d i r e c t iv e s

re la te

operatin g components of the i n s t i t u t i o n ,
in t e r a c t io n

and

interdependence

departments are not e x p l i c i t .

fo r

of

to

and when
op erating

FLRP is

in d ic a te d

when the long range plans of a c o lle g e are framed
as

g u id e lin e s

tio n s

of

fo r

the

s p e c if ic a t io n

decision-m aking,

th ru s t
of

th e

of

the

as

d e s c r ip ­

in s titu tio n ,

in t e r a c t io n

and

as

in te r­

dependence of component u n its at the c o lle g e .
9.

Planning D isclosure
ILRP
range
campus

is

plans

in d ic a te d
are

seldom

community

or

Knowledge of the content

at

a c o lle g e

disclosed
the
of

to

general
long

where

long

e ith e r

the

p u b lic .

range plans

is

19

r e s t r ic t e d to higher le v e ls of ad m in is tra tio n and
to

the

governing

board.

W ritten

statements

of

these plans are o fte n lim ite d to memoranda and to
minutes of the meetings of the
FLRP is

indicated

c o lleg e

community

general

p u b lic .

revealed

in w r it t e n

in te re s te d

board.

at a co lleg e where the content

of long range plans is

to

governing

r e g u la r ly reported to the

and

often

These

disclosed

plans

are

to

the

commonly

announcements made a v a ila b le

p a rtie s

through the

o ffic e

of

the

where

the

plans

are

c h ie f execu tive.
10.

Planning Impact
ILRP
impact

is

is

revealed

uneven
slowly

in s titu tio n
when

and

long

range

s a t is f y
plans

in dicated

at

because
to

these

plans

off-campus

include

long

range

d iffe re n t

as the top

what

a co lleg e

u n its

a d m in is tra tio n

u n its

are

need

to

statements

groups,

d ir e c t iv e s

or

where

which

of

the

determines
know,

where

intended
long

appear to

only some of the i n s t i t u t i o n ' s departments.

to

range
affe c t
FLRP

is in d ica ted at a co lle g e where long range plans
are w idely know, where these plans are understood
as

general

d ir e c t iv e s

which

immediately

affe c t

decision-making, e s p e c ia lly in terms of budgeting
and personnel.

20

The

design

independent

of

colleges

t h is study

and

th e ir

form alized long range planning.

uses

a

two-stage

tendencies

toward

In the f i r s t

stage,

survey of

informal

and

a sample of 20

p r iv a te colleges in Michigan was surveyed by way of in terview s with
the c h ie f planning o f f ic e r s
completed

in

personal

of these c o lle g e s .

interview s

with

A questionnaire was

these

o ffic e rs ,

and the

responses on the questionnaire provide in d ic a to rs o f each c o lle g e 's
tendencies toward ILRP or FLRP.
The
six

second

of the

20
of

these

groups

determine
s o c ie ta l

if

of

i n s t it u t io n s

in d ic a to rs
two

stage

the
-

in v e s tig a tio n

the

th re e colleges

a tendency toward FLRP.
of

other

environment

colleges

in

be commonly

reviewing

w ith the

most

The second survey compares

d e ta il.

c h a r a c t e r is tic s
can

involved

of

The
an

o b je c tiv e

in s titu tio n

associated

w ith

is

to

and

its

i n s t it u t io n s

c la s s if ie d by e it h e r informal or form alized long range planning.
Thesecond stage was conducted as
the

six co lleg es.

An overview of

the

areas

acase study of each
of

in te r e s t

probed by

the second stage of the study are given below.
- I n s t i t u t i o n a l data:

s iz e , programs, governance.

- I n s t i t u t i o n a l h is to r y , mission, trends, tendencies.
- C r i t i c a l concerns, problems, o p p o rtu n itie s , prospects.
-

The leadership s t y le at the i n s t i t u t i o n .

-

The value of long range planning as perceived byvarious
members of the co lle g e community.

- Planning p rac tice s as viewed by d i f f e r e n t members of the
co lleg e community.

of

21

- Views on the planning models and systems developed by
in te re s te d pro fess io n al groups.
The responses of

a d m in is tra to rs

a t 20 independent co lleg es

to the q u estio n n aire and th e case d e s c rip tio n s
ning

at

s ix

of

these c o lle g e s serve

as the

of

long range p la n ­

basis f o r

the compara­

t i v e study presented in t h i s d i s s e r t a t io n .
The Study Procedure
The basic instrument in the f i r s t
50 -ite m

q u estio n n aire

Before

it

was used,

review

to

th re e

research.

In

and a p r e te s t

which
the

is

examined

q u estio n n aire

a u t h o r i t ie s

on

both

l i g h t of the review s,
of the

stage of the study was a
in

was

d e ta il

in

submitted

higher

Chapter
fo r

education

III.

c ritic a l

and

r urvey

the q u estio n n aire was m odified ;

instrument was conducted using c h ie f planning

o f f i c e r s from two independent i n s t i t u t i o n s .
The co lleg es
b a s is .

The names of

surveyed in the study were chosen on a random
20 co lle g e s were chosen from a universe of

independent Michigan c o lle g e s .

Arrangements were made to

the c h ie f planning o f f i c e r s of these randomly se lec ted
When

an

in te rv ie w

ex ecu tive

could

not

be

at a selected c o lle g e ,

drawn u n t i l

arranged

w ith

a s u b s t itu te

the

in te rv ie w

in s titu tio n s .

c h ie f

c o lle g e

50

planning

was ramdomly

in tervie w s had been conducted at 20 independent Michigan

col leges.
The
in te rv ie w s

survey q u e s tio n n a ire
w ith

in s titu tio n s .

the

The

c h ie f

in te rv ie w

was adm inistered

planning o f f i c e r s
responses

were

of
kept

in

fa c e -to -fa c e

these

selected

c o n fid e n tia l;

no

22

in d iv id u a l

responses

are

repo rted.

No names of e i t h e r o f f i c e r s

in s t i t u t i o n s are given in the body of the f i n a l

study r e p o rt.

or

Only

in the acknowledgements are the cooperating co lleges c ite d by name.
Whenever
made of

the

perm itted

interview s

could be v a lid a te d .

in d ica ted

responses

gave

f a m i l i a r with
doctorates

of

of

FLRP

In

order

standing

of

the

of

the

were

responses

th a t

study

discussed

they

is

have

instrum ent,

on

pages

The panel

higher education.

the t h i r d

of

14-19

of

th is

which

members are

student

employment

approximately
panel

and

Two members hold

a doctoral

the

ILRP ( in f o r m a l) ,

( f o r m a liz e d ) ,

tendency.

th ree members have years

s ta ffs .

in d ic a to rs

toward

in d ic a tio n

i n s t it u t io n s

A ll

versions

recordings

in dicated tendencies toward

in Education,

Education.

w r itte n

tape

A three-member panel examined the responses and

tendencies
no

respondents,

so th a t

judged which responses
which

by

the

in Higher
on co lleg e

same

members

under­

studied

d is s e r ta tio n

and

the
in

Appendix B - l .
Independently
responses.
o rd in al
to

the

panel

members

evaluated

the

in te rv ie w

Then the evalu atio ns were compiled so as to develop an

scale which placed toward one end those colleges perceived

have a r e l a t i v e l y

informal

approach to

long range planning and

toward the o th er end of the scale those colleges perceived to have a
r e la tiv e ly
colleges

form alized

at

approach

of

long

long

range planning.

The th ree

each end of the ranking are to be examined f u r t h e r

the second stage of the study.
Chapter I V . )

to

(The o rd in a l

rankings

are given

in
in

Since the o b je c tiv e of the study is to compare aspects
range

planning

at

in s t i t u t i o n s

w ith in

the

23

sample,

the

use

of

in fe re n tia l

s ta tis tic a l

analyses

was

not

warranted.
In the

second

g r e a te r depth.
co nsiderable
in s titu tio n s
study
in

The o b je c tiv e
d e ta il

second stage.

the long

the

s ix

of

th is

range

A -l.

is

planning

to

examined

in

c h a r a c te r iz e

in

of each

of

This

instrument

guided

the

and is

the

s ix

The basic
presented

in te rv ie w s

of

the

In a d d it io n , m a te r ia ls describ ing the c o lle g e and i t s

second stage

are d e t a ile d

second stage

provide the base

which

in

appear

stage

were

used has an open-ended s tru c tu re

long range planning were gathered.
the

co lle g e s

so as to develop c o n tra s ts and comparisons.

instrument

Appendix

stage,

Chapter IV .

The procedures of the conduct of

in Chapter
fo r

the
The

III.

case

The fin d in g s o f the

study c h a r a c t e r iz a tio n s

conclusions, im p lic a tio n s ,

recommendations of the study are presented in Chapter V.

and

CHAPTER I I

A REVIEW OF THE LITERATURE
This
section

reviews

fu n c tio n
subject

chapter

presented

lite ra tu re

and w ith

concerned

study.

th re e

w ith

and

o rg a n iza tio n

which

are

re le v a n t

planning

concepts

are

to

se ctio n s .
as

The

firs t

a managerial

as an important and developing

D if f e r i n g

process

developed

in

long range planning

of management

planning

is

of

the

presented.

th e

study

long

range

D e fin itio n s

presented

in

are
t h is

d is s e r t a t io n .
The
dealing

second

w ith

education.
respect
some

the

long

This

to

long

and

Other w r ite r s

provides

range

section

long

emerging

range
problems

an overview

planning

examines

range planning

a u t h o r i t ie s ,

e x is tin g

section

a

fo r

fo r

colleges

which

of

views

shows

c o n trib u tio n s

higher

and u n iv e r s i t i e s .

For

represents

confront

made

of

with

by

a

these

view long range planning only as i t

also

lite ra tu re

taken

response

to

in s titu tio n s .

r e la t e s to c e r ta in

aspects of the campus r a th e r than to the I n s t i t u t i o n
lite ra tu re

the

In s t i t u t i o n s

v a r ie t y

planning

of

the

as a whole.
d is c ip lin e s

The
of

economics, mathematics, and th e management sciences to the development
of long range planning as an i n s t i t u t i o n a l fu n c tio n .
The t h i r d section reviews l i t e r a t u r e which discusses previous
studies

of

long

range

planning

24

in

social

o rg a n iza tio n s .

The

25

p r in c ip a l

in t e r e s t

of

t h is

review

ra th e r than research fin d in g s .
in

both

business

conceptual

base

and

in

fo r

is

presentatio n

methodology

These study p ro je c ts were conducted

in s titu tio n a l

the

of

comparative

s e ttin g s
study

and

provide

presented

in

a

t h is

d is s e r t a t io n .

L i t e r a t u r e Review of Planning
as a Management Function
Several

approaches

management thought.
of fu n c tio n s ,
to

been

taken

to

s tru c tu rin g

One approach is to view management as a system

a set of

and c h a r a c t e r is t ic

actions or a c t i v i t i e s
of

management.

emphasizes

th a t

management

in t e r a c t iv e

th at

these

Nevertheless,

have

This

fu nction s

fu nction s

the f u n c t io n a lis t s

which are appropriate
fu n c tio n a lis t

are

so

c o n s titu te

an

approach

in t e r r e la t e d
operating

and

e n tity .

also assert th a t the understanding

of management can be advanced when function s are studied as though
they were separable and independent.^
The f i r s t fo rm ulatio n of a comprehensive set
functions
1925.

is

a t t r ib u t e d

Fayol

considered

org a n izin g ,

to

co o rd in atin g ,

since

F a y o l's

Henri

the

Fayol

managerial

commanding,
p u b lic a tio n ,

and was f i r s t
functions
and

published

in

to

be planning,
2
c o n t r o l lin g .
In over

50

years

1

John B. Miner, Management
York, 1971, pp. 72-73.

2

Henri Fayol, General and In d u s tr ia l Management, S i r Isaac Pitman
& Sons, Lim ited, London, 1949, Chapter 5.

Theory,

other

of managerial

scholars

The Macmillan

have

offered

Company,

New

26

a l t e r n a t iv e

lis ts

of

management

fu n ctio n s;

and w h ile
3
include planning.

d i f f e r somewhat, n e arly a l l l i s t s
To Fayol,
provisio n

planning meant "to assess the
4
it."
Subsequent d e f in it io n s o f

fo r

fu n ctio n

of

d e fin itio n .
d e fin itio n

planning
The

include

major

these

d iffe re n c e s

two

fu tu r e

and make

of the

Fa yo l's

Fayol
concise

and longer d e f in it io n s which followed may be explained

as expansions or ela b o ration s of these two elements.
conducted because management wishes c e r t a in
the f u t u r e .

lis ts

the management

elements

between

the

Planning is

outcomes to occur

in

As Koontz and O'Donnel observe,
Planning bridges the gap from where we
are to where we want to go.
I t makes i t
possible f o r things to occur which would
not
otherwise
happen.
Although
the
exact fu tu r e can seldom be predicted and
fa c to rs beyond co ntrol
may in t e r f e r e
witn
the
b e s t - la id
plans,
w ithout
planning events are l e f t to chance.^

The j u s t i f i c a t i o n f o r planning is found in the assumption
th a t management can do something to e f f e c t
p a rtia lly ,

the f u t u r e ,

at

le a s t

so t h a t the fu tu r e s ta te would more c lo s e ly approximate

a desired s t a te .
To many management scholars,
represents an extensive e f f o r t .

3

"assessment of the fu tu re "

To Brian S c o tt, f o r example, the

John B. Miner, op. c i t . , p. 71.

4

Henri Fayol, op. c i t . , p. 43.

5

Harold Koontz and C y r il O'Donnell, P rin c ip le s
Fourth E d itio n , McGraw-Hill Book Company, I n c . ,
p. 8.

o f Management,
New Vork, 1968,

27

e ffo rt

begins

s e lf - a p p r a i s a l

w ith
and

continues

assumptions,

the

a t t e n t io n

possible

to

e v a lu a tio n

of

cu rren t

co nd ition s

and

w ith

the

establishm ent

of

planning

of

fu tu r e

co n d ition s

w ith

special

fo re c a s tin g
changes,

and

the

de term in atio n

of

desired

o b je c tiv e s in the co n te xt of the expected f u tu r e .®
Other

c o n trib u to rs

to

the

lite ra tu re

have

focused

a t t e n t io n on fo re c a s tin g as an in t e g r a l p a rt of plann ing .
concern

has been on fo re c a s tin g

process

of

p la n n in g .7

But

techniques

Drucker

r a th e r

cautions

Often the

than

th at

th e ir

the

e n tire

planning

should

not be construed as fo r e c a s tin g .
Why fo re c a s tin g
is
not
s t r a t e g ic
planning 1s t h a t fo re c a s tin g attempts to
fin d the most probable course of events o r ,
a t b e st, a range of p r o b a b i l i t i e s .
But the
e n tre p re n e u ria l problem is the unique event
t h a t w i l l change the p o s s i b i l i t i e s . ®
Thus,
is

more than

managers
s ta te s

are

Drucker asserts
fo re c a s tin g
also to

is possible

D iffe re n c e s

appear

if
in

what

th a t

th e

th e

fu tu re

assess the

f u tu r e

"assessment o f

in

s t a te

the

probably

terms

of what

fu tu r e "
w ill
range

be;
of

o rg a n iz a tio n s make pro v isio n s f o r the f u t u r e .
the

lite ra tu re

as

to

how

s p e c i f ic

these

"p ro visions" should be.

Brian W. S c o tt,
Long-Range Planning in American In d u s try ,
American Management A ss o c ia tio n , New Vork, )£6!>.
(See Chapters
5, 6, 7 and 8 . )
J. C. Shubin, Managerial and In d u s t r ia l Economics, The Ronald
Press Company, Sew York, 1961.
(See Part IV , "Forecasting and
Long Range Business P la n n in g .)
P eter
F.
Drucker,
Management:
Tasks,
R e s p o n s ib ilit ie s ,
P ra c tic e s , Harper and Row, New York, 1974, p . 124.

28

Koontz

and

O'Donnell

assert

th a t

planning

should

produce

s p e c if ic s t r a t e g ie s and plans.
Planning 1s thus an i n t e l l e c t u a l process,
th e conscious de term in atio n o f courses o f
a c tio n , the basing o f decision on purpose,
f a c t s , and considered e s tim a te s .9
S im ila r

Is

th e

p o s itio n

c h a r a c t e r iz e the r o le of planning
To

them i t

is

useful to

of

LeBreton

and

Henning,

who

in terms of p re p a ra tio n o f plans.

d e scrib e th e planning fu n c tio n

by way of

component ta sks :
—
—
—
-—

e s ta b lis h in g o b je c tiv e s and goals
determ ining p o lic ie s and procedures
preparing necessary plans f o r meeting
state d o b je c tiv e s and goals.
implementing plans'®

Ac o n tr a s tin g view in the
authors

who

o r g a n iz a tio n
generated.

suggest
even

th at

when

the

no

Ewing asserts

lite ra tu re

planning

s p e c if ic
th a t

is expressed

process

courses

of

has

by those

value

fo r

a c tio n have

an
been

in many o rg a n iza tio n s planning

is

"a

technique of so guiding people in the o rg a n iz a tio n t h a t t h e i r actions
w ill

a ffe c t

Ewing,
th at

the

e ffe c tiv e

d e ta il

or

fu tu r e
planning

^

12

is

a

co n s is te n t
incomplete

and

desired

planning;

s p e c if ic a t io n may have "a r e ta r d in g ,

ence on a program of

y

in

a c tio n

and

w a y ." ^
he

suggests

dragging

r a t h e r than a lu b r ic a t in g

To

in flu -

in flu e n c e .

12

Harold Koontz and C y r il O 'D o n n e ll, op. c i t . , p. 81.
Preston P. LeBreton and Dale A. Henning, Planning Theory,
P r e n t ic e - H a l1, I n c . , Englewood C l i f f s , New Jersey, 1§51, pp.
4-7.
David W. Ewing, The Human Side of Planning, The Macmillan
Company, New York, 196$, pp. I£fc-l9 6.
I b i d . , p. 198.

29

Ewing

proposes

th a t

the

best

amount

of

d e t a il

is

"roughly

pro p o rtio n al to the o r g a n iz a tio n 's experience in plann ing ."
In a s im ila r argument,

13

John L. McGruder, a former d ir e c t o r

of planning f o r the Atomic Energy Commission, expresses the opinion
th at

the

patlon

g rea tes t

value

of many people

of

planning

planning

is

in the process.

by Ewing in his seventh
act

of

"law"

its e lf

derived

14

This

of planning,

changes

the

from

b e lie f

which

the

p a rtic i-

is

presented

state s

s it u a t io n

in

th a t

"the

which

the

o rg a n iza tio n operates."
This law...means th a t managers can a l t e r
conditions th a t a f f e c t the progress of t h e i r
programs— can a c tu a lly change the odds of
success— by in vo lv in g people in such ro u tin e
planning
a c tiv itie s
as
discussing
what
programs are d e s ir a b le , pondering who should
c a rry out the programs and when, gathering
data
fo r
such
questions,
leading
the
org a n iza tio n to reach an understanding about
goals and programs, and leading people to
make personal commitments to p r o je c ts . '5
Ewing's
lite ra tu re .
Its e lf.

The

statement
notion

This notion

"Plans are

nothing;

was

is

r e f le c t s
th a t

t e r s e ly

planning

a

planning
stated

is

by

th ru s t
has

in

value

DwightD.

e v e ry th in g ." ^

planning
in

and

of

Eisenhower,
It

is asserted

13

I b i d . , p. 200.

14

Managerial Long Range Planning. George A. S te in e r ,
Mc6raw-hH11 Book Company, New York, 1963, p. 75.

15

David U. Ewing, op. c i t . , . p .

16

Quoted by P h i l l i p K o t le r , Marketing Management:
A nalysis.
Planning, and C on trol, Fourth E d itio n , P re n tlc e -H a l1, I n c . ,
Englewood C l i f f s , New Jersey, p. 241.

E d ito r ,

206.

30

th a t

planning

should not be viewed s o le ly

as a generator of plans

and th a t a v a r ie t y of values d e riv e from planning.
Among the management scholars holding t h is view is Bernard
T a y lo r,

e d it o r

of

the

B ritis h

p u b lic a tio n

Long

Range

Planning.

Taylor suggests th a t planning has several dimensions, each providing
a d i f f e r e n t view of and j u s t i f i c a t i o n f o r planning.
The
planning

tra d itio n a l

as a framework f o r

ap propriate f o r
but
th at

view,

planning
planning

according

c e n tr a l

to

c o n tr o l.

Bernard

T a y lo r,

is

of

Such a view may be

large bureaucratic o rg a n iz a tio n s , Taylor points out;

can d e t e r io r a t e
viewed

as

to

bureaucratic

a c e n tr a l

co ntrol

ro u tin e .
system w i l l

He asserts
seldom be

s a tis fy in g to the o rg a n iz a tio n and some o th er complementary view of
planning w i l l g e n e ra lly be needed a ls o .

17

T aylo r advances fo u r other complementary views of planning
The process of planning can be employed as a "framework f o r
v a tio n ."

inno­

Human o rg a n iza tio n e x is tin g in a f a s t changing environment

may u t i l i z e planning as a stimulus and a mechanism f o r s e l f renewal,
a means of adapting the o rg a n iza tio n to dynamic s it u a t io n s .
In c e r t a in
fir m s ,
at c e r t a in
times top
management are able through Corporate Plan­
ning to f o s t e r innovation in an e n te r p r is e ,
to s tim u la te c r e a t i v i t y in various p arts of
the o rg a n iz a tio n , and to use these ideas to
b u ild the business and in the process open
up new o p p o rtu n itie s f o r the in d iv id u a ls or
groups concerned and f o r company employees
g e n e ra lly .

17

Bernard T a y lo r, "New Dimensions in Corporate
Range Planning. December, 1976, pp. 81-87.

18

I b i d . , p. 88.

Planning,"

Long

31

Another
This

view of

planning

view may be p a r t i c u l a r l y

Is

as a so cial

learn ing

process.

important to org a n iza tio n s which

lack

c l a r i t y of purpose and of lin e s of command.

Public in s t i t u t i o n s and

se rv ice

concensus

organization s

management may fin d

which

t h is

of planning as a r a tio n a l

re ly

upon

view of planning

in s t i t u t i o n s of le a rn in g .
w ith

its

develop

ca pacity
a b e tte r

p a r t ic ip a t e

and

to

system f o r o rg a n iz a tio n a l

c o n tr o l.

Taylor

learning process may be the most

some human o rg a n iz a tio n s ,

among them

The value of planning to such groups li e s

provide

the

to

a framework
of

the

environments

in

which

the

human systems
in

which

the

groups

in which
human

can
they

systems

19

operate.

The t h ir d
T aylor

fo r

understanding
of

approach

view an appropriate complement to the view

points out th a t planning as a so cia l
r a tio n a l

a

complementary view of planning o ffe re d by Bernard

c h a ra c te rize s

planning

recognizes th a t both in te r n a l

as

a

p o litic a l

and ex ternal

process.

This

view

groups e x e rt forces which

impact upon the o rg a n iza tio n and th a t the planning process provides a
framework

fo r

suggests

th a t

u n re a lis tic
of

in t e r e s t

t io n s .

the

formation

of

comprehensive,

c o a lit io n s

ra tio n a l,

of power groups.

long

range

planning

Taylor
may

be

f o r o rga niza tion s which re q u ire the support of a v a r ie t y
groups

which

possess

c o n f l ic t in g

values

The planning process, f o r such an o r g a n iz a tio n ,

and

a s p ira ­

is a means of

forming a c o a lit io n on s p e c if ic issues and by c a re fu l n e g o tia tio n .

19

I b i d . , pp. 89-91.

20

I b i d . , pp. 91-98.

20

32

The

fin a l

view

advanced

by

Bernard

T aylo r

p o s itio n th a t planning is an examination of c o n f l i c t
arena

in

which

reviewed.

the

This

a d d itio n

to

goals

view

being

d e lib e r a tio n

of

and purposes o f

emphasizes

d e s c r ip tiv e ,

changes which

th at
th a t

should

of values,

the o rg a n iza tio n

planning

is

planning
be

takes

is

e ffe c te d

an

can be

normative
p r im a r ily

ra th e r

the

than

in
the
the

designation of o rg a n iza tio n a l a c t i v i t i e s to be performed.
Planning at the highest level is not j u s t
about
improving
e f f ic ie n c y
or
choosing
s t r a te g ie s ,
it
concerns the
development
w ith in
the
in d iv id u a l
e n te rp ris e
and in
society of c u ltu re s which can claim the
a lle g ia n c e
of
employees and
which
are
accepted as s o c i a l l y useful by the community
at la rg e .
It
is also concerned w ith an attempt to
in flu e n ce the shape of the world in which we
w i l l l i v e tomorrow.21
As

perceived

dimensional.
ning

as

If

by

Bernard

his perception

a managerial

fu n c tio n

is

T a y lo r,

planning

is

accepted as premise,

may be performed

fo r

m u lti­

then p la n ­

a v a r ie t y

of

reasons.

To assume t h a t the value of planning l i e s

of

generated by planning would then not only understate the

plans

1n the q u a lit y

value of planning, i t would m isstate the value of planning.
The
and David
t a t io n

views

Ewing

fo r

two

on planning

are

given

reasons.

of

such scholars

considerable
F irs t,

these

a t te n tio n
views

th a t they are more concerned w ith behavioral
planning

^

than

w ith

I b i d . , p. 104.

the

fu n c tio n a l

as Bernard Taylor

aspects

are

in

t h is

u n tr a d ltio n a l

and social
of

d is s e r ­
in

aspects of

planning.

Second,

33

these

views

in d ic a te

the c o n trib u tio n s to an understanding of planning

which may be made by o th er d i s c ip lin e s
chology,

p o litic a l

science,

and other

such as sociology,
so cia l

so cia l

and behavioral

psy­

sciences.

In developing the concept of planning f o r t h is study, conventional views
provide

a s t a r t in g

point

but

are modified to

recognize

the broadening

influences of u n tr a d itio n a l views.
Although

v a r ia tio n

e x is t s ,

textbooks

fo r

in management thought g e n e ra lly agree in t h e i r

in tro d u cto ry

courses

d e f in it io n s

of planning

and upon the primacy o f planning among managerial fu n c tio n s .

Hicks, f o r

example,

defines

g a n iza tio n
th e r e ."

22

is

planning

going

Hicks

and

simply.
the

emphasizes

"Planning

general

determines

aproaches

establishment

of

it

where the

w ill

use

to

o rg a n iz a tio n a l

o r­
get

objec­

t iv e s and the development of only broad s tra te g ie s or courses o f a c tio n .
McFarland expands upon t h is d e f i n i t i o n by r e f e r r in g to planning
" ...a s

a

concept

a n t ic i p a t in g ,
change."

23

reasons.
ranking
in d ic a te s

executive

in flu e n c in g ,
McFarland's

action

d e fin itio n

he

regards

members

of

the

management

is

of

planning
planning

in

th a t

and c o n tr o llin g

F irs t,

c h a ra c te riz e s

22

of

planning

the nature

attra c ts
as

of

to

o rg a n iz a tio n ;

change.

the

be
and

importance.
To

s k ills

of

and d ir e c tio n of

a tte n tio n

action

s ig n if ic a n t

terms

embodies

repeat

fo r

taken
he,

by

two
top

thereby,

Second,

he

programs

and

Herbert G. Hicks, The Management of O rganizations:
A Systems and
Human Resources Approach, Second E d it io n , McGraw-Hill Book Company,

New York, 1S72. pp! 240-241.------------------23

Dalton E. McFarland, Management P rin c ip le s and P ra c tic e s . Fourth
E d it io n , Macmillan Publishing Company, I n c . , New Vork, 197C PP^

34

s tra te g ie s or to work d e l ib e r a t e ly to m aintain the status quo would
not c o n s t itu te planning to McFarland.

His emphasis

is

on planning

as a change agency, as a producer o f new s itu a tio n s f o r the o rg a n i­
z a tio n in the fu tu r e .

c e n tra l

The

need

and

to

planning

d esire
as

a

to

special

decision-making process.

Not a l l

th in k in g

planning

of

A ckoff;

c re a te
type

fu tu r e
of

sta te s

a

are

fu tu r e

oriented

decision-making is planning
is

d iffe re n tia te d

also

in the

by three

c h a r a c t e r is t i c s .
1.

Planning is something we do in
advance
of
ta k in g
a c tio n ;
th a t
is ,
it
Is
a n tic ip a t o r y decision-making.
I t is a
process o f deciding what to do and how
to do i t before action is r e q u i r e d . . . .

2.

Planning is required when
the
fu tu r e
s ta te we d e s ire
involves a set of
inter-dependent decisions; th a t i s ,
a
system of d e c i s i o n s . . . .

3.

Planning is a process th a t
is d ire c te d
toward producing one or more fu tu r e
state s which are desired and which are
not expected to occur unless something
is done.24

One of

the more comprehensive

basic management
who

not

only

planning,
management

24

lite ra tu re

d efin e

the process,
p r in c ip le s

discussions

1s developed

planning
some of

but

also

by Koontz
examine

the problems of

a p p lic a b le

to

of

planning

and O'Donnell,

the

purposes

planning,

planning.

Russell L. A ckoff, A Concept of Corporate
In te rs c ie n c e , New York, 1970, pp. 2 -4 .

in

To

of

and some

Koontz

Planning,

and

Wiley

35

O 'D o nnell, planning is an extensive a c t i v i t y which involves study of
the

o rg a n iz a tio n a l

s itu a tio n ,

a

hierarchy

of

in d iv id u a ls

and

decisions, and the fo rm ulatio n of s tra te g ie s and p o lic ie s .
The
embraces

Koontz

the

notions

s p e c ific a tio n
planning.
it,

s p e c ifie d

in

of

procedures,
provides

deciding

a ll

programs,

means

planning

fo r

and O'Donnell

also

missions,

and

th at

in

and

to

them,

of

how to do

fo r

budgets.
e ffo rts

planning

is

more

lo g ic a lly

functions
c a lls

the

it

action

d e f in it io n s

suggests

o b je c tiv e s ,

u n ify in g

assert

fu tu rity ,

yet

25

o th er managerial

purpose,

simple;

advance what to do,

Planning,

Planning

is

included

in

and O 'D onnell,

r u le s ,

the

g e n e ra lly

and who is to do i t . "

o rg a n iz a tio n .

statements

Koontz

is

d e fin itio n

decision-making,

a d e fin itio n .

execution of

e n tire

are

"Planning

when to do i t ,

O'Donnell
of

which

To Koontz

the

and

than

precedes

and permeates
the

is

development

the
of

s t r a te g ie s ,

p o lic ie s ,

Therefo re,

planning

of

an

o rg a n iz a tio n .

Important

f a c i l i t a t e s the accomplishment o f purpose and o b je c tiv e s .

because

it

26

For purposes of t h i s study, planning is conceptualized as a
process

of

study

and

a n t ic ip a t io n

which

courses o f action which are intended to

generates

g u ide line s

fo r

lead to the achievement of

o rg a n iz a tio n a l o b je c tiv e s .

25

Harold Koontz and C y r il O'Donnell, E ssentials of Management,
Second E d it io n . M cGraw-Hill, I n c . , New York, 1978, p. 56.

26

I b i d . , pp. 57-67.

36

The

use

of

the

word process

is

to

suggest

i n t e r a c t iv e e f f o r t s ra th e r than a w ell defined event.
points ou t,
given

planning

point

In

is continuing

tim e.

27

In

t h is

on-going,

As McFarland

action and not behavior at any
study,

process

serves

as one of

the comparative c h a r a c t e r is t ic s .
The

phrase

of

study and

d e lib e r a te and extensive
examination

of

past

in te lle c tu a l

and

present

estim ation of fu tu r e co n d itio n s .
involve

mental

a n tic ip a t io n

ex e rc is e s ,

a c tiv ity

is

circumstances

as

those

connote

associated with the
and

The tasks c e n tra l

such

to

w ith

to

r e la te d

th is
to

the
study

problem

assessment, data a n a ly s is , discussion and n e g o tia tio n .
The

co nceptu alizatio ns

the degree of s p e c ific a tio n
asserted

only

fu tu re .

By

planning

s t ip u la t e

done,

th a t

and by whom.

Koontz

what

is

This

planning

re q u ire d .

planning

c o n tra s t,

of

to

should
and

study takes

w ith

respect

to

Fayol was very general

and

make

the

O'Donnell

be done,

vary

"p rovision"
would

fo r

re q u ire

how and when i t

a middle p o s itio n

th a t

is to be
and c a lls

f o r the planning process only to generate g u ide line s f o r courses of
a c tio n .

This

notion would accept,

development of agreement
and the

as an aspect

of planning,

the

on the d ir e c t io n of o rg a n iz a tio n a l e f f o r t s

l i m i t s of action to be undertaken by the s p e c ific members

of the o rg a n iz a tio n .
The o rg a n iz a tio n a l o b je c tiv e s to be achieved may also vary
in terms of s p e c if ic a t io n .

27

LeBreton and Henning consider

MacFarland, op. c i t . , p. 316.

th a t

it

37

is necessary th a t a s p e c ific statement o f o b je c tiv e s be made.
a

statement

gives

o rg a n iz a tio n .
members of

d ir e c tio n

and

guidance

to

a ll

members

top

le v e ls

of

the

o rg a n iza tio n

hierachy

and are

observes

approach

from

systems of

the

then

28

Opposing views are emerging in the l i t e r a t u r e .
one,

of

They hold the view th a t o b je c tiv e s are determined by

passed downward.

fo r

Such

th a t

"the

o rg a n iza tio n

top

down."

"stake-holders"

can

no

He conceives

who must

of

be allowed

the development of o b je c tiv e s and s t r a t e g ie s .
th a t th e o b je c tiv e s

longer

H aselho ff,
on

an

organization s

as

to

re ly

p a r t ic ip a t e

in

The im p lic atio n s are

of an o rg a n iza tio n c o n s t itu te

a s e t,

th a t the

makeup of the set of o b je c tiv e s is determined by social u n its found
throughout
s ta te d .

the

hierachy,

and,

th a t

th is

study takes

o b je c tiv e s

second,

varying

not

a ll

o b je c tiv e s

are

c le a r ly

29
Again,

firs t,

and th a t

provide

th a t o rg a n iz a tio n a l

degrees

of

s p e c ific ity

a middle
a u n ify in g

ground

and recognizes,

in flu e n c e

in

planning

o b je c tiv e s may be expressed with
w ith

the

degree

of

s p e c ific ity

y ie ld in g another basis f o r the comparative study of planning.
Time

and

th a t

Planning.
time

as

Throughout

a v a ria b le

is

management
s ig n if ic a n t

lite ra tu re
to

is

the

notion

planning.

2®

LeBreton and Henning, op. c i t . , Chapter 4.

29

F r i t s Haselhof, "A New Paradigm f o r the Study of O rganizational
Goals" in From Planning to S tr a te g ic Management, ed ited by H.
I . Ansoff, R.
DeClerck, and R. U. Hayes, John Wiley and
Sons, New York, 1976, pp. 15-27.

38

Although

a ll

planning

1s conducted

w ith

the

fu tu r e

l i t e r a t u r e in d ic a te s th a t substantive d iffe re n c e s
from

the

span

of

time

under

t im e - r e la te d designations found
planning"

and "long

lite ra tu re

range p lan n in g ."

Several

mind,

the

in planning d e riv e

co n sid eratio n .
in the

in

The

most

common

are

"short

range

approaches have been

taken to d i f f e r e n t i a t e planning w ith respect to tim e.
Organizations

fr e q u e n tly

use

d is tin g u is h

between

long

range

Chamberlain

reports

th a t

business

range

planning

which

th a t

and

a rb itra ry
short

firm s

develops

time

range

planning.

commonly

plans

which

lim it s

regard
extend

to
N eil

as

long

in to

the

f u tu r e f i v e years and beyond w h ile planning which focuses on lesser
30

periods of time is r e fe rr e d to as short range.

As an economist, Chamberlain points out th a t such a r b it r a r y
designations

fa il

to

recognize

important to planning.
resource

commitments

planning

is

the

reason

To Chamberlain,
as

concerned

lim it a t io n s

w ith

making

the

concerned

committed.
degree

of

w ith

The

the

time

freedom

use

of

on

planning.

commitments

resources

c h a r a c t e r is t ic

a v a ila b le

to

of

dimension

the d i s t in c t io n

resources as these resources become a v a ila b le .
is

time

31

Long

to

range

o rg a n iz a tio n a l

Short range planning

which

planning

planners.

of

r e la t e s

is

were

previou sly

p e rta in s

Economics

to

the

recognizes

30

N e il W. Chamberlain, The Firm:
Micro-Economic Planning and
A ctio n , McGraw-Hill Book Company, New York, ldf>2, pp. 37-48.

3^

N e il W. Chamberlain, quoted 1n Managerial Long-Range Planning,
George A. S te in e r , E d it o r , McGraw-Hill Book Company, New York,
1963, pp. 9-10.

39

the long range as t h a t time period wherein a l l
can

be changed by plann ers.

In

the

short

resource commitments

range,

planners

may be

able to consider changes in some resource commitments but not in a l l
commitments. To the economist, tim e is Important to planning because
i t describes a c o n s tra in t on plan n in g .
Other
c h a ra c te ris tic

authors

tim e

decisions

and presents

32

th a t

of planning f o r s t i l l

considers

in planning.

argue

as

a v a r ia b le
fo u r

time

is

an

d i f f e r e n t reasons.

r e la t e d

d iffe re n t

to

the

fu tu rity

important
Brian Scott
of

concepts of tim e measurement

32

1.

Plan P re p aratio n Time.
This concept measures
th e tim e req u ire d in c o lla b o r a t iv e a c t i v i ­
t i e s , in fo rm a tio n g a th e rin g , and o th e r p la n ­
ning tasks f o r th e development of s p e c if ic
p la n s .
This concept provides planners w ith a
framework f o r scheduling the work associated
w ith planning but does not provide a d i s ­
t i n c t i o n between long range and short range
planning.

2.

Lead Time.
This concept measures the lapse
of time from planning to implementation and
is o fte n the basis f o r d is tin g u is h in g between
long range and
short range plann ing .
Many
o rg a n iza tio n s
view
as
short
range
those
planning
e ffo rts
which
have f i r s t
stages
which can be Implemented In a few months or
years
and as
long range those
planning
e ffo rts
whichcannot
be
implemented
fo r
several y e a rs .
Thus, th e time v a r ia b le 1s
perceived as important because i t describes
the immediacy of implementation.

3.

D ir e c t Impact Time.
This measure r e fe r s to
the period of time during which the a c t i v i t y
now in planning w i l l continue to operate or
to have d i r e c t in flu e n c e over o p eratio n s .

Brian W. S c o tt, op. c i t . , pp. 30-39

planning

40

This concept would d e fin e as short range
t h a t period in which adjustments are made in
operations and as long range th a t period 1n
which e s s e n tia l
and enduring
changes are
made in the operation and d ir e c tio n of the
o rg a n iz a tio n .
The time
v a r ia b le
is
important because i t describes the duration
and the degree of change in the o rg a n iz a tio n .
4.

Epochal Time.
This concept
involves the
assessment of h is t o r ic trends and changes so
as to determine the types of considerations
which are l i k e l y to have importance f o r the
fu t u r e .
Whereas
the
o th er
th re e
time
measures apply to an inward view of the
o rg a n iz a tio n ,
the
epochal
time
measure
d ir e c ts
a t te n tio n
to
the
s o c ie ta l
environment
surrounding
the
o r g a n iz a tio n .
The short range is th a t period of time in
which
s o c ie ta l
conditions
remain
subsu b s ta n tia l ly unchanged.
The long range is
th a t period in which s ig n if ic a n t changes
appear in s o c ie ta l co nd ition s.

These concepts suggest th a t the

importance of

the time v a ria b le

is

not in the span of time under consideration but ra th e r w ith the type
of conditions
t h is

reason,

and problems considered in the planning process.
other d e s c rip tio n s besides short range and long

For
range

have been lin k e d to planning.
Ansoff Introduced the notions of s t r a t e g ic , a d m in is tra tiv e ,
and o p eratio nal

planning

range planning.

problems

a d m in is tra tiv e
a llo c a tio n s

fo r

long

range

and

short

Ansoff d e fin es s t r a te g ic planning as th a t which is

concerned with ex tern a l
the

as s u b s titu te s

of

problems of the o rg a n iz a tio n , t h a t

ad justing

planning

is

the
th a t

o rg a n iza tio n
which

is

to

its

concerned

1s, w ith

environment;
w ith

resource

so as to maximize the performance of the o rg a n iz a tio n ;

and operatio nal planning is t h a t which is concerned w ith maximizing

41

the

e ffic ie n c y

of

the

o r g a n iz a tio n 's

o p e ra tio n s .

33

Thus,

Ansoff

d i f f e r e n t i a t e s planning in terms of th e types of problems considered
in the planning process.
Ackoff asserts
gained

when

we

th a t

recognize

advances

the

terms

planning

and

suggests

a c l e a r e r understanding of planning
th a t

" s t r a t e g ic "
th a t

not
and

th e re

a ll

planning

" ta c tic a l"
are

th re e

d is tin g u is h s t r a t e g ic from t a c t i c a l plann ing .

to

is

a lik e .

is
He

d iffe re n tia te

dimensions

which

34

1.

The longer th e e f f e c t of a plan and th e more
d iffic u lt
it
is
to
re v e rs e ,
the
more
s t r a t e g ic i t i s . . . .
S tr a te g ic planning is
long range plan n in g .
T a c tic a l planning is of
s h o rte r range.
But "long" and "short" are
re la tiv e
terms
and
th e r e fo re
so
are
" s t r a t e g ic "
and
" ta c tic a l."
In
general
s t r a t e g ic
planning
is
concerned w ith
the
longest period worth c o n sid erin g ; t a c t i c a l
planning
is
concerned
w ith
the
s h o rte s t
period worth c o n s i d e r i n g . . . .

2.

The
more
fu n c tio n s
of
an o r g a n iz a tio n 's
a c t i v i t i e s are a ffe c te d by a p la n , th e more
s t r a t e g ic i t i s .
That i s , s t r a t e g ic planning
is broad in scope.
T a c tic a l planning is
n a rr o w e r.. . .

3.

T a c tic a l planning is concerned w ith s e le c tin g
means by which to pursue s p e c ifie d goals.
The goals are normally supplied by a higher
le v e l
in
the
o r g a n iz a tio n .
S tr a te g ic
planning is concerned w ith both fo rm u la tio n
of the goals and s e le c tio n of th e means by
which they are to be a t t a i n e d . . . .

33

h. Ig o r A nsoff, Corporate S tra te g y :
An A n a ly t ic a l Approach to
Business P o lic y f o r Growth and
Expansion, McGraw-Hill Book
Company, New Vork, 1965, Chapter 1, pp. 1-12.

34

Russell L. A c k o ff, A Concept o f
Corporate P lan ning,
In te r s c ie n c e , New York, 1970, pp. 4 -5 .

W ile y -

42

A blending
and

Ackoff

planning

of

provides

fo r

the
an

notions

approach

purposes o f

t h is

of

Chamberlain,

to

conceptu alizing

study.

S c o tt,
long

Long range planning

planning which makes enduring

Impact upon the

o rg a n iza tio n

it

the

which

is

d iffic u lt

committed

to

and the

range planning

change

th ru s t

of

manner

the

is such th a t a l l

in

o rg a n iz a tio n .

w ith

long

range

its

planning

s o c ie ta l

are

the

environment

range

1s th a t
so th a t

resources

are

The scope of

long

components of the organizaton w i l l

be a ffe c te d e i t h e r d i r e c t l y or i n d i r e c t l y .
of

Ansoff,

Among th e considerations

r e la tio n s h ip s

and the

of

statement

the
of

o rg a nization

o rg a n iza tio n a l

o b je c tiv e s .
This
of

long

section

range

concludes w ith

planning.

Although

an overview of the
the

concept

of

lite ra tu re

planning

as

a

management fu n c tio n can be traced in the l i t e r a t u r e back f i f t y years
to Fayol, the subject of

long range planning did not receive broad

exposure in the l i t e r a t u r e
lite ra tu r e

was

in

the

p u b lic a tio n s .

Generally

range planning

in

u n til

the mid 1950's.

form

of

these

a rtic le s

business firm s

a rtic le s

in

argued

Most of the e a rly
popular,
the

need

business
fo r

long

or described the conduct of

long

range planning in la r g e r American corp oratio ns.
Examples of t h is
two
1958

35

e d itio n s
and

of

1964.

35

e a r ly

Long-Range
Ewing,

lite ra tu re

Planning

the

e d it o r

fo r
of

are

found

Management,
both

in

the

published

e d it io n s ,

David
Ewing,
E d it o r ,
Long-Range Planning
fo r
McGraw-Hill Book Company, New York, 1958 and 1964.

firs t
in

asserted

Management,

43

th a t

p r io r

to

the

which

had

d e a lt

1958

s o le ly

e d itio n
w ith

there

the

had been no book

subject

of

long

published

range

planning.

Since th a t tim e, several th ru sts of s c h o la rly in te r e s t in long range
planning have emerged in the l i t e r a t u r e .
One th ru s t concerns those scholars who appear in te re s te d in
applying

techniques

of

th e ir

Examples

are

in

the

fie ld s

and

Ackoff

found

accounting.
school

of

research
long

Ansoff

management
techniques,

range

fo r

programs.

science

the

of

In

who

a

the

37

q u a n tita tiv e

planning.

accounting to o ls
and

36

d i s c ip lin e s

are

to

s im ila r

two

of

and

use

sciences

of

from

and
the

operations

decision

fa sh io n ,

resources

planning.

scholars

the

and models as a framework f o r
management

range

management

advanced
models,

long

theory

Anthony

in

offered

long range planning

a llo c a te d

to

s p e c ific

38
A second th ru s t

appear in te re s te d

may be i d e n t i f i e d

with those scholars who

in long range planning as i t

case of the management fu n ctio n of planning.
published

Long-Range

Planning,

in

which

represents a special
In

he

1967,

Ernest Dale

described

how

he

36

H.
Ig or
Ansoff,
"A Q u asi-A n aly tica l Method f o r Long-Range
Planning"
in C. W. Churchman and M.
Verhulst
(E d ito rs ),
Manaqement Sciences:
Models and Techniques, Vol. 2, Perqamon,
New Yo rk , 1560, ppo. 224 -2 5 1.----------------- ------

37

R u s s e ll.
L. A ckoff, S c i e n t i f i c Method:
Research Decisions. W iley, New York, 1962.

38

Robert. N. Anthony, Planning and Control Systems — A Framework
f o r A nalysis,
Harvard U n iv e r s ity , Cambridqe. Massachusetts'^

me.

Optim izing

Applied

44

perceived
was

it

on

was conducted

th e

e s p e c ia lly

techniques

those

comprehensive
Management

study

is

P lan ning.

S t e in e r 's

general

and

40

s t r a t e g ic

The

o fte n

to

business

techniques

of

non-business

more

is

on the

range

planning
By

S te in e r

of

fo r

Though

in t e g r a t in g

A more

in

equal

his

Top

only

the

o r g a n iz a tio n ,

of

planning

in

th e

conduct

of

S te in e r

p re s e n ta tio n
have

planning*

fo r e c a s tin g .

le v e ls

re s p o n s ib ility

his

His emphasis

range

broader to p ic

s p e c ific a lly .

39

a concern f o r

higher ex ecu tive

s it u a t io n s .

va rie d d i s c ip lin e s

w ith

suggests

o rg a n iz a tio n s *

long

in long

by George A.

title

managerial

planning

c o rp o ra tio n s .

associated

presented

a t te n tio n

th e

la r g e r

being employed

techniques

planning conducted by the
but

in

of

refe rs

most

concepts

and

a p p lic a b ility

to

c o n tr ib u tio n s

from

such

as op eratio ns research and in d u s t r ia l psychology,

S te in e r develops a way of th in k in g

of plann ing ,

a p h ilo s o p h ic

view

of planning as a process and a r e s p o n s i b i l i t y .
A th ird
long

range

th r u s t found in

planning

in

an

the l i t e r a t u r e

in s titu tio n a l

concerned w ith long range planning as i t
management of the I n s t i t u t i o n .
in s titu tio n

and i t s

This

c o n te x t.

This

th r u s t

is

represents an aspect of the

The prim ary a t t e n t io n is paid to the

c h a ra c te ris tic s ,

s t r u c tu r e .

has been to examine

such as i t s

in s titu tio n

s o c ie ta l

and

to

the

In s titu te

of

its

power

39

Ernest
D ale,
Long-Range
Management, London, 1967.

40

George A. S t e in e r , Top Management Planning, M acm illan, New York
1969.

Planning,

o rie n te d

r o le

B ritis h

approach

45

study

of

long

o rg a n iz a tio n a l
governmental
scholars

range
types*

have

chosen
form or

examined

and

analyzed

r a tio n s ,

m ilita ry ,

planning

p ra c tic e s

to

focused

another.
the

and c i t y

business

on

th e ir

planning

apply

o rg a n iz a tio n a l

41

one

Most

s p e c ific

by c o n tr a s t,

by

of

the m i l i t a r y *

to

Branch,

conducted

governments.

v a r ie t y

u n iv e r s it ie s .

a tte n tio n s

M e lv ille

a

fir m *

u n its * colleges and

devote

p r in c ip le s

and

has

among them the

a d m in is tra tiv e

In s titu tio n a l

some

planning

business

has

corpo-

Branch points out th a t

u n iv e r s a lly

but

th at

stru ctu re s

d iffe r

planning
w ith

the

i n s t i t u t i o n a l s it u a t io n .
Because of
reviews

the

the focus of t h is

lite ra tu re

r e la te d

to

study,
long

the fo llo w in g

range

section

planning

in

the

i n s t i t u t i o n a l s e ttin g s of American colleges and u n iv e r s it ie s .

L it e r a t u r e Review of Long Range Planning
f o r Higher Education
The l i t e r a t u r e
to

the

Tickton

subject
a llu d e

of
to

long

of higher education gave l i t t l e
range

the e f f o r t s

planning

before

1960.

o f Beardsley Ruml

to

a tte n tio n
Eurich

and

promote long

range planning to colleges and u n iv e r s it ie s a q u a rte r of a century
ago.

It

was

Ruml's

contention

th a t

in s titu tio n s

of

higher

M e l v i l l e C. Branch, The Corporate Planning Process, New York,
American Management A ssociation, 1962, and Planning:
Aspects
and A p p lic a tio n s . New York, W iley , 1966.

46

education

could

b e n e fit,

as

business

use o f long range f i n a n c i a l planning.
Extending
published
use

h is

Tickton

emphasis

a c tiv itie s
term s.

views

of

of

as

Ruml

was

a framework f o r t h e i r

expresses

an

had,

from

the

42
Sidney

in 1961 a monograph which i l l u s t r a t e d

budgeting

Though

th e

co rp oratio ns

in te re s t

long

in

T ic k to n ,

how co lle g e s could
range plann ing .

comprehensive

and

o r ie n t a t io n are f i n a n c i a l .

the

i n s t i t u t i o n are to

who

A ll

planning,

elements,

be q u a n tifie d

in

43

a ll

f in a n c ia l

Such an emphasis on budgeting may c r e a te problems

in the

opinion o f P ete r Orucker, who suggests t h a t s e rv ic e o rg a n iz a tio n s
are

o fte n

based

in s titu tio n s

than w ith
and

m isd ire cte d

the

u n its

o b ta in in g
re s u lts .

these

bigger

Orucker

become more
s o c ie ta l

in s titu tio n s
a llo tm e n t

in

concerned
ta s k s .

may
the

argues

th at

budget

the

budget

w ith

In d iv id u a l

be

more

budget

persons

in te r e s te d

than

1n

in

o b tain in g

44
A

planning

o fte n

budgets.

performance of

in
a

by

comprehensive,

was uncommon

in

in s t i t u t i o n - w i d e
the

lite ra tu re

view

u n til

of

the

long
la te

range
1 9 6 0 's .

R ath er, much of the l i t e r a t u r e of the decade appeared to r e f l e c t a

42

A lv in C. Eurich and Sidney G. T ic k to n , Long Range Planning and
Budgeting. Academy f o r Educational Development, Washington, U7
C . , 1 9 7 2 , pp. 1 -3 .

43

Sidney G. T ic k to n , Needed:
A Ten Year College Budget. Academy
f o r Educational Development, Washington, D. C ., 1961.

44

P ete r
F.
P ra c tic e s ,

141-1427"

Orucker,
Management:
Tasks.
Harper & Row, P u b lishers.
New

R e s p o n s ib ilit ie s .
York,
1974, ppT

47

problem o r ie n ta t io n

fo r

long

range planning.

Thus,

Dexter

Keezer

r e fle c te d a concern of th a t day — the fin an cin g of higher education
in

the

fa ce

of

accompanying
programs,
on

th e

continuing

demands

increases

fo r

more

and more s e rv ic e s .

f in a n c ia l

problems

45

in

the

student

b u ild in g s ,

more

body and the
fa c u lty ,

more

The long range planning focus was

ra th e r

than

on

the

in s titu tio n

as

an

in te g ra te d operating system.
Only
d e a lt

w ith

Instead,

a small
long

the

proportion

range

lite ra tu re

of

planning

the

as

would t r e a t

lite ra tu re

an

as

In d iv id u a l

Issues which might j u s t i f y

long

at America’ s colleges

the

e a r ly

was

fragmentary;

department

planning

or

lite ra tu re

it

a

d e a lt

separate

the

in s titu tio n a l

the many and varied
range planning

of

and

long

range

a c tiv ity .

By

process.

independent

the development of

and u n iv e r s i t i e s .

was seldom comprehensive

w ith

planning
way

of

fo r

example,

Dober's concept of campus planning deals e n t i r e l y

physical

p la n t .

mentioned

only

p la n t.

The

planning

Impact

in s titu tio n a l

upon the

process

planning

described

by

of
Dober

Dober

46

d e t a il e d ,

asthey

ra th e r

a single

in g rea t d e t a i l the process of campus planning.

of

Thus,

but

examined

Other elements

1960’ s

Though
w ith the

planning
the

are

physical

has

lim ite d

a p p l i c a b i l i t y to the i n s t i t u t i o n as a whole or to o th e r operational

45

Dexter M. Keezer, E d it o r , Financing Higher Education,
1970, McGraw-Hill Book Company, I n c . , New York, 1959.

46

Richard P. Dober, Campus Planning,
r a t io n , New York, 1963.

Relnhold

Publishing

1960Corpo­

48

aspects

of

the

u n iv e r s it y

in s titu tio n .

would

be

physical

p la n t

programs,

and services —

assumed to
p la n t .

was

in

in d iv id u a l's

terms

planned

be Included

Such

of
to

a ll

to

physical

of

a co lleg e

p la n t .

Because

students,

in

the planning

comprehensive
academic

fie ld

of

f a c u lt y ,
are

the physical

planning
r a th e r

or
the

other aspects of the i n s t i t u t i o n

to
an

master plan

accommodate

im p lic itly

approaches
linkage

Dober's

re fle c t

than

the

a balanced

view of the i n s t i t u t i o n as an operating system.
The need f o r comprehensive, coordinated planning emerges in
the

lite ra tu re

in

the

m id -1 960 's.

The

S ixth

Annual

In s titu te

on

College S e lf

Study f o r College and U n iv e r s ity Adm inistrators may be

regarded

a

as

landmark

event

fo r

comprehensive

planning.

These

meetings were concerned w ith planning and change in American higher
education, with the problems confronting
resources
in

and systematic

response

event

to

re fle c ts

th is

and w ith the
47

approaches needed in planning.

event

a marked

in s titu tio n s ,

or

n o t,

increase

the
in

lite ra tu re

Whether

fo llo w in g

the in t e r e s t

in

long

th a t
range

planning f o r higher education.
In
planning

is

o b lig a tio n s

1966,

Fincher

required
to

of

s o c ie ty .

asserted
higher
To

th at

c e n t r a liz e d ,

education i f

Improve

the

it

is

q u a lit y

comprehensive
to

of

meet

its

in s titu tio n a l

planning, Fincher advances several suggestions:
- Personnel w ith s p e c ia liz e d , professional
ground in planning should be employed.
47

back­

Owen Knorr, E d ito r ,
Long Range Planning in Higher Education,
Western In t e r s t a t e Commission f o r Higher Education, Boulder,
Colorado, 1965.

49

- I n s t it u t io n s need to recognize the d iffe re n c e s
between planning and a d m in is tra tio n .
- I n s t it u t io n s
p ro je c tio n s .

need

to

make

c a re fu l

use

of

- Colleges
and u n iv e r s it ie s
not
only
should
provide adequate planning s t a f f s but should
also describe
c a r e f u l l y the ro le s
which are
played by the s t a f f s a t the i n s t i t u t i o n s .
- Planning
fo r
statewide
systems
distin guished
from
planning f o r
in s t it u t io n s in the systems.
-

Planning must be recognized
leadership at in s t it u t io n s .^ ®

as

must
be
in d iv id u a l
a

form

of

Since the middle ' 6 0 's , the in t e r e s t in planning f o r higher
education has grown at such a r a t e as to suggest the existence of a
“planning movement."

In t h is

p e rio d ,

the

S ociety

fo r

College

and

U n iv e r s ity Planning (SCUP) was formed and was to become an important
v e h ic le f o r the dissemination of views, methods,

and techniques

of

planning f o r higher education.
In

t h is

same

planning

was manifested

agencies

responsible

time
in

p e rio d ,
p o s itio n

s ta te

government

statements

f o r s ta te -w id e

systemsof

in t e r e s t

advanced
higher

in

by public

education.

Though the l i s t of concerns varied from s ta te to s t a t e , o f f i c i a l s in
p u blic higher education (1 )
supported
to

d e fin e

research,

4®

i n s t it u t io n s
the
and

r o le
service

recognized the dramatic growth in s ta te

fo r

post-secondary education;

of

p u b lic

u n it s ;

(3 )

In s t i t u t i o n s
asserted

the

as

(2 )

attempted

i n s t r u c t io n a l,

power

of

c e n tra l

Cameron Fincher, Planning in Higher Education, I n s t i t u t e
Higher Education, Georgia U n iv e r s ity , Athens, Georgia, 1966.

of

50

agencies over in d iv id u a l u n its in s ta te -w id e systems; (4 ) delineated
the

r e la tio n s h ip s

and

(5 )

affirm ed

of

in d iv id u a l

the

need f o r

in s t i t u t i o n s
system-wide

cope w ith such problems as fin a n c in g ,
of

physical

p la n ts ,

Center

long

c e n tr a l

decade

of

agencies;

range planning

the b u ild in g

to

and m aintaining

and the development of educational

meet changing student bodies.
As the

to

programs to

49

the

'6 0 's

closed,

NCHEMS (th e

National

f o r Higher Education Management Systems) emerged as an impor­

ta n t agent of research and development of planning systems

f o r c o l­

leges

planning

models

and u n iv e r s it ie s .
which

have

NCHEMS

a p p lic a tio n s

to

Projects

have

I n s t it u t io n s

y ie ld e d
of

varying

sc ale,

sm aller Independent colleges as w ell as sta te -w id e p u blic system.
The e f f o r t s of NCHEMS and others conducting study of higher
education planning r e f l e c t a d e lib e r a te d riv e toward the form ulation
of

an in te g ra te d ,

comprehensive systems model.

At the turn of the

decade, a number of d is c ip lin e s were c o n trib u tin g to t h i s t h r u s t;

49

Among the statements of s ta te -w id e planning in t h is period were:
Long
Range
PIann1ng,
M is s o u ri, 1968.

U n iv e r s ity

of

M is so u ri,

Columbia,

A Philosophy f o r Minnesota Higher Education, Minnesota Higher
Education Coordinating Commission, S t. Paul, Minnesota, 1968.
Planning f o r Higher Education in North C a ro lin a , North Carolina
S tate Board of Higher Education, R aleigh, North C a ro lin a , 1968.
An Indiana P attern f o r Higher Education:
Report of the S tate
P o lic y Commission on host High School Education. Indiana S tate
P o lic y Commission on Post High SchooT Education, In d ia n a p o lis ,
In d ian a, 1968.

51

and these c o n trib u tio n s
than e a r l i e r

studies

demonstrated more global

had shown.

S till

the

views of planning

d is tin c t

stamps of

the

various d i s c ip lin e s could be seen.
For

example,

A rthur

s tru c tu re s

model w ith the elements of f i n a n c i a l
to

as

the co n sid eratio n s

expen ditures.
t r a n s la t in g
fin a n c ia l

Central
th e

and
to

p lan s .

Thus

the

model,

of

of

though,

o b je c tiv e s
content

long

po licy -m akin g ,

p ra c tic e s

his

ed ucational

h is

range
what

he r e fe r s

making

s t r a t e g ic

is

of

the

th e

model

a

process

in s titu tio n
is

th e

systems

examined by Fox are b u i l t
a n a ly s is .

models

fo r

upon q u a n t i t a t i v e

of
in to

educational

programming though the s t r u c tu r e of the model is f i n a n c i a l .
S m ila r ly ,

planning

ed ucatio nal

50
planning

techniques of economic

Y e t, these o p tim iz a tio n models s t a r t w ith th e expressions

of educational performance in mathematical terms.

51

In the time period of th e l a t e 1960's and e a r l y 1 9 70's, the
computer s c i e n t i s t
p lan n in g .

The

sim u latin g

fu tu re

computer
d a ta ,

jo in e d

e a rlie s t

in the
uses

s it u a t io n s

fa c ilita te d

the

study of

long range i n s t i t u t i o n a l

o f computers

fo r

c o lle g e s

c o lle c tio n ,

in planning
and

were

in

u n iv e rs itie s .

processing,

thereby Increasing the e f f i c i e n c y of plan n in g .

and

a n a ly s is

The
of

But perhaps of

50

W illia m
James
A rth u r,
The
Development
of
a
System
of
A dm inistering and Measuring S tr a te g ic Expenditures in P riv a te
C olleges:
A~ Research R ep ort, b f f f c e o f Education. Department
of1 rfea lth , Education and W e lfa re , Washington, D. C . , 1969.

51

Karl
A.
Fox,
E d it o r ,
Economic
Analysis
fo r
Educational
Planning:
Resource A llo c a tio n In Nonmarket
Systems, The Johns
rfopkins U n iv e r s ity f»ress, B a ltim o re , Maryland, 1972.

52

even g r e a te r value was the
te rn a tiv e
d e r.

u tiliz a tio n

of the computer to p r o je c t a l ­

sets of fu t u r e co n d itio n s f o r i n s t i t u t i o n a l

Computer

s c ie n t is t s

developed

mathematical

planners to pon­

models which

porated an i n s t i t u t i o n ' s operatin g c h a r a c t e r is t i c s and i t s

in c o r­

estim ates of

fa c to r s which would have important in flu e n ce s on the i n s t i t u t i o n

in the

fu tu re .

condi­

tio n s ,

With the models the computer would

approximate f u t u r e

thus allow in g planners to d e lib e r a t e the range of probable o u t­

comes which would d e riv e in the years ahead from p o lic ie s made today.
Since t h e i r
la te

1 9 60's,

in tro d u c tio n

computer

However,

the

process

appears

systems

acceptance of
to

depend

(stan din g

fo r

Higher Education

cable

the

in fo rm a tio n

52

Hopkins

have

upon

s t iu a t io n s .

v e rs itie s .

higher education
been

r e fin e d

and

the

S u tte rfie ld

ease

e x is tin g

questions

the

th e ir

contended

Long-range

systems

of

Planning)
at

s u b s ta n tia l

models

such

as

data bases f o r o p e ra tio n .

CADMS,

the

s im p lifie d .

Costing

the planning

th e

is

of

to

HELP model

re a d ily

many co lle g e s

usefulness

in the

a p p lic a tio n

th a t

models, e s p e c ia ll y the la r g e -s c a le sim u la tio n models,
q u ire

planning

sim u la tio n models as to o ls of

in s titu tio n a l

to

to

a p p li­

and u n i-

computer-based
because they r e ­

He suggests t h a t computer

and Data Management

Systems model

developed by NCHEMS may have value f o r only la r g e r i n s t i t u t i o n s .

52

W illia m
0.
S u tte rfie ld ,
Planning Could Use HELP,"
March, 1971.

"Managing
In fo rm a tio n :
College and U n iv e r s ity

College
Business,

53

David Hopkins, "On the Use o f Largescale S im ulation Models f o r
U n iv e r s ity P lan ning ," Review of Educational Research, Number
41, 1971.

53

Computer

s c ie n t is t s

may also

be accused of

su b-optim izing

because they have developed computer-based programs and models which
have attempted to f in d the "best" s o lu tio n s f o r fu n c tio n a l
the

in s titu tio n

r a th e r than f o r th e

in s titu tio n

areas of

as a comprehensive

system.

Often what is optimal f o r a u n it o f the system is less than

optimal

fo r

th e

in s titu tio n

a p p lic a tio n s

of

budgeting

physical

or

computer-based

Long-range F in a n c ia l
Stanford

p la n t

of

a

whole.

models

As

the model

example,

w ith

A case

in

e a r ly

problems
p o in t

is

of
the

(LRFF), which was developed at

Hopkins

to

For

d e a lt

u tiliz a tio n .

Forecasts model

U n iv e r s ity .

usefulness

as

and

in s titu tio n s

Massey

p o in t

o u t,

depends upon the

of o th e r complementary to o ls and techniques o f management.

the

in c lu s io n

54

Wartgow concluded t h a t computer sim u la tio n models were not
being

u tiliz e d

ju s tifie d
of

conclusion
focus

was

and

u n iv e r s it ie s

d ire c tly

leadership

Perhaps
th a t
on

most

to

r e la t e d

recognize

im portant

computer-based

long

to

degrees

which

However, Wartgow also noted t h a t the value
to

th e

a c lim a te fa v o r a b le to change and to

in s titu tio n 's
u tiliz e d .

c o lle g e s

t h e i r expense.

com puterization

campus of

to

at

range

to

models

p lan n in g .

55

how the
th is
induce
As

e x iste n c e

th e

a b ility

computer

th e s is

is

use

of

of

could

the
be

Wartgow's

in s titu tio n a l
the

on the

leaders

computers

54

David S. P. Hopkins and W illia m F. Massey, "Long Range Budget
Planning in P r iv a te Colleges and U n i v e r s i t i e s , " New D ire c tio n s
f o r I n s t i t u t i o n a l Research, 13, Spring 1977.

55

Jerome
F.
Wartgow,
"Computerized
In s titu tio n a l
Planning
Models:
An O b je c tiv e A n a ly s is ," North Central A ss o cia tio n ,
Chicago, I l l i n o i s , 1973.

54

becomes

more

common

in s titu tio n a l

to

in s t i t u t i o n s

of

higher

leaders become more adept a t

education

u tiliz in g

may be expected th a t i n s t i t u t i o n a l adm in istrators w i l l

and

as

computers,

it

be encouraged

to conduct more systematic long range planning.
P a r a lle l
in s titu tio n a l
d is c ip lin e s
view

of

to

the

planning
is

lite ra tu re

in

a stream of

planning

fo r

the

of

dimensions

lite ra tu re

higher

scholars
of

th e ir

which urged

education.

who

Several

perceived
resp ective

a comprehensive
c h a r a c t e r is tic s

d is tin g u is h t h i s comprehensive view.
1.

Planning
a ll

is

u n its

comprehensive when i t
and

aspects

Bolin contends,
worth the e f f o r t

of

the

considers

in s titu tio n .

"Any long range p la n ,
put

in to

it,

to be

must be well

organized and developed w ith a comprehensive
framework.
2.

Planning is comprehensive when i t

recognizes

the I n t e r a c t iv e or systems nature of the o r ­
g a n iz a tio n .

"C h aracterizin g the u n iv e r s ity ,

as a system means simply th a t i t consists of
a set of
kind of
Moran.
or

56

in te r a c tin g parts and e x h ib its some
i n t e g r i t y as a whole,"

according to

"Systems, whether b i o lo g ic a l, social

mechanical,

are

o rd in a rily

engaged

in

John G. B o lin , I n s t i t u t i o n a l Long Range Planning, U n iv e rs ity of
Georgia, 1969, p. $.

55

generating
tiv e .

a product or achieving

I t 1s c h a r a c t e r is t ic of a system th a t

when one p a rt
te re d in

is

a lt e r e d ,

the whole is a l ­

a g re a te r or les se r degree through

rearrangement of the p a r t s ."

The

an objec­

systems

actions

concept

and

tie s ,

recognizes

interdependencies

ments of the
bodies,

57

in s titu tio n :

a d m in is tra to rs ,
departments,

the
of

a ll

fa c u lty ,
programs,

budgets,

in te r­
e le ­

student
fa c ili­

o b je c tiv e s ,

values, e t c . .
3.

Planning

is

comprehensive

on-going process
hoc,

is

an

r a th e r than occasional,

ad

or sporadic

when

a c tiv ity .

it

M ille r

points

o u t, " I t should be restate d th a t planning is
a continuing

process,

not

an event.

ning is continuous; a plan is n o t."
4.

Planning

is

comprehensive

upon a v a r ie t y
fo rm ation.

of

These

sources

58

when

sources o f

Plan-

data
would

it

re lie s
and

in ­

include

57

W illia m E. Moran, "A Systems View of U n iv e r s ity O rg a n iz a tio n ,"
in Paul W. Hamelman ( E d i t o r ) , Managing the U n iv e r s ity :
A
Systems Approach. Praeger P ublishers, New YUork, 19?2, p. 3.

58

John Edgar M i l l e r , "Planning 1n Small C o lle g e s ,” Planning f o r
Higher Education, Vol. 9, No. 1, F a l l , 1980, p. 29.

56

m a te r ia ls
t u t io n a l
tio n 's
from

r e g u la r ly
o ffic e s ,

research,

generated

data
and

off-campus

from

by
the

in s ti­
in s titu ­

r e le v a n t

in form atio n

o rg a n iz a tio n s .

Shoemaker

emphasizes the importance of such m a t e r ia ls .
Decisions t h a t are made a t each
step of the planning process must be
based on as hard a body of data as
methodology
and
tim e
p e rm it.
U n it
co s ts , environmental tre n d s , goal and
c lim a te in d ic e s , "market" analyses, and
outcome measures must become a r e g u la r
p a rt of In d i v i d u a l , departm ental, and
In s titu tio n a l l i f e . . ..5 9
5.

Planning
various
are

is

comprehensive

c o n s titu e n c ie s

Involved

t o p - le v e l

the

but

in c lu s io n

of

th e

leaders

the

process.

a d m in is tra to rs

in vo lv e d ,

student

in

of

when members

fa c u lty ,
should

c o lle g e

campus

Not on ly

should

and

lite ra tu re

tr u s te e s

suggest

alumni,
be

from

be

th a t

and

considered.

the

perhaps
Bolin

as s e rts :
To be e f f e c t i v e , planning a t th e i n s t i ­
tu tio n a l
le v e l must be a co o p erative
e n d e a v o r ... .
A lso,
planning f o r
the
fu t u r e
d i r e c t io n
of the
In s titu tio n
req u ire s broad p a r t i c i p a t i o n d i r e c t l y or
i n d i r e c t l y w ith in th e i n s t i t u t i o n , f o r
n e a rly
everyone
in the
in s titu tio n
should be involved to some e x te n t.
59

W illia m A. Shoemaker, Data and I t s Use:
A Process System f o r
P lanning, The Council f o r the Advancement of Small C olleges,
Washington, D. C ., 1975, p. 12.

5®

John G. B o l i n , op. c i t . , p. 3.

57

6.

Planning

is

comprehensive

when

o rg a n iz a tio n a l

focus is on the process r a th e r than on the plan
as the
fo r

product

of

planning.

Vaccaro

c o n c e p tu a liz a tio n
co n tin u a l
about

the

and p r in c ip a l j u s t i f i c a t i o n

s p irit

of

argues

planning

th a t

the

" re lie s

on

a

of dialogue and p h ilo s o p h iz in g

n a tu re ,

aims,

and o b je c tiv e s

of

the

in s titu tio n ." ^
The l i t e r a t u r e
at

the development

higher

education.

of

re v e a ls co ntinual e f f o r t s have been d ire c te d
comprehensive planning

General

agreement on

fo r
the

in s titu tio n s
concerns

and

of
the

c o n s titu e n t elements of the process has emerged.
Though
plan n in g ,
concerns
in

B olin
to

fo r

o f fe r s

is

at

no

thorough

be considered

his study

process

he

Colgate

in s titu tio n a l

d e fin itiv e
in

by the

his

process

discussion

in s titu tio n a l

fo r
of

examples,

and

the

planners.

U n iv e r s it y , developed a d e t a il e d
planning.

The

Smith

commentary

on

each

step

range
62

of

Smith,

22 step

model provides

ex ten sive e la b o ra tio n s o f the tasks to be performed,
working

comprehensive

the
in

r a t io n a l e ,

the planning

process.

01

Louis C. Vaccaro, "Planning in Higher Education:
Approaches
and Problems," College and U n iv e r s it y , 51, W inter 1976, p. 159.

62

John G. B o lin , op. c i t , p. 16.

63

Robert G. Smith, College and U n iv e r s ity Planning Report on a
J o in t Study by Colgate U n iv e r s ity and th e American Foundation
f o r Management TesearcTu Colgate U n iv e r s ity ,
Hami1to n ,
New
York, 1969, pp. 27-49.

58

Published
e ffo rt

to

in 1969,

present

in

the Smith co n c e p tu a liza tio n stands as an

fu ll

d e ta il

the

planning

process,

but

its

fu lln e s s reduces i t s usefulness as a model f o r other i n s t i t u t i o n s .

A

l a t e r model, o ffe re d by the United States O ff ic e of Education, may be
viewed as a compression or d i s t i l l a t i o n
colleg es

and

developing

u n iv e r s it ie s

involved

in s titu tio n s )

were

in

of
the

provided

a

the Smith model.
T itle

III

model

Those

program

which

planning as a r e l a t i v e l y simple f iv e - s t e p lin e a r process.

(fo r

described

64

Step 1.

The I n s t i t u t i o n a l mission or purpose is defined.

Step 2.

In s titu tio n a l

goals

are developed

in keeping with

the statement of i n s t i t u t i o n a l missions.
Step 3.

Programs w ith measurable o b je c tiv e s are form ulated.

Step 4.

Actions

to

be

taken

by

operating

u n its

of

the

i n s t i t u t i o n are s p e c ifie d .
Step 5.

C r i t e r i a f o r ev alu atio n of the performance of the
in s t i t u t i o n are sta te d .

Other planning models authored 1n t h is time period g e n e ra lly
agree

w ith

Education.
1n

the

64

the

process

described

in

the

model

of

the

O ff ic e

of

Noteworthy d iffe re n c e s appear in the assumptions im p l i c i t

models

planning.
of

the

and

in

the

emphasis

placed

on

various

aspects

of

The O ff ic e of Education model emphasizes the lin e a r nature

process and assumes each in d iv id u a l

in s titu tio n

w ill

develop

Louis C. Vaccaro and John E. M i l l e r , Planning in Small C olleges,
Peterson, Rounding & Schoumman, Inc.'i Detro 1 1 , Michigan, T575,
p. 2.

59

its

own means of progressing

each

in s titu tio n

re le v a n t

d a ta ,

planning,

and

to

through the

choose techniques

to s tru c tu re
to

c re a te

the

process.

fo r

team

mechanisms

It

gathering
which

fo r

leaves i t

to

and processing

is

to

reso lvin g

conduct

the

o rg a n iz a tio n a l

c o n f l ic t s encountered in the planning process.
Published in t h is period were two models which gave special
reco gnition
firs t,

to

the

w r it t e n

by

Shoemaker,

of

operating

interdependencies
planning
data

process.

in

65

planning.

Association
(NACUBO).*^

of

"human

side"

of

emphasized
u n its

Shoemaker

also

This model,

and

lik e

of

the

the

planning.

The

in te r a c tio n s

and

in s titu tio n

emphasized the

c r u c ia l

was developed

by the

The second model
College

in s titu tio n a l

U n iv e rs ity

Business

th a t of Shoemaker,

the o rg a n iza tio n as human p a r t ic ip a n t s

in

the

r o le

of

National
O ffic e r s

gives a tte n tio n

in the planning process.

to
But

the emphasis of the NACUBO model is on the a llo c a tio n of resources as
u l t im a t e l y
Shoemaker
human

described
nor

the

c o n flic ts ,

o rg a n iza tio n -w id e

in

the

in s titu tio n a l

NACUBO model
to

discusses

obtaining

acceptance

of

budget.
approaches

concensus,

planning.

It

or

N either

the

to

resolving

to

gaining

appears

th a t

both

65

W illia m
A.
Shoemaker,
A
Systems
Approach
A dm inistration
and
Planning,
Academy
fo r
development, Washington, D. C ., 1973.

to
College
Educational

6®

NACUBO,
A College
Planning
Cycle,
People - Resources Process:
A P ra c tic a l Guide. National Association of College
and U n iv e r s ity Business O f f ic e r s , Washington, D. C ., 1975.

60

models may assume t h a t throwing the s p o t lig h t on the human aspects
of planning is enough to induce ap p ro p ria te and e f f e c t i v e

response

by i n s t i t u t i o n s .
A review o f two more models argues s tro n g ly f o r the con­
te n tio n
e x is t

th a t

fo r

also

system atic,

comprehensive

use by i n s t i t u t i o n s

re fle c t

c le a rly

th a t

planning

models

of higher educatio n.

concerns

fo r

the

c u r r e n tly

These models

problems

of

human

in te r a c t io n s in an o rg a n iz a tio n have been secondary.
The NCHEMS c o n tr ib u tio n
s in g le

comprehensive

planning

is

r e f le c t e d

model

as

not

in

so much

the

in

systems

a

and

techniques de riv ed from more than a decade o f study of planning in
management

in

in t e r f a c in g

systems which l i n k

s e ttin g

higher

g o als ,

in

education.

s p e c ify in g

NCHEMS

has

to g e th e r to a s s is t
measurable

s t a t in g

q u a n t if ia b le

emphasizes the
imply
p u ll

67

th a t

ex ten sive

data

in s titu tio n

and

outcomes . ^
use of

techniques

planners

The

of

in s titu tio n s

in

in

d e fin in g

and requirem ents,
NCHEMS planning

q u a n tifia b le

d a ta ,

would provide

through th e

sets

o b je c tiv e s ,

programs, in assessing resource a v a i l a b i l i t y
in

provided

process.

as

adequate
L ittle

and

format

though

to

fo rc e

to

a t te n tio n

The N ational Center f o r Higher Education Management Systems,
B oulder, Colorado, has published an e x ten siv e se t of books
d e alin g
w ith
various
aspects
of
in s titu tio n a l
planning.
Following are several of es p ec ial relevance to in s t i t u t i o n - w i d e
planning:
Higher Education Planning and Management Systems:
A B rie f
E xplanation
iJhyTfannTng. Programming. Budgeting Systems f o r Higher Education
fiutcome-orlented planning in Higher Education:
An Approach or
an f m p o s s M l U y T

61

has

been

given

o r g a n iz a tio n a l

by

NCHEMS

co op eratio n,

researchers

to

concensus,

and

the

problems

acceptance

of

—

securing

aspects

of

go

what Ewing c a l l s the "human side o f p la n n in g ."
The comprehensive model

developed

by Parekh®^

the se t of planning to o ls designed by NCHEMS;
from NCHEMS have been u t i l i z e d

by Parekh.

is

s im ila r to

and c o n c e p tu a liz a tio n s

Like

the

NCHEMS planning

proposals, th e Parekh model emphasizes the importance of

in s titu tio n a l

data and provides a m a trix framework f o r c o lle c t io n and u t i l i z a t i o n
these

d a ta .

The

NCHEMS planning

systems

are

more

p re c is e

in

of
the

statement of how data are to be processed; the Parekh model describes
more

s p e c ific a lly

data

c o lle c tio n .

the

in s titu tio n a l

Parekh

u n its

a rtic u la te s

which

these

are

resp onsible

fo r

re s p o n s ib ilitie s

and

discusses how i n s t i t u t i o n - w i d e planning cascades upon the planning of
the o p eratin g components o f the i n s t i t u t i o n .
Both NCHEMS and Parekh place heavy emphasis on data as though
to

assume t h a t

the

in s titu tio n

it

is the c o l l e c t i o n

through the planning

planning regard data as c r i t i c a l
most

im portant

da t a. T h o u g h

and the use o f data which propel

components
the

of

"people"

process.

N early

to the process.
any

planning

component of

a ll

studies

M i l l e r a s s e r ts ,

process

are

in s titu tio n a l

of

"The

people

and

planning

recognized 1n the models discussed above, th e people r e la t e d

problems

David W. Ewing, op. c 1t . , p. 200.
68

S atis h B. Parekh, A Long Range Planning Model f o r Colleges and
U n i v e r s i t i e s , The Phelps-Stokes Fund, New York, 1975.
John Edgar M i l l e r , op. c i t .

is

62

have

received

fa r

less

research

a tte n tio n

than

have

the

data

r e la te d

problems of i n s t i t u t i o n a l planning.
In

1976,

Bergquist

and Shoemaker presented

a synopsis of

the

various co n trib u tio n s which had been made to i n s t i t u t i o n a l

planning and

developm ent.^

of

systems

but

This
may

p u b lic a tio n

also

be

seen

stands
as

a

as

a

suggestion

review
of

planning

research

oppor­

tu n itie s .

Bergquist and Shoemaker discuss e x te n s iv e ly the use of a v a i l ­

able

o rien ted

data

systems but

also

which have been employed to deal

with

survey

techniques

people r e la te d

and

approaches

aspects of p lan ­

ning.

Bergquist and Shoemaker re p o rt on the uncommon but growing use of

delphi

techniques,

co n fro n ta tio n

scenarios,

sessions,

human r e la t io n s

tra in in g ,

and other techniques employed to

team b u ild in g ,
promote human

acceptance, cooperation, and support of i n s t i t u t i o n a l planning.
It

should

be

noted

advanced to deal with the

th a t

no

comprehensive

models

have

been

"people” component of planning comparable to

the comprehensive models advanced to deal w ith the “d a ta ” component of
planning.

The importance of t h is research op portunity is h ig h lig h ted by

Ewing, who suggests th a t

" fu tu re breakthroughs” in planning w i l l

be on

the human sid e.
...,
on the human side we have tended to
fo llo w the p r im it iv e way, s a tis fy in g ourselves
with such pat g e n e r a lit ie s as "a plan t h a t ' s
good
fo r
the
company
is
good
fo r
a ll

^

W illia m H. Bergquist and W illiam A. Shoemaker, " F a c i l i t a t i n g
Comprehensive I n s t i t u t i o n a l
Development," New D irectio n s f o r
Higher Education:
A Comprehensive Approach to fn s tftu ti'o n a l
Development, W illiam Hi Bergquist and W illiam Al Shoemaker,
E d ito r s , Jossey-Bass I n c . , San Francisco, C a l i f o r n i a , 1976, pp.
1-45.

63

employees," or
"our people
pressure but t h e y ' l l produce
the problem."
Such bland
s h ie ld the planning leader
fa c ts ju s t as " I guess we
money" would s h ie ld him from
fa c ts ....7 2

w i l l be under
i f we explain
g e n e ra liz a tio n s
from the human
can get enough
v i t a l fin a n c ia l

L it e r a t u r e Review of Research Methodology
A pplicable to the
Long Range Planning Study
The search of the l i t e r a t u r e was guided by the framework of
the

study

to

lite ra tu r e

be

conducted.

reve alin g

range planning.

the

F irs t,

Four c h a r a c t e r is tic s

methodologies
the

used

study was to

were

in the

be of

the

sought

study

of

e n tire

in
long

organ­

i z a t i o n 's planning r a th e r than of the planning of a sub-u nit or com­
ponent of the o rg a n iz a tio n .
the study reported

This c h a r a c t e r is t i c was sought because

in t h is d is s e r ta tio n r e la t e s to in s t it u t io n - w id e

planning of long range ch aracter.
The second
studies
tio n s

which
.

attempts

attempt

Again,
to

r u le

t h is

of

search regards

the review of

to

compare

planning

is

re le v a n t

because t h is

compare planning

conducted

in

d iffe re n t

planning
organiza­

d is s e r ta tio n

a t selected

p r iv a te

study
in s ti­

tu tio n s .
A th ird
type of research
t h is

72

th e s is

c h a r a c t e r is t ic
approach taken.

employs

both

survey

sought

in the

Because the
and case

David W. Ewing, op. c i t . , pp. 208-209.

lite ra tu r e

was

the

study conducted f o r

study technigues,

those

64

studies

which u t i l i z e d

survey

and case study methodologies were of

special in t e r e s t .
A fo u rth

lim itin g

c h a r a c t e r is t ic

of

the

lite ra tu re

search

was concerned with the ex p o s itio n of the methodology r a th e r than the
r e s u lts
t a t io n

of

the

of the

secondary

research.
research

in t e r e s t .

section

because

they

taken.

However,

in

The primary

approach;

Many

papers

lacked
an

the

r e s u lts

reviewed

d e s c rip tio n

attempt

imposed by the search r u le s ,

in t e r e s t

to

was in

of

the

are

of

from

research

fo r

presen­

study were of

excluded

the

compensate

the

the

t h is

approach

lim it a t io n s

the l i t e r a t u r e review included not only

studies r e la te d to planning in higher education but also in business
o rg a n iza tio n s .
Survey Research in Planning Studies
The
examination
gather

fa c ts

survey

method

represents

of subject m a tte r;
about

a

s p e c ific

the

an

in te n t

s u b je ct.

73

of

organized,

systematic

survey research
The

range

of

under in v e s tig a tio n can be very wide as Moser and Kalton

is

to

subjects

suggest in

t h e i r discussion o f so cia l surveys.
When i t comes to subject m a tte r, a l l
one can say is th a t surveys are concerned
w ith the demographic c h a r a c t e r is t i c s , the
so cial environment, the a c t i v i t i e s , or the
opinions and a t t it u d e s o f some group of
p e o p le .74

/J
74

C.
A. Moser and 6.
K alton, Survey
Methods in Social
In v e s tiq a tio n , Second
E d itio n . Basic
Books. Incorporated.
PuBlTsfters7” Rew~7ork, 1572, p. 1.
Ib id .

65

Not
su b je cts ,

only

the

does

study

survey
design

research
may

research need not use fo rm al,

address

also

vary

a broad

range

co nsiderably. Survey

standardized methods and cover large

r e p re s e n ta tiv e samples, according to Moser and Kalton.
...
A researcher wishing to in v e s tig a te
c e r ta in aspects of fa m ily l i f e may choose to
confine him self to a handful of f a m ili e s ,
studying them in t e n s iv e ly , ra th e r than to
make a more s u p e r f ic ia l examination of a
la rg e -s c a le sample.
As might be expected, survey research

1n planning varies

g r e a t ly in i t s range of subject m atter and in i t s design.
have been made to describe
o rg a n iza tio n s .
conditions
survey

Surveys

hinder or

designs

in broad terms the planning

have

been

fa c ilita te

have

h ig h ly

respondents.

S till

of

possessed

re la tiv e ly

little

conducted

to

Surveys
in so cial

determine what

org a n iza tio n -w id e planning. Some

been

hundreds

structured
o th er

s tru c tu re

and

have

survey

and/or

involved

designs

attempt

to

have

conduct

in te n s iv e study of a r e l a t i v e l y small number of persons concerned
w ith planning.
S cott

in

his

1962

study7®

surveyed

executives

in

12

business firm s which had considerable experience w ith systematized
planning.
obtained

In

personal

h i s t o r ic a l

these fir m s .

in terview s

accounts

of

w ith

the

senior

ex ecu tives,

development

of

Scott

planning

at

From these in terview s are drawn a composite view of

75

I b i d . , pp. 2 -3 .

7*>

Brian W. S c o tt, op. c i t .

of

66

the

process

range

and

planning

sm all;

his

s tr u c tu r e .

o rg a n iza tio n

in

the

approach
Yat

his

of

comprehensive,

corporate
to

circumstance.

gathering

book,

systematized

which

fa c ts

S c o tt's

has

describes

sample

re la tiv e ly

planning

long

in

is

little

large

and

medium s iz e corp oratio ns, has been regarded as a reasonably accurate
p o rtra y a l of corporate planning s itu a tio n s of th a t tim e.
A

co n tras tin g

Scho11 hammer.^
m u lti-n a tio n a l
in itia tin g ,
stru ctu re d

survey

T h eir
firm s

is

study

questionnaire

and

was

conducted

sought

regarded

understanding,

one

as

to

S te in e r

determine

p itfa lls

conducting

employed;

by

to

long

and

460

what

be

range

and
large

avoided
planning.

complete

in
A

question­

n a ire s from companies in s ix d i f f e r e n t nations were used as the basis
fo r

th e ir

endeavor,

r e p o rt.

This

survey

research

c o n s titu te d

an

ambitious

and i t may be in fe rre d th a t S te in e r 's world-wide rep u tatio n

aided considerably in obtaining respondent cooperation.
A d iffe re n t
Japanese

professor,

experience
Toyohiro

was encountered

Kono.

His

mall

by

a

survey

les se r
78

known

y ie ld e d

a

response r a te of 173t from the American firm s contacted and 14% from
the Japanese firm s contacted.

The Kono study is of In t e r e s t because

i t sought to compare long range planning of American firm s with th a t
of Japanese fir m s .

Kono used a stru ctu red questionnaire to as certain

77

George A. S te in e r and Hans Schollhammer, “P i t f a l l s in M u l t i National Long Range Planning," Long Range Planning. A p r i l , 1975,
pp. 2-12.

78

Toyohiro Kona, "Long Range Planning — USA — Japan - - A
Comparative Study," Long Range Planning, October 1976, pp. 61-71.

67

the ex ten ts to which long range planning was conducted In American and
Japanese fir m s , the reasons firm s gave f o r t h e i r conduct o f long range
p la n n in g ,
degrees

v a r ia t io n s

of

in

the o r g a n iz a tio n o f the planning process,

d e c e n t r a liz a t io n

of

plan n in g ,

the

time

horizons

of

the
long

range plann ing , c h a r a c t e r is t i c s and elements found 1n long range plans,
and various approaches taken to e v a lu a te and reshape long range plans.
The Kono comparative survey study req u ire d over two years to complete
and was based on responses from 59 American firm s and 57 Japanese fir m s .
L a te r

research

of

Kudla

79

co ntains

are s i m i l a r to those o f the Kona survey.
two s tu d ie s , however, are c o n tr a s ts .
e lic ite d

through

planning

th e

use

executives

m e tro p o lita n area.
applied d iv e rg e n t

of

of
It

larg e

o b je c tiv e s

which

The research designs of the

The data o f th e Kudla survey were

s tru c tu re d

14

study

in -d e p th

corp oratio ns

in te rv ie w s
in

w ith

one

key

American

1s in t e r e s t in g to note th a t Kona and Kudla have

survey designs to s i g n i f i c a n t l y d i f f e r e n t samples in

attempts to f in d answers to s i m i l a r research questions.
Freq uen tly c it e d among e a r ly surveys of comprehensive planning
in

hig h e r

education

is

the

Smith

study,

80

sponsored

by

U n iv e r s ity and the American Foundation f o r Management Research
la te

1 9 60's.

Smith

s ta te d

th at

the

o b je c tiv e

of

his

Colgate
in

the

p r o je c t was to

develop a new approach to in s t i t u t i o n - w i d e plan n in g .
The f i r s t phase of the p r o je c t c a lle d f o r in te n s iv e surveys of
several co lle g e s and u n i v e r s i t i e s

in order t o determine what p ra c tic e s

79

Ronald J. Kudla, "Elements of E f f e c t iv e Corporate
Long Range P lan ning, August 1976, pp. 82 -9 3 .

80

Robert G. Smith, op. c i t .

P lanning,"

68

of

in s t it u t io n - w i d e

planning were then

being fo llo w e d .

(The exact

number of i n s t it u t io n s surveyed is not stated in the r e p o r t .)
conducted

an

d is s e r ta tio n

unstructured
is

the

in v e s tig a tio n .

important

r o le

Of

which

in t e r e s t

e x p lo ra to ry

to

Smith
th is

d e s c r ip tiv e

survey research played as the i n i t i a l

step in the development of the

d e ta ile d

planning

process

fo r

comprehensive

in

higher

education

revealed In the study r e p o rt.
The Smith survey may be viewed as evidence supporting the
argument of Moser and Kalton th a t useful

fin d in g s may be generated

by surveys which have no hypothetical bases.
. . . T o i n s i s t th a t a s o c io lo g is t must not
c o lle c t fa c ts u n t i l
he has a hypothesis
would merely encourage the use of a r b it r a r y
hypotheses, which can be as bad as in d is ­
crim in a te f a c t - c o l l e c t i n g .
The s o c io lo g is t
should look upon surveys as one way, and a
supremely useful
one, of explo rin g
the
f i e l d , of c o lle c tin g data around as w ell as
d i r e c t l y on the subject of study, so th a t
the problem is brought in to focus and the
points worth pursuing are suggested.81
Like the
th is

d is s e r ta tio n

to be te s te d ;

in itia l
is

stage of the Smith p r o je c t,

e x p lo ra to ry or d e s c r ip tiv e .

ra th e r i t

the

study of

No hypotheses are

is d e s c rip tio n in comparative terms which is

sought.
Of g reat relevance to t h is d is s e r ta tio n study is the methodology of

e x p lo ra to ry

research

conducted

by P alo la

and Padgett.

82

81

C. A. Moser and G. K alton, op. c i t . . p. 4.

82

Ernest G. P alola and W illia m Padgett,
Planning f o r
S e lfRenewal: A New Approach to Planned Organization Cnange,
Center
f o r Research and Development in Higher Education, U n iv e rs ity of
C a l i f o r n i a , B erkley, C a l i f o r n i a , 1971.

69

T h e ir survey stands as one of the broadest examinations o f planning
in higher educatio n.
80 i n s t i t u t i o n s

Some seven hundred in te rv ie w s were conducted at

of various sizes and types,

in the s ta te s of C a l i f o r n i a ,
s tru c tu re d
iz a t io n s
th is

surveys,
of

P a lo la

in s titu tio n a l

plann ing .

F lo r id a ,

both p r iv a t e and p u b lic ,

Illin o is ,

and New York.

Using

and Padgett developed general

c h a ra c te r­

planning

irflu e n c e d

and

v a ria b le s

which

T h e ir research te ste d no hypotheses but r a th e r c la s ­

s i f i e d i n s t i t u t i o n a l planning as s u b s ta n tiv e , e x p ed ien t, or mixed.
In

a d d itio n

in s titu tio n s

and t h e i r

more d e t a ile d
research

to

general

d e s c rip tio n s

plan n in g ,

P a lo la

and

of

the

Padgett

80

also

subject
developed

c h a r a c t e r iz a tio n s o f s ix of the 80 i n s t i t u t i o n s .

framework

p a ra lle ls

the

design

of

th is

d i s s e r t a t io n

This
study

and f o r t h i s reason was o f sp ecial i n t e r e s t .
While
example

of

th is

survey

work

During

the

c re a s in g ly

common

as

in

P a lo la

research,

research.

wide planning

of

la s t

it

and

also

decade,

a method

fo r

higher educatio n.

basis f o r comparative study.

Padgett

has
the

the

is

regarded

a ttrib u te s
case

of

study

examination

case

has
of

as

an

study

become

in ­

in s titu tio n -

The case method als o provides a

For these reasons, case study research

methods were reviewed b r i e f l y f o r t h i s d i s s e r t a t i o n .
Case Research in I n s t i t u t i o n a l Planning
The d i s t i n c t i o n
study research

lie s

between

p r im a r ily

in

in te n s iv e
the

survey research

scope o f

th e

study.

and case
Surveys,

even in te n s iv e surveys, are to provide a breadth o f study whereas the
case study approach is concerned w ith

the depth o f the exam ination.

70

Another c h a r a c t e r is t ic
problem

or

d i s c ip lin e s

set
—

of case study is the existence of a c e n tra l

of

among

r e la t e d
them

problems.

law,

83

medicine,

and

Several

academic

business

—

have

u t i l i z e d the case study design, not only in research but also in the
c u r r ic u la r programs o f t h e i r f i e l d s .
The case method o f

research c a l l s

the h is to ry o f the subject under study,
re le v a n t

to

the

c e n tra l

cu rre n t

s it u a t io n ,

elements

of

the

and

subject

problems,
fo r
of

fo r

the
the

fo r

the development of

f o r the c o lle c t io n of data
a d e ta ile d

systematic

study.

statement

examination

Facts

of

the

of the
of

the

case may be

gathered from a v a r ie t y of sources — from in te rv ie w s , from records
and documents, from ex te rn a l sources as w e ll as in te r n a l sources.
An
Sangamon

S tate

conditions
c ritic a l
the
case

e a r ly

and

case

study

U n iv e r s ity
prospects

in

in
1969.

fa cin g

educational
84

th a t

This

planning
study

u n iv e r s ity

involved

describes

and

exposes

the
the

questions and problem issues which had to be addressed by

in s titu tio n a l
study,

lea d e rs h ip .

lacked

the

The Sangamon S tate

completeness

of

d e t a il

U n iv e r s ity ,
achieved

in

as a
other

l a t e r case studies.

83

c . W illia m Emory, Business Research Methods, Richard D. Irw in ,
I n c . , Homewood, I l l i n o i s ,

1976, p. 80.

Harper W. Boyd, J r . , and Ralph W e s t f a ll, Marketing Research:
Text and Cases, Revised E d itio n ,
Richard 151 Ir w in ,
In c .,
Homewood, I l l i n o i s , 1968, p. 58, pp. 60-62.
Sangamon S tate U n iv e r s ity , "The Long Range
P ic tu re
fo r
Sangamon
S ta te
U n iv e r s ity ,
U n iv e r s ity , S p r in g f ie ld , I l l i n o i s , 1969.

Academic Planning
Sangamon
S tate

71

A somewhat more extensive
Bethany

Nazarene

sented

as

fin d in g s ,

are

College.

s e lf-s tu d y

85

re p o rtin g ;

from

however,

is

found

in s titu tio n a l

documents,

and commentaries

d e ta ile d

The

study

committee

consultants.

systematic

in

the

case of

h is to ry

is

re p o rts ,
This

examination

in tervie w

study
of

pre­

r e f le c t s

the

in s ti­

tu tio n was not conducted.
Among
in s titu tio n a l

the

most

complete

and

systematic

case

studies

planning have been those conducted by NCHEMS.

86

of
The

format of the study rep o rt allows the reader to fo llo w the developpment of the planning process on the subject campus.
h is to ry re le v a n t to th e planning needs is provided.

In s titu tio n a l
The progressive

development of the planning process and o rg a n iz a tio n is presented in
chronological
calendars,
a rily

fashio n.

worksheets,

included

of

n e a rly

o rg a n iz a tio n a l

q u estion naires,

in the stu d ie s .

by NCHEMS researchers
s itie s

Documents,

makes

any s iz e

or

it

c h a r ts ,

planning

and data sources are custo-

The range of

in s t i t u t i o n s

possible

colleges

character

fo r
to

fin d

examined

and u n iv e r­

a case

study f o r

comparative purposes.

Stanley M. Frame, I n s t i t u t i o n a l S e lf-A n a ly s is and Long Range
Planning in a Small u ib e r a l Arts College', Bethany Nazarene
C ollege, Bethany, Oklahoma, 1970.
86

Raymond N. K 1 e ft, Academic Planning:
Four I n s t i t u t i o n a l Case
S tu d ies, National
Center f o r
Hlgner Educational
Management
Systems, Boulder, Colorado, 1978.
Frank Arm ijo, Richard S. H a l l , Oscar Lenning, Stephen Jonas,
E lle n H. Cherin, Charles H arrington, Comprehensive I n s t i t u t i o n a l
Planning: Studies in Implementation, N a tio n a l Center f o r Higher
Educational Management Systems, boulder, Colorado, 1980.

72

Summary

A

review

of

several observations.
a

s u b s ta n tia l

planning.

the

lite ra tu re

F irs t,

of

planning

r e a d ily

y ie ld s

some 20 years of study have resu lted in

systematized

body

of

knowledge

about

long

range

There appears to be concensus among In te re s te d scholars as

to what elements make up the
o rg a n iz a tio n a l
planning.

range planning

process

conditions provide a fa vo rab le s e ttin g f o r

L ittle

conditions

long

a tte n tio n

fa vo rab le

to

has

been

given

long range planning

to

the

and what
long range

study

of

can be created

how

and how

the unfavorable can be id e n t i f i e d in o rg a n iza tio n s .
It
view of

long

lite ra tu re
to

long

can also
range

be observed
planning

in

the

lite ra tu r e

has emerged

in

of a decade or two ago r e f le c t e d

range

improvement

in

in s titu tio n 's
lite ra tu re

planning,
one area
o v e r a ll

emphasizes

in s titu tio n

and

th a t

as

though

to

higher

suggest

the

range

planning.

in te rre la te d n e s s

comprehensive,

of

a systems

education.

an incremental

of planning c o n s titu te d
long

th a t

th a t

The

approach

adjustment

enhancement of

or
the

The

more

current

a ll

parts

of

in s t it u t io n - w id e

planning

the
w ill

ne c e s s a rily involve long range considerations.
Another

observation

r e la t e s

to

the

c o n trib u tio n s

which

e x p lo ra to ry survey research has made to the body o f knowledge o f long
range planning.
then
taken

survey
in

the

When case and f i e l d

research

is

recognized

in v e s tig a tio n

of

studies are defined as surveys,
as

the

in s titu tio n a l

approach most
long

range

commonly
planning.

This observation gives support to the use of a survey design in the
fo llo w in g study of selected independent colleges in Michigan.

CHAPTER I I I
METHODOLOGY
This study is to develop comparisons of long range planning
at

selected

independent co lleg es

in the s ta te of Michigan.

It

was

recognized th a t long range planning might be expected to vary drama­
tic a lly

if

the

sample

is t ic a lly d iffe re n t.

included

in s titu tio n s

which were c h a ra c te r­

The In te n t was to seek out the d i s s i m i l a r i t i e s

which e x is t a t colleges performing roughly e q u iv alen t
types

of

I n s t it u t io n s

were

excluded

u n iv e r s i t i e s , ju n io r c o lle g e s ,
was

selected

from

c h a r a c t e r is t ic s :

Michigan

the

Three

subject

population:

and p r o p rie ta r y schools.

The sample

colleges

from

r o le s .

with

the

fo llo w in g

common

(1 ) a l l o ffe re d a s in g le type of degree, such as a

bachelor of a rts degree;

(2 )

a ll

were n o n -p r o fit educational corpo­

r a tio n s ; and (3) a l l were non-public i n s t i t u t i o n s .
The sample was made up of 20 of 47 q u a lif y in g i n s t i t u t i o n s ;
a sample equal to

42.6% of the po pu latio n.

The s p e c ific

colleges

selected as study subjects were drawn a t random from a l i s t prepared
by

the

S ta te

of

Michigan

Department

of

Education.^

A ta b le

of

random numbers was employed to generate the l i s t of in s t i t u t i o n s to
be surveyed.

^

D ire c to ry of Michigan I n s t it u t io n s o f Higher Education, 1979-80,
Michigan Department of Education, Lansing, Michigan, p. 29.

73

74

The
c a lle d
views

survey was conducted

in

two stages.

f o r th e use o f s tru c tu re d q u estio n n aires
w ith

the

c h ie f

planning

o ffic e rs

at

The f i r s t

in

personal

these

20

stage
in te r ­

in s titu tio n s .

The second stage involved c lo s e r examination o f long range planning
a t s ix o f
in

the 20 surveyed

in s titu tio n s .

The s ix co lle g e s examined

th e second stage were se le c te d from th e sample on th e

basis

of

e v a lu a tio n s of th e responses obtained in the in te rv ie w s of the f i r s t
stage o f th e study.

Conceptual Foundations
The

q u estio n n aire

employed

in

stage was developed from concepts found
P a lo la

and Padget.

progresses
a ttitu d e s .

through
2

At

Shoemaker
15

is

and where the a t t i t u d e
co nd ition s
chain

is

as they
the

stages

one end of

where the planning

has
of

the

to

systematic

At the
and

is

of

the work o f
th a t

development
the

m aintain

of the planners

a re .

in

suggested

s e rie s

intended

the surveys

th e

the

Shoemaker,

c o lle g e
of

firs t

planning

p ra c tic e s

" s ta tu s -q u o "
e x is t in g

and

stage,

s it u a t io n

is one o f s a t i s f a c t i o n w ith

opposite end o f the developmental

informed

c o lle g ia l

model

of

broad

p a r t i c i p a t i o n in an on-going planning process.
Shoemaker

depicts

in s titu tio n s

at

the

lowest

le v e ls

planning development as having a c u rre n t campus o r i e n t a t i o n ,

2

of

narrow

W illia m A. Shoemaker, "CASC Management and Planning P r o je c ts ,"
an unpublished paper prepared f o r p re s e n ta tio n a t th e Exxon
In v ita tio n a l
Seminar on Improving Academic A dm istratlon and
Management o f Colleges and U n iv e r s it ie s
in New York C it y ,
October 5 and 6, 1978, p. 7.

75

p a r t ic ip a t io n

in

planning,

sources,

a

s e n s itiv ity

and

"tune-up"
those

of

op erations.

i n s t it u t io n s

p a r t ic ip a t io n
v a r ie t y

of

which

ad

hoc

to

At

data

the

c o lle c t io n

need

the highest

have

a

to

plan

le v e l

of

s o c ie ta l

from
an

in te r n a l

occasional

development are

o r ie n ta t io n

and

broad

in planning, which c o n tin u a lly draw data from a broad

sources,

and which

are

s e n s itiv e

to

the

need

to

plan

"model changes" to meet s h i f t i n g demands of s o c ie ty .
At

the

highest

le v e l

of

Shoemaker regards as system atic.

development

is

planning

which

The in ference is th a t planning at

the lowest le v e l is unsystematic.
In t h e i r
Padgett

used

planning.'*
in t e g r a t io n ,

the
They

study o f 80 colleges and u n i v e r s i t i e s , P a lo la and
concept

of

id e n tifie d

p rio rity ,

s ty le ,

dimensions
e ig h t

to

describe

dimensions

of

in s titu tio n a l

planning:

research, p a r t ic ip a n t s ,

scope,

p a rtic ip a tio n ,

and s tr u c tu r e .
Scope o f planning r e fe r s
ta tio n .

Ends-oriented

educational
o rien ted

o b je c tiv e s

planning

aims

to planning o r ie n ­
planning

considers

and purposes.
to

determine

Meanss ta ff,

budgetary, and f a c i l i t y needs.
In te g ra tio n
planning

3

r e fe rs

recognizes

to
the

the

degree

to

which

in te rre la te d n e s s

of

Ernest G.
P alo la and W illia m Padgett,
Planning f o r S e l f Renewal: A New Approach to Planned O rganization Change. Center
f o r Research and Development in Higher Education, U n iv e r s ity of
C a lif o r n ia , Berkley, C a l i f o r n i a , 1971, pp. 23-24.

76

decisions

regarding

academic,

fa c ility ,

and

budget issues.

P rio rity

r e fe r s

to

need in planning

to

th e

r e c o g n itio n

rank

goals

of

the

1n an order

of importance.
S ty le

r e fe r s

tinuous

to

planning

ad a p ta tio n

commitments

or

as

to

as

new

e ith e r

a con­

co n d itio n s

p e rio d ic

and

re a c tio n s

to

s it u a t io n s and demands.

Research r e fe r s

to the v a r i e t y o f data used

in plann ing .

P a r tic ip a n ts r e f e r s

to the ex iste n c e o f j o i n t

or

of

separate

groups

fa c u lty

and

adminis­

t r a t o r s in plan n in g .
P a r t ic i p a t io n

re fe rs

to th e degree or e x te n t

of f a c u l t y involvement in planning.
S tru c tu re r e f e r s to th e use o f

sp ecial

o r ex­

i s t i n g o r g a n iz a tio n a l mechanisms f o r planning.
These e ig h t dimensions provided th e measures f o r c la s s if y in g
In s titu tio n a l

planning

S ubstantive

planning

in te g r a t e d ,

which

was

as
th a t

s u b s ta n tiv e ,
which

had e s ta b lis h e d

was

e x p e d ie n t.
e n d s -o rle n te d ,

p rio ritie s ,

or

mixed.

which

was

which was continuous,

77

which

used

a

v a rie d

p a rtic ip a tio n ,
Expedient
which

which

planning

was

was

which

little

used

fa c u lty

c la s s ifie d

base,

used

defined

piecemeal

p rio ritie s ,
had

and

data

which

sp ecial

as

th a t

r a th e r

than

separate

or

it

or

broad

jo in t

fa c u lty

s t r u c tu r e .

which was m eans-oriented,
In te g r a t e d ,

e x is t in g

p a rtic ip a tio n .

as mixed i f

had

which

stru ctu re ,

In s titu tio n a l

lacked

and which

planning

was

possessed a t t r i b u t e s o f both su bstantive

and expedient plann ing .
Like
Shoemaker
c r ip t o r s

the

paper,

system atic-unsystem atic

th e

s u b s ta n tiv e -e x p e d ie n t

continuum

of

the

y ie ld s

des­

which provide the basis f o r comparative study of planning

conducted

at

d iffe re n t

c o lle g e s .

both c o n c e p tu a liz a tio n s ,
formal

continuum

to

inform al

fo r

th is
use

By borrowing

th e s is
in

d e s c rip to rs

from

study develops a continuum of

c la s s if y in g

and comparing the

long

range planning o f d i f f e r e n t c o lle g e s .
The terms
study;

th e re

planning

at

is

formal

no in t e n t

d iffe re n t

and

inform al

to e v a lu a te ,

in s titu tio n s .

unsystem atic, ex p e d ie n t,

are

a p p ro p ria te to

only to compare long range
Such

terms

as

system atic,

and su b stan tive may connote v a lu a tio n .

c o n tr a s t,

th e terms formal

and

inform al

te r p r e te d

as d is p a ra g in g .

In

a d d it io n ,

shows th e common use o f

formal

and

th is

are not

lik e ly

the management

Inform al

to

By

be i n ­

lite ra tu re

as q u a l i f i e r s

of

the

concepts o f process and o r g a n iz a tio n which are two aspects of long
range planning to be examined in t h i s study.
This
approximates

study's

concept

the concepts

of

of

formal

system atic

long

range

planning

and s u b stan tive

plann ing .

78

S im ila rly ,

the

concept

of

informal

long

range

planning

has many

c h a r a c t e r is tic s of unsystematic and expedient planning.
The Research Instrument
The

p r in c ip a l

to o l

fo r

in v e s tig a tio n

was

a

structured

questionnaire to be used in personal in terview s w ith the c h ie f plan­
ning

o f f ic e r s

of the

20 subject

c o lle g e s .

The questionnaire

con­

ta in ed probing questions and can be considered in te n s iv e as well

as

extensive because of i t s len gth.
The questionnaire was constructed and submitted f o r review
and

suggestions

research.

to

th re e

a u t h o r it ie s

on

the

conduct

of

survey

A revised version of the questionnaire was pretested with

planning o f f i c e r s a t two co lleg es before use in th e survey of the 20
co lleges selected f o r the sample.
p re te s t were selected
th e ir

educational

The two colleges involved in the

because they were te rm in a tin g

programs

in

the near f u t u r e .

It

or phasing out
was considered

th a t they would be approp riate subjects only f o r the p r e te s t of the
surveys.
Several
q u es tio n n a ire .
adherence
required

to
if

in s titu tio n a l
estim ate
In te n s iv e

of

b e n e fits
F irs t,

the
the

were

the

derived

p r e te s t

promises

of

in terview s

surveys

required

were

conducted

fo r

made

It

the

to

obtain

and
fu ll

of

th a t

the

s tric t

anonymity

was

disclo su re

of

Second, the p r e te s t provided an

conduct

w ith

p r e te s t

obvious

c o n fid e n tia lity

long range planning.
time

from

of

c o lleg e

the

survey

o ffic e rs

who

In te rv ie w s .
have

con­

s id e ra b le r e s p o n s ib il it y and a u th o r ity re q u ire s u b s ta n tia l blocks of

79

time and o c cas io n ally more than one in te rv ie w .
the p r e te s t was b e n e fic ia l

in

the

la te r

Determining th is in

scheduling

of

interview s

w ith planning o f f ic e r s of the sampled c o lle g e s .
The p re te s t

also

revealed the

importance

of

fa c e - to -f a c e

contact to the ad m in is tra tio n of the q u estion naire.

Such personal

contact

enhanced

allowed

fo r

c la rific a tio n

of

questions

and

the

rapport required f o r probing.
A fo u rth b e n e fit of the p re te s tin g came from the use of a
p o rta b le

tape reco rd er.

As

an

adjunct

to

the c o lle c t io n

of

question naire responses, th e recorder shortened the in te rv ie w tim e,
appeared

to

in te r v ie w e r ,

enhance

rapport

between

the

respondent

No respondent appeared i l l

at ease in the presence o f a tape recorder when i t
(1 )

the

and served as a means o f corroborating and expanding

the responses noted by the in te r v ie w e r .

th a t

and

th ere would be no e v alu atio n

conducted at the i n s t i t u t i o n

and (2)

of
th ere

the

was made c le a r

long range planning

would be s t r i c t observ­

ance to the p r in c ip le s of c o n f i d e n t i a l i t y and anonymity.
The questionnaire was prepared w ith

the

in te n t t h a t each

item would e l i c i t a response which would describe a tendency toward
e ith e r

a formal

or

an

informal

approach

to

long

range planning.

The f i r s t fo u r questions were to determine the r o le of the co lle g e
a d m in is tra tio n ,

the

h i s t o r ic a l

background of

t h is

ro le ,

the tasks

or steps of the process being performed by the a d m in is tra tio n .

The

personal background o f planning adm in istrators also was sought.
The next set of questions was to determine the ex ten t of
the

involvement of the i n s t i t u t i o n ' s

governing board in long range

80

planning.

Questions

involvement,

the

were

asked

background

of

ro le performed by the board,

about
the

the

h is to ry

of

board membership,

the
the

board's
planning

the existence o f a planning committee,

the h is to r y and membership of

such a committee,

and the method of

choosing committee members.
Two s im ila r
if

sets o f questions were asked to determine (1)

the c o lle g e had estab lish ed a separate department or o f f i c e

long range planning

and (2 )

if

fo r

the c o lle g e had a campus committee

which p a r t ic ip a te d in the i n s t i t u t i o n ' s long range planning.
The purpose of

the f i r s t

20 questions was to c h a ra c te riz e

the s tru c tu re of the planning o rg a n iz a tio n , the breadth of p a r t i c i ­
pation

of

the

various

co lle g e

c o n s titu e n c ie s ,

and

the

degree

of

s p e c ific a tio n of the planning process.
The next s e c tio n ,

17 questions, sought to determine i f

the

long range process was sporadic or on-going, means or ends o rie n te d ,
based

upon

r o u t in iz e d ,

a

narrow

framed

in

or

a

broad

inform ation

departmental

or

base,

impromptu

in s titu tio n a l

terms.

or

This

section of the questionnaire also attempted to determine the extent
to

which

long

range

planning

was

in te g ra te d

with

the

near

term

op erations.
A se rie s

of

s ix questions was aimed a t c h a ra c te riz in g the

openness of the process.
which

the

co lleg e

Questions were asked about th e

co nstitu encies

had w ith

respect

to

knowledge

who was

in ­

volved in long range planning, what issues were being addressed, and
how the long range plans were disclosed.

81
The questionnaire
personal

concluded w ith questions

asking f o r

the

views of the planning o f f i c e r on the e v o lu tio n of planning

a t h is c o lle g e , on changes in planning which he expected to occur on
his

campus,

and

on

the

status

independent Michigan c o lle g e s .

of

long

range

planning

at

other

(A copy o f the questionnaire appears

in Appendix A - l . )
Conduct of F i r s t Stage
The
lis t.

In

colleges

telephone

contacted

were

conversations,

those

the

on the

study was described

c h ie f planning o f f ic e r s who were c o lle g e presidents
In each conversation,
the

in te n tio n

t io n .
long

nor the

it

randomly

tia lity
t u tio n

planning.

was emphasized th a t the study had n e ith e r

design

It

and anonymity of
would

c a p a b ilit y

was

also

to

ev alu ate

both the

be m aintained.

emphasized

th re e

colleges

were

th a t

planning o f f i c e r

Planning

s tated they were unable or u n w illin g
These

to the

in most cases.

The study was presented s o le ly as a survey o f
range

drawn

replaced

o ffic e rs

at

to p a r t ic ip a t e
in

the

sample

the

in s titu ­

in s titu tio n a l
the

confiden­

and the
th re e

in s ti­

colleges

in the survey.
by th re e

other

In s t i t u t i o n s randomly drawn from the remaining population.
Appointments were scheduled f o r
in tervie w s

required

of

the

in te r ru p tio n s

in te r v ie w .

in te r v ie w ,

a ll

T y p ic a lly

somewhat more than one hour to complete.

amount of time the o f f i c e r was w i l l i n g
a d m in is tra tiv e

in te rv ie w s .

Despite

to

spend

su b s ta n tia l

respondents were open,

time

courteous,

The

in discussion and

were the major determinants
the

the

required

of

length
fo r

the

and hospitab le to

82

the in te v ie w e r .

Some respondents s ta te d they had no concern f o r the

maintenance of c o n f i d e n t i a l i t y and anonymity.
S h o rtly
sponses

were

a fte r

the

tra n s c rib e d

completion
to

a

of

second

th e

in te r v ie w ,

q u estio n n aire

th e

sheet.

re­
The

purpose o f t h i s t r a n s c r ip t io n was to remove names and o th e r clues to
th e

id e n tify

of

the

de riv ed from the
in te r v ie w .
ings

of

subject

in t e r v ie w e r 1s notes

M alfunctions

of

in te rv ie w s

and

two

tra n s c rip tio n .

in s titu tio n .

th e

and

t r a n s c r ip t io n

the tape

reco rd er

destroyed

This

was

recording o f the

producedunusable

two o th e r

reco rd­

recordings

during

Because the recordings were a supplement to w r it t e n

responses, no data were l o s t .
The
pendently

u n id e n t if ie d

by

th re e

a d m in is tra tio n
served

in

persons
higher

as a c o lle g e

c o n su lta n t f o r

t r a n s c r ip t io n s
in te r e s te d

education

planning

then

in and
One

o ffic e r

several c o lle g e s

were

and

reader

S ta te

U n iv e r s it y .

expressed

is

a doctoral

p re v io u s ly

c u r r e n t ly

a planning

in th e Midwest.

in te re s t

These
in

student

readers

c o lle g e

in

higher

were

Another reader has
in s titu tio n s .

The

education

at

Wayne

because

of

th e ir

s e le c te d

planning

of

had

been an a d m in is tra to r a t both p u b lic and p r iv a t e
th ird

inde­

knowledgeable

reader
is

read

and t h e i r

w illin g n e s s

to

p a r t i c i p a t e in th e p r o je c t .
The study was explained to the readers; th e d e s c rip tio n s of
fo rm a l-in fo rm a l

planning were discussed;

was provided each reader f o r
tr a n s c r ip t io n s

of

was

in te rp re t

then

to

the

and a sheet

of

g u id e lin e s

re fe re n c e as he read th e u n id e n tif ie d

in te r v ie w s .
whether

(See Appendix
the

response

B -l)
to

The

each

reader

question

83

suggested a formal

or informal

approach to long range planning and

to in d ic a te his In t e r p r e t a t io n .

(See Appendix B-2)

When in doubt,

the reader was to check the "not sure" column.
A fte r

readers

i n t e r p r e t a t io n

sheets

had

ta llie d

th e ir

were

scored.

A

in t e r p r e t a t io n s ,

response

the

in te rp re te d

as

i n d ic a t iv e o f formal long range planning (FLRP) was scored as a plus
one;

a response

planning

in te rp re te d

as

in d ic a tiv e

of

(ILRP) was scored as a minus one;

t a t io n

was

given

a

zero

score,

and th e re were th re e net

one from each reader.
The net

value.

Each

informal

long

a "not sure"

ta lly

sheet

in t e r p r e ­

y ie ld e d

scores f o r each co lle g e

range

a net

surveyed,

(See Appendix B-3)

scores f o r

the 20 colleges were arrayed with

the

la rg e s t p o s it iv e net score at one end of the array and the la rg e s t
net negative score at the opposite end.

The th ree colleges at each

of the extremes of the array were selected f o r clo se r examination in
the second stage o f the study.
The f i r s t
accomplish.

stage o f the survey study had th re e purposes to

One, the survey was to provide a useful

the comparative study of a l l
firs t

stage

in s titu tio n s

was to
fo r

provide

clo s e r

20 subject
an

o b je c tiv e

examination

in

data base f o r

in s titu tio n s .
means
stage

fo r
two

Second,

the

s e le c tin g

s ix

of

the

study.

T h ird , the f i r s t stage was to perform analyses intended to guide the
conduct o f the second stage of the study.
Three separate analyses were performed at the conclusion of
stage one.
to

id e n tify

The f i r s t ,
in

the

an item analysis o f the questionnaire sought
responses

the

c h a r a c t e r is tic s

of

a ll

20

84

in s titu tio n s .

The responses to each question of the questionnaire

were

fo r

examined

c h a ra c te riz e
of

in s titu tio n a l

planning.

a governing board,

but

does

reveal

r e s u ltin g

which

may

A response which describes
f o r example,

non-planning

ta b u la tio n s

v a ria b le s

does

not

an overview

may

of
of

not

the composition

c h a ra c te riz e

c h a r a c t e r is tic s

comprised

or

planning

a c o lle g e .
the

e n tire

The
sample

stated in terms o f both planning and non-planning c h a r a c t e r is t i c s .
In a s im ila r fa sh io n ,

the f i v e colleges at each end of the

net scoring array were id e n t i f i e d with non-planning c h a r a c t e r is tic s
drawn

from

develop

th e ir

responses.

"composite

This

p ictu res "

of

second

the

fiv e

an alysis
perceived

attempted
as most

to

often

tending toward a formal approach to long range planning and the f i v e
perceived

as most o ften

composites

tending

drew a tte n tio n

to

toward an informal

d is s im ila ritie s

approach.

between

the

The

two sub­

groups and between each o f the subgroups and the t o t a l sample, again
in terms o f both planning and non-planning c h a r a c t e r is t i c s .
A th ird

analysis

involved

a cross examination of

the r e ­

sponse in te r p r e ta tio n s made by the readers of the questionnaires and
the non-planning c h a r a c t e r is tic s which appeared in these responses.
Unlike the f i r s t
planning

two analyses, t h is procedure sought to r e l a t e non­

fe a tu re s mentioned

p re ta tio n s

of

planning.

The

in

s p e c ific

these responses as

responses to reader i n t e r ­

in d ic a to rs

in te n t was to develop

a lis t

of

formal

or

informal

of those non-planning

c h a r a c t e r is t ic s which may have influenced the in te r p r e ta tio n s of the
responses.

85

The r e s u lts

of

these analyses

are

in

the form of

suggested

d ire c tio n s f o r the second stage of the survey.
Conduct of Second Stage
Stage one was to
cording

to

c la s s i f y

d is s im ila ritie s

in s titu tio n s

observed

in

in

planning

two groups

ac­

c h a r a c t e r is t ic s .

The o b je c tiv e o f the second stage of the study was the discovery of
observable non-planning c h a r a c t e r is t ic s which appear to have an es­
ta b lis h e d

association

as those described
la r itie s
tio n s

in

w ith

as formal

non-planning

which have s im ila r

e ffo rts

s p e c ific
or

planning

in fo rm a l.

c h a r a c t e r is t ic s

c h a r a c t e r is t i c s ,

Stage two sought s im i­
associated

planning c h a r a c t e r is t i c s .

were made to e s ta b lis h

such

w ith

in s titu ­

In t h is

stage,

th a t colleges which have d is s im ila r

fe a tu re s o f planning also possess d is s im ila r nonplanning fe a tu r e s .
No attempt was made to develop associations which suggest a
causal

r e la t io n s h ip .

Rather,

the

attempt

was to

use the

associ­

ations to draw more c l e a r l y the comparisons between colleges which
p r a c tic e formal and informal long range planning.
The research design o f stage two and the case method have
many of the same a t t r i b u t e s .
and d i s s i m i l a r i t i e s
in te n s iv e ,

Both u t i l i z e

and seek to e s ta b lis h

re la tiv e ly

unstructured,

an alogies, s i m i l a r i t i e s ,
r e la t io n s h ip s .

Both are

and r e l i a n t to some degree upon

s e re n d ip ity .
Unlike

the

case

method

in te n s iv e survey design of t h i s
planning.

which

centers

stage had as

No problem need be present

fo r

on

its

long

a problem,
focus

the

long range

range planning

to

86

e x is t .

The case method seeks information r e la te d to the problem to

be solved.

The task

of

t h is research

was

to

determine

the

non­

planning fa c to rs at an i n s t i t u t i o n which may have relevance to long
range planning.
The
in ten sive
the

procedure

followed

examination of

s ix

subject

in s titu tio n ,

(1)

the

c o lle g e s ,

and (3 )

fo r

t h is

research

h i s t o r ic a l

(2)

the

stage involved

background

cu rren t

the co nstitu encies which

of

statu s

in flu e n c e

each of
of

each

long range

planning at each c o lle g e .
L ib r a r i e s ,

co lleg e

ca talo g s ,

p u b lic

r e la t io n s

releases,

interview s with campus veterans were among the sources to be used in
the examination of an i n s t i t u t i o n ' s h i s t o r ic a l background.
Annual re p o rts ,

news releases and interview s w ith

informed

campus personnel were some of the means used to develop an estim ate
of an i n s t i t u t i o n ' s v i t a l i t y and v i a b i l i t y .
Three
f a c u lt y
ning.
flu e n c e .
the

—

groups

appeared

Alumni

—
of

the board,
primary

and student

bodies

the

a d m in is tra tio n , and

importance
are

to

viewed

in s titu tio n a l
as

having

the
p la n ­

lesser

in ­

A set of questions was developed as one means of guiding

second stage of

the

study.

However,

t h is

question

set

should

not be regarded as a research instrument but r a th e r as a l i s t

from

which questions were drawn f o r use in interview s of the second stage
o f the study.
but the

lis t

Not a l l

questions were a p p lic a b le to every in te rv ie w

of questions provided s t a r t in g

w ith respondents.

(See Appendix A-2)

points f o r discussions

CHAPTER IV

FINDINGS

The purpose of t h is chapter is to re p o rt the r e s u lts of the
study of long range planning a t 20 se lec ted independent co lleg es in
Michigan.

Three

le v e ls

of

in v e s tig a tio n

are

re p o rte d .

F irs t,

the

r e s u lt s of the survey o f long range planning c h a r a c t e r is t i c s a t a l l
20 c o lle g e s

are

re p o rte d .

co lle g e s c l a s s i f i e d
long

range

range

The t h i r d

{FLRP)

as tending

plan n in g .
le v e l

s ix c o lle g e s ,

These
of

the

as tending

planning

c la s s ifie d

In

to

second

to

compared

th e

study,

w ith

the

fiv e

inform al

approach

are

reported

in

involved

in te n s iv e

the th re e regarded as most formal

the f i v e

approach to

most

comparisons

in v e s tig a tio n

of

have the most formal

were

have

le v e l

co lleg es
to

th is

long

chapter.

examination

of

in t h e i r long range

planning and the th re e regarded as most in fo rm a l.

The d e s c rip tio n s

of these s ix co lleg es focus on the comparative aspects of long range
planning and on the comparative

in s titu tio n a l

c h a r a c t e r is t i c s which

may have influenced long range plan n in g .
The fin d in g s of t h i s
The

firs t

co lle g e s

section

provides

and ends w ith

study are presented in
an

the

overview

a rrayin g

of

of
th e

the

fo u r s e c tio n s .

survey

c o lle g e s

of

a ll

20

according

to

perceptions of formal and inform al long range plann ing .
The
between

the

second
fiv e

section

co lle g e s

of

th is

perceived

87

chapter

presents

as most form al

comparisons

w ith

the

fiv e

88

co lleg es

perceived

as

the

most

informal

in

th e ir

approaches

to

i n s t i t u t i o n a l long range planning.
In

the

in s titu tio n a l
r e la te d

th ird

section

c h a r a c t e r is tic s

to planning

such

programs.

observable
Other

the

r e s u lts

the

an alysis

c h a r a c t e r is tic s

as

student

c h a r a c t e r is tic s

of

as d i r e c t l y

some a d d itio n a l

Among these i n s t i t u t i o n a l

in s titu tio n a l

in tervie w responses.

of

which were not perceived

but which provided

of the subject c o lle g e s .
were

are

comparisons

c h a r a c t e r is tic s
s iz e

were

and

degree

derived

from

The fin d in g s of stage one also provided bases

f o r comparisons and g u ide line s f o r the conduct of the second stage
of the study.
The fo u rth

and f i n a l

section of t h is chapter presents des­

c r i p t i v e studies of the three colleges regarded as the most "formal"
and the

th ree

planning.

colleges

These

s ix

regarded

as most

de scrip tio n s

"in form al"

c o n s titu te

the

in

long

fin d in g s

range
of

the

second stage of the research.
Overview of College Survey
Four aspects of planning were used to guide the search f o r
d iffe re n c e s

in

long

range

planning

at

the

20

colleg es

These fo u r aspects were the s tru c tu re f o r planning,
planning,

the

issues

c e n tra l

to

planning,

and

surveyed.

the process of

a t t it u d e s

toward

pianning.
The concept of

s tru c tu re

in t h is

study r e fe rs

ional o rg a n iza tio n f o r long range planning.
study

to

the

consideration

of

the

to

in s titu -

S tru ctu re d ire c te d the

persons

and

the

groups

89

involved in planning, the exten t to which persons and groups are in ­
volved,

and t h e i r

r e la tio n s h ip s

to

other

persons

and

groups

also

involved in long range planning.
In t h is study, the concept of process is meant to r e l a t e to
the a c t i v i t i e s
led

to

the

of

long range planning.

s p e c ific a tio n of each i n s t i t u t i o n ' s

tasks and p r a c tic e s ,
lowed,

The examination

of

the

data

of

process

long range planning

of the procedures and schedules which i t
c o lle c te d

and

analyzed,

and of

the

fo l­

sources of

data and inform ation which i t contacted.
The concept of issues d ire c te d the survey in the search f o r
problems,

c r is e s ,

events,

concerns,

and considerations

which

have

given impetus to long range planning a t the 20 colleges examined.
The fo u rth aspect of planning which guided the questioning
of the survey was t h a t of the a t t it u d e toward planning.
of

a ttitu d e

r e fe r s

in

t h is

study to the

f e e lin g s ,

The concept

d is p o s itio n ,

p o s itio n of an i n s t i t u t i o n toward long range planning.

It

or

is recog­

nized th a t d e s c rip tio n of long range planning in terms of a t titu d e s
lacks

the

p rec isio n

planning.
p o te n tia l
t h is
fle c t

However,
to

shape

associated
it

is

long

also
range

survey sought to e l i c i t
the b e l i e f s ,

w ith

the previous

recognized
planning

th a t

th re e

aspects of

a t t it u d e s

s ig n ific a n tly .

have the
Therefore,

and record statements which might r e ­

o r ie n t a t io n s ,

and p o sitio n s held w ith respect to

long range planning a t the 20 colleges under study.

lis tin g s

In

the

of

t h is

been employed.

in t e r e s t
rep o rt,

of

conserving

several

sets

They are the fo llo w in g :

space
of

in

le tte rs ,

the

ta b le s

in itia ls ,

and
have

90

LR stands f o r long range
LRP stands f o r long range planning
FLRP stands f o r formal long range planning
ILRP stands f o r informal long range planning
SR stands f o r short range
SRP stands f o r short range planning.
S tr u c tu r e .

The f i r s t

fin d in g s o f the survey of the 20 c o l­

leges deal w ith t h e i r various stru ctu re s of o rg a n iz a tio n f o r the con­
duct of long range planning.
found

at

these

c o lleg es:

Four elements or u n its of s tru c tu re were
a d m in is tra to rs ,

committees

of

tr u s te e s ,

planning departments or o f f i c e s , and c o lle g e committees f o r planning.
Eight
o f f ic e r s

as

planning.

of

the

the

20

members o f

Six colleges

resp onsible.

colleges

ad m in is tra tio n

At two c o lle g e s ,

p res id e n ts .

At

one

th e ir

c h ie f

reponsible f o r

in d ica ted the president and his

range planning was charged to
the

regarded

a d m in is tra tiv e
c h ie f

c o lle g e ,

was through a planning o f f i c e ;

long range

cabinet were

r e s p o n s ib il it y f o r long

operating

the

executive

o f f ic e r s

who were not

a d m in is tra tio n 's

p a r t ic ip a t io n

and at one c o lle g e the ad m in is tra tio n

was represented on a planning council charged w ith the r e s p o n s ib il it y .
Six o f the 20 colleges in dicated the p a r t ic ip a t io n of special
planning committees from the boards of tr u s te e s .

A ll

contained

business.

tru s tee s

ad m in is tra to rs ,

w ith

c le rg y ,

executive

experience

and physicians

in

six committees
College

appeared on th re e committees.

Attorneys and o f f campus educators were members of two committees.
Six of the 20 colleges u t i l i z e d
ments.

These

arrangements,

however,

planning o f f ic e r s or de p art­

were

not

long

standing.

Two

91

had ex iste d

fo r

fo u r years,

and one f o r f i v e years.

by p r e s id e n tia l
o ffic e

less

than two years,

assignment.

two f o r th re e years,

one f o r

S ta f fin g of these o f f ic e s was

Two persons were assigned the planning

because of t h e i r expressed in t e r e s t in planning; one assign­

ment was made because of the planning o f f i c e r ' s campus-wide respect;
and th ree assignments were made to persons w ith previous experience
in i n s t i t u t i o n a l planning.
College-wide planning committees were found at 11 of the 20
c o lle g e s ;
te e s .

two of these were special

This

planning

Three

had ex iste d

years

o ld ;

fiv e

fo r

group

was

less

than

and nine were standing commit­

a

fa irly

oney e a r;

were th re e years o ld ;

new campus
one was

one was

both f a c u lt y

and a d m in is tra tio n .

m ittees had student re p re s e n ta tiv e s ;
had alumni members;

less

than two

fo u r years o ld ; and

the o ld e s t had ex iste d f o r ju s t over f i v e years.
included

experience.

A ll

11 committees

In a d d itio n ,

eig h t com­

fo u r contained tr u s te e s ;

th ree

and two had re p re s e n ta tiv e s from non-managerial

employees.
Membership in these committees was by i n v i t a t i o n at a l l
c o lle g e s .
choosing

At f i v e
his

dent

fo r

in v ite d

f a c u lt y
selected

of

th e ir
the

in v ite d
its

the

own ad m in is tra tio n

recommendations
tru s te e s

c o lle g e s ,

the

fa c u lty ,

president

rep res en tativ es
the

re p re s e n ta tiv e s .
members

from

student

and fo llo w in g

government,

a d m in is tra tiv e

and

i n v it a t io n s ,

At th re e c o lle g e s ,

the f a c u l t y re p re s e n ta tiv e s ,

re p re s e n ta tiv e s ,

issued the

the

11

s ta ffs ,

and

the
the

the p r e s i­
w h ile

the

the student government

chairman

in v ite d

from

the

92

tr u s te e s .

At

three

c o lle g e s ,

the

f a c u lt y member c h a irin g

the

com­

m itte e also issued in v it a t io n s to i t s membership.
Another d e s c rip to r of the o rg a n iza tio n
network.

The breadth of c o lle g e

ning may be r e f le c t e d

in

the

p a r t ic ip a t io n

co lle g e

knowledge of the long range planning.

is the communication
in

long

community's

range p lan ­

awareness

or

its

A ll 20 colleg es in d ic a te d th a t

top adm inistrators and board members had access to long range plans.
Three co lleg es stated th a t i t was then up to the board to decide who
els e could
fa c u lty

see the

long range plans.

a t nine c o lle g e s ,

to

the

Such plans were a v a ila b le to

student bodies at e ig h t c o lle g e s ,

and to a l l employees at seven c o lle g e s .

Five colleges indicated th a t

long range planning documents were a v a ila b le f o r anyone to read, and
fo u r colleg es

reported

th a t

anyone could f in d

out about

long range

plans in personal in terview s w ith a d m in is tra to rs .
General
colleg es

disclosure

in dicated

board of tr u s te e s .

th a t

of

long

long

range

range plans

plans

are

revealed

plans,

and

planning

by the

Five other colleges

scheduled meetings f o r the pres en tatio n of long range

two

c o lleg e-w id e

only

Three

Five colleges made no formal d is c lo s u re , but l e f t

i t to ad m in istrators to inform s t a f f personnel.
held r e g u la r ly

v a rie s .

of

the

20 colleges

assemblies.

documents

to

Two

f a c u lt y

disclosed

in s t i t u t i o n s
and

s ta ff

long

range

d is tr ib u te d

personnel

each

plans

long
y e a r,

at

range
and

th ree colleges stated th a t disclo su re of long range plans varied with
the occasion.
The
learned

of

colleges
long

range

described
planning

how the
through

general
channels

campus
other

population
than

the

93

formal

d is c lo s u re .

ca tion

networks

T y p ic a lly colleges mentioned several

operating

mentioned way c ite d

on t h e i r

campuses.

by 12 colleges

fo r

communi­

The most commonly

the general

campus popu­

l a t i o n to learn of long range plans was in conversations w ith top
a d m in is tra to rs .

Gatherings

of

students,

fa c u lty ,

and the

s t r a tio n were mentioned by 11 c o lle g e planning o f f i c e r s .
colleges

it

was f e l t

th a t

fa c u lty

and employees

admin-

At seven

learned of

long

range plans in group meetings and in su perio r-sub ordinate conver­
sations
of

at

long

fiv e

c o lle g e s .

range plans

The general

from members of

cording to four planning o f f i c e r s
ings on th ree other campuses.

campus population

the

planning

learned

committee

ac­

and a t planning committee meet­

Long range planning documents were

a v a ila b le to the general campus population a t th re e c o lle g e s .
Despite the formal disclosures and informal communication
networks,

10 colleges

munity was f a m i l i a r
fic e rs
f a c u lt y

fe lt

th a t

members

saw no

w ith

long

statements
were

alumni

knowledge,

range

in

fa m ilia r

correspondence was In te rp re te d
of

in d ic a tio n s

and

at

plans.

f a c u lt y
w ith

th a t

the

Seven

meetings

long

range

by th re e colleges
two colleg es

co lleg e

the

com­

planning

indicated
plans.

o f­
some

Alumni

as an in d ic a to r

coverage

of

long

range plans in the student newspapers was taken as a suggestion of
student

body awareness.

p a r t ic ip a t io n

by

co lleg e

S im ila rly ,

two

co n stitu encies

colleges
on

th e ir

regarded
planning

m ittees as In d ic a to rs of awareness o f long range plans.

broad
com­

94

EXHIBIT I

Summary of LRP S tru c tu re at 20 Independent Michigan Colleges
A d m in is tra tiv e r e s p o n s ib ilit y f o r LRP f a l l s . . .
. . . t o the p r e s id e n t/c h ie f executive o f f i c e r at 8 c o lle g e s ,
. . . t o the president and top adm inistrators a t 6 c o lle g e s ,
. . . t o c h ie f operating o f f ic e r s (who are not presidents)
at 2 c o lle g e s ,
. . . t o a committee of tru s te e s and the president at 2 c o l­
leges,
. . . t o a planning o f f i c e r (who is not the p re s id e n t) at 1
col lege,
. . . t o a co lleg e planning council a t 1 c o lle g e .
A committee of trus tee s is involved in LRP a t 6 c o lle g e s .
A planning o ffic e r/d e p a rtm e n t coordinates LRP at 6 c o lle g e s .
A special c o lle g e committee p a r tic ip a te s in LRP a t 11 colleg es
w ith committee members...
. . . f r o m f a c u lt y and ad m in istra tio n a t 11 of 11 c o lle g e s ,
. . . f r o m f a c u l t y , a d m in is tra tio n , students a t 8 of 11
col leges,
. . . f r o m a d m in is tra tio n , f a c u l t y , students, tr u s te e s , alumni
at 3 of the 8 c o lle g e s ,
. . .from a d m in is tra tio n , f a c u l t y , students, tr u s te e s , alumni,
non-managerlal personnel a t 2 of the 3 c o lle g e s .
The planning

o ffic e rs

population knew l i t t l e
in long range planning.

g e n e ra lly

believed

th a t

th e

campus

about long range plans or the people involved
A ll

20 colleges reported th a t the tru s tee s

knew who conducted long range planning.

Nine colleges thought t h e i r

95

academic

fa c u ltie s

planning

o ffic e rs

know.

would

know the

in d ic a te d

The alumni of f i v e

conducted
serted

long

th a t

th a t

the

at

plans and the plann ers.

it

th e ir

20% o f the f a c u l t y

o r g a n iz a tio n s ,

a d m in is tr a tiv e

in s titu tio n s ,

range planning

only

planning

s ta ffs

would

was assumed would know who

c o lle g e s .

and s t a f f

One p res id e n t

as­

knew about long range

Another p res id e n t suggested

community wasn't e s p e c ia lly in te r e s te d

and e ig h t

th a t

th e campus

in long range planning; "Nobody

seems concerned about anything beyond th e next twoor th re e y e a r s ."
Process.
long

range

The survey fin d in g s

planning

These were:

(1 )

the

were

associated

performance of

th e planning o r g a n iz a tio n ,
c o lle g e ,
long
It

(3 )

the

w ith
tasks

fo u r

sets of

of

a c tiv itie s .

by the d i f f e r e n t

u n its

of

(2 ) th e scheduled procedure follow ed by the

gatherin g

range plan n in g ,

which describe th e process

and

of

(4 )

should be remembered t h a t

data
the

and in fo rm a tio n

p re p a ra tio n

of

s p e c ific a lly

planning

fo r

documents.

these statements o f planning a c t i v i t i e s

were made by the c h ie f planning o f f i c e r s ;

and, t h e r e f o r e ,

ings are based upon the perceptions of these o f f i c e r s

these f i n d ­

o f the planning

process a t t h e i r i n s t i t u t i o n s .
C h ie f
th a t

long

procedure

planning

range
is

planning

defined

accomplish a p r o j e c t .
the procedures,
noted t h a t
lowed

o fte n

campuses

o ffic e rs

as

at

fo llow ed

11 o f
a

the

20 c o lle g e s

procedure.

a predetermined

s e rie s

There are v a r ia tio n s

In t h is
of

ac tion s

in d ic a te d
study,

a

taken

to

in th e tasks s p e c ifie d by

but a commonality o f procedure emerges.

It

should be

the nine co lle g e s which in d ic a te d no procedures were f o l ­
perform

which

the

in d ic a te d

same planning
procedures

tasks

were

which

fo llo w e d .

are

performed

The

on

d iffe r e n c e

96

lie s

in the presence or absence of a r o u t in e ,

an e s ta b lis h e d step­

wise progression of planning a c t i v i t i e s .

At c o lleg es w ithout p lan ­

ning procedures,

assigned by the president

the

tasks

are t y p i c a l l y

and tend to vary w ith the s i t u a t i o n and from period to p e rio d .
The most
m in is tra tiv e
s p e c i f ic

ex ten siv e

groups

d u tie s

set

resp onsible

vary

w ith

th e

noteworthy

supervisory

th at

these

propose programs,

fo r

is

long

performed

range

The

ad­

though

range

of

tr u s te e committees is r a th e r narrow and

c h a ra c te r

committees

of

can

the

governing

be so deeply

as th re e committees do.

the boards of tru s te e s

by the

p la n n in g ,

a d m in is tra tio n s .

as one tr u s te e committee does,

range planning ta s k s ,

these

tasks

c o lle g e

tasks performed by the f i v e
re fle c ts

of

It

involved

is

as to

and to assign long
At a l l

approve long range plans;

long range plans must f i r s t

board.

20 c o lle g e s ,

a t fo u r c o lle g e s ,

be reviewed and approved

by the

tr u s te e planning committees.
Colleges
ments

or

te c h n ic a l
of d a ta ,

which

o f f ic e s

appear

s e rv ic e s .
ideas,

have e s ta b lis h e d

The tasks

and views

been

to

developed

regard

have

by

n ing.

These o f f ic e s apparen tly

these

planning

u n its as

tend to be lim it e d to

and to

which

separate

the

o th er

p rep a ra tio n

d e p a rt­

s u p p lie rs

the c o lle c t io n

o f u n if ie d

p a r t ic ip a n t s in

of

c o lle g e

are e s ta b lis h e d to f a c i l i t a t e

plans
p la n ­
r a th e r

than to fo rm u la te .
Campus committees are involved in long range planning a t 11
o f the 20 c o lle g e s .
te n s iv e

is

n e a r ly as ex­

as th a t of a d m in is tr a tiv e u n its p a r t i c i p a t i n g

in long range

plann ing .

At

some

The range o f committee tasks

c o lle g e s ,

such

committees

serve

as

s tric tly

97

advisory

groups,

p r in c ip a l

w h ile

planning

at

other colleg es

elements.

Often

the

these committees are the
campus

planning

committee

performs tasks w ith another o rg a n iz a tio n a l u n it or in p a r a l l e l with
o th er o rg a n iz a tio n s .

Most co lleges

appear to

use the

campus com­

m itte e as a forum and as a means o f obtaining and disseminating in ­
form ation.

These committees represent the strongest

linkage of the

various c o lleg e co n stitu encies to the planning s tru c tu re and process.
The fo llo w in g

summary d e t a i l s

how the

s tr u c tu r a l

elements

of college long range planning are involved in the a c t i v i t i e s of the
planning process.
long

range

The 11 colleg es which in d ica ted

planning

procedure

also

appear

to

they followed

a

have more d i f f e r e n t

groups involved in the planning process than the nine colleges which
in dicated th a t no set procedure was follow ed.
The
the

"average"

co lleg e

regarded

a fiv e

year

p ro je c tio n

as

long range and had been using t h is time reference f o r the la s t

two or th ree years.
ning is t ie d

T y p ic a lly ,

the scheduling of long range plan­

to meetings of the tru s tee s and to the academic year.

Three of the colleges

stated th a t the schedule varied from year to

year and depended upon the p re s id e n t.
A ll

20 o f f ic e r s

data

c o lle c te d

data

had been generated

s p e c ific a lly
sources of

fo r

from

long

indicated

a d m in is tra tiv e

some other

range

planning.
of

re lie d

p r im a r ily

departments.

fo r

data were the o f f ic e s

and admissions.

they

Generally

in s titu tio n a l
Most

re g is tra r,

upon the

o fte n

these

use and not
mentioned

fin a n c ia l

as

a ffa irs ,

98

EXHIBIT I I
Summary of LRP A c t i v i t i e s Surveyed At
20 Independent Colleges in Michigan
The numbers of colleges which use s p e c ific o rg a n iz a tio n a l u n its to
perform d i f f i c u l t LRP a c t i v i t i e s are given below.
Nine colleges
in d ica ted th a t LRP followed no set p a tte rn , r o u tin e , or procedure.
Eleven colleges in d ica ted they used an established procedure f o r LRP.
The numbers w ithout parentheses r e f e r to colleges w ithout a
procedure.
The numbers in parentheses r e f e r to colleges with
procedures.

LRP
LRP

Involved in These LRP A c t i v i t i e s A r e . . .
LRP A c t i v i t y

Admin.
Group

Trustee
Committee

LRP
Depart.

College
Committee

Trustee
Board

Assigns LRP Task

7 (8 )

2 (1)

0 (1 )

1 (3 )

0 (0 )

States Mission

4 (2 )

1 (2 )

0 (0 )

3 (6)

9 (8 )

Analyzes S itu a tio n

8 (9 )

0 (0 )

0 (1)

2 (6 )

1 (1 )

Evaluates Per­
formance

8 (8 )

0 (2 )

0 (0 )

2 (5 )

4 (4)

Prepares Forecasts

9 (9 )

0 (0)

2 (4 )

1 (1)

0 (0 )

C o llects & Ana­
lyzes Data

8 (8 )

0 (0)

2 (4 )

1 (2)

0 (0)

Gathers Views &
Suggestions

6 (7 )

0 (0)

2 (3 )

4 (7 )

0 (0)

Prepares College
P ro jection s

9 (9 )

0 (0)

2 (3 )

1 (2)

0 (1 )

Defines O bjectives

9 (8 )

0 (2)

0 (0 )

2 (7 )

2 (5 )

Proposes Programs

9 (9 )

0 (1 )

0 (0 )

1 (7 )

1 (0)

Prepares LR Plan

7 (1 )

1 (0 )

2 (2 )

1 (2 )

0 (0 )

Approves LR Plan

1 (3)

1 (3)

0 (0 )

0 (3)

9(11)

99

Nine of the 20 colleges obtained s p e c ific i n s t i t u t i o n a l
search f o r long range planning though only th ree colleg es
the

existence

of

e s ta b lis h e d ,

in s titu tio n a l

research

re­

in d ica ted

u n its .

The

research most often requested f o r planning pertained to economic and
demographic f a c t o r s ,

to admissions p rac tic e s and student body compo­

s i t i o n , and to student academic performance.
Data and

inform ation

from campus sources were regarded as

the most valuable to the planning process,
of

trends

in

student

enrollment

and

e s p e c ia lly

f in a n c ia l

campus sources of inform ation were tapped by a l l

the analyses

c o n d itio n s.

O ff-

planning o f f i c e r s .

The Association of Independent Colleges and U n iv e r s itie s in Michigan
(AICUM)

was

the

ex te rn a l

source

most

often

c ite d .

Professional

organization s and government agencies also were fr e q u e n tly mentioned
as sources of
planning.

inform ation and data which have value

Demographic

were described

analyses

and comparative

as the most useful

in

long

in s titu tio n a l

planning m a te ria l

obtained

range
data
from

off-campus sources.
Three
range planning
published
y e a r.

of

document

forms

The other

range plans,

the

of

20 colleges
in

th e ir

any form.
long

15 colleg es

g e n e ra lly f o r

in dicated

range

prepared

in te r n a l

Only
plans

they

two co lleg es
fo r

various

use.

prepare

no

long

prepared

d is trib u tio n

each

forms of t h e i r

long

Parts of these plans are

used in annual reports and in public announcements of top o f f i c e r s .
The most common element,
was Included
the

in the

in s titu tio n a l

a statement of long range goals,

long range plans of

12 c o lle g e s .

mission was mentioned by 10 colleges

A review of
as p a rt of

100

th e ir

long range plan s ;

and 11 o f f i c e r s

in t h e i r p lann ing statem ents.
je c tio n s

Only two c o lle g e s

and fo re c a s ts were in t h e i r p la n s .

c o n d itio n s ,
fiv e

included performance reviews

long

resource needs, and s p e c i f i c
range

p lans;

the

in d ic a te d t h a t pro ­

Statements o f f i n a n c i a l

s t r a t e g ie s were included

in

budget was

in

next y e a r 's

in co rp o ra te d

th re e p la n s .
The th re e
garded

th e ir

c o lle g e s

budgets

which prepared no long range plans r e ­

as t h e i r

s h o rt

run p la n s .

E ig h t

o th e rs

also

prepared t h e i r sh o rt run plans in budget form ats but ca st t h e i r long
range plans as more general

p ic tu r e s o f th e f u t u r e .

The nine o th e r

c o lle g e s s ta te d t h a t long range and short run plans were prepared in
th e

same framework;

th e d if f e r e n c e s were

in th e degree o f

s p e c ifi­

c a t io n .
Several
plans

in t o

approaches

o p e ra tin g

were

p la n s .

c it e d

Four

fo r

tra n s la tin g

long

range

in d ic a te d

th a t

th e ir

c o lle g e s

s m a ll, clo se groups of a d m in is tra to r s were ab le to develop s h o rt run
plans

w ith o u t

tiv e s .

lo s in g

s ig h t

of

th e

in s titu tio n 's

long

term

o b je c ­

Four o th e r c o lle g e s observed t h a t t h e i r long range was s t i l l

r e la tiv e ly

s h o rt

p lann ing o f f i c e r s

run

so

th a t

o p e r a t io n a liz in g

c it e d th e use o f m u lt i - s t e p

f a r t h e s t y e a r out i s

g e n e r a l,

but each of

was

au to m a tic .

Six

long range p la n s ;

the

th e c lo s e r years

is more

s p e c ific .
Is s u e s .
cated
c o lle g e
n in g ,

problems,

The survey sought to e l i c i t
changes,

concerns,

long range p la n n in g .
"is su es'1 lacks

th e

or

responses which i n d i ­

events

having

As d e s c r ip to r s o f

o b je c tiv ity

which

may

in flu e n c e

in s titu tio n a l
be

on

p la n ­

a ttrib u te d

to

101

"s tru c tu re "

and

"process"

d e s c rip to rs .

The

responses were gener­

a liz e d in the attempt to p ro te c t I n s t i t u t i o n a l anonymity.
F in a n c ia l

problems,

unexpected changes in enro llm ents,

changes in the ch aracter o f the c o lle g e gave impetus to
planning at 10 c o lle g e s .

and

long range

Forces ex te rn a l to the colleges were c it e d

by 12 respondents as influences on long

range planning

a c tiv itie s .

Six stated th a t tru s tee s had expected or requested more long range
planning

at

the

c o lle g e .

Two colleges

reported

th a t

agencies had urged them to develop more extensive
ning.
them

a c c re d itin g

long range p lan ­

Four colleges stated th a t long range planning was demanded of
as

re c ip ie n ts

of

government

gran ts.

On f i v e

presidents were viewed as supporters of increased
ning;

the

c o lle g e s .
fluences

f a c u lt y

was

Planning
joined

to

seen

to

o f f ic e r s
f o s te r

play

observed

increased

a s im ila r
th a t

campuses,

long range p la n ­

r o le

g e n e ra lly

planning

at

the

at

two other

several

a c o lle g e .

in ­
Two

o f f ic e r s stated th a t committees were formed to prepare a c c r e d ita tio n
repo rts

and then were continued

as planning

committees.

Six

c o l­

leges in d ica ted th a t planning committees were supported by the pres­
idents

who wanted

broader campus involvement,

a forum f o r

discus­

sio n , or "a ve h ic le f o r bringing the co lleg e c lo s e r to g e th e r."
The major concerns discussed by long range planning groups
were fin an ces ,
o ffic e rs

academic programs,

regarded

in s titu tio n a l

and physical

fin an cin g

fa c ilitie s .

a p e rs is tin g

Sixteen

issue.

Ten

colleges c it e d academic programs as a re g u la r issue; e ig h t showed a
r e g u la r concern f o r bu ild in g s and physical p la n t.

By c o n tr a s t, only

102

two colleg es c ite d fund r a is in g or personnel p o lic ie s
of concerns.

A c c re d ita tio n was mentioned by only one c o lle g e .

For
m atter

of

in t h e i r range

11

c o lle g e s ,

long

procedure during

range

planning

the y e a r.

At

the

is

in itia te d

o ther

nine

as

a

colleg es

surveyed, long range planning was more l i k e l y to be i n i t i a t e d by the
appearance

of

requirements

an
of

issue

or

concern.

a c c re d itin g

Most

agencies,

fr e q u e n tly

f in a n c ia l

c it e d

were:

s it u a t io n s ,

and

demands of the boards of tru s te e s f o r long range planning.
A t t it u d e s .
o r ie n ta t io n s ,
a t titu d e s

ning.
gives

to

survey

philosophies,

toward

appeared

The

it

long

sug-

is expected to be an a d m in is tra tiv e device.

(" It

us to

to g e th e r...,"

" It

view expresses the expectation

fin e s

the

c o lle g e 's

r o le

in

of

a llo c a te

the

long

reso urces.")

This

A second expectation was
c o lle g e

community.

(" It

builds e s p r it de corp. . . " )

th ird

the w o r l d . . . , "

might

p lan ­

" ...h e lp s

expectations

range planning would u n ify

helps us to p u ll

which

b e lie fs ,

The c h ie f planning o f f ic e r s

view was the expectation most o ften c it e d .
th a t

id e n tify

range

us c o n t r o l . . . , "

d iffe re n t

to

pred isp o sitio n s

long range planning.

hold fo u r

F irs t,

and

attempted

s o c ie ty ,

th a t

long

range

(" ...re la te s

The

planning

de­

the college

" . . . g i v e s us i n s t i t u t i o n a l d i r e c t i o n . . . . " )

to

A fo u rth

expectation is th a t long range planning w i l l be a means of obtaining
e x te rn a l

support,

(" ...ju s tifie s

going a f t e r

a d d itio n a l

fu n d s ...."

" . . . h e l p s meet demands of a c c r e d i t a t i o n . . . . " )
Most
range

planning

planning

o f f ic e r s

permeates

expressed

in s titu tio n a l

a f fe c ts our d a ily t h i n k i n g . . . . " )

the

fe e lin g

management.

th a t

(" ...s u b tly

long
it

The aspects of c o lle g e operations

103

most obviously

a ffe c te d

nine planners.

Budgets, fin a n c in g , and the c u r r ic u la r programs were

mentioned
claimed

as

to

a ffe c te d

were s t a f f i n g

by

be so new to

two

and personnel,

c o lle g e s .

long

range

Five

planning

according

planning

th a t

they

to

o f f ic e r s
could

not

comment.
To n e a rly a l l
ning

had advanced a t

(" It

was

respondents, the p r a c tic e of long range plan­
th e ir

h it - o r - m is s ,

colleges

now

of

the

b e tte r

n e u r ia l,

now more

o ffic e rs

asserted they were s t i l l

la s t

organized."

c o lle g e

planning at t h e i r c o lle g e s .

over the

community
r e f in in g

5 to

10 years.

was

e n tre p re ­

" It
is

in v o lv e d ." )

Five

and improving long range

Two respondents f e l t

th a t l i t t l e

or no

change had taken place in the long range planning o f t h e i r c o lle g e s .
Most
approaches to
Among

the

planning

" ...m o re

were:

" ...th e

more

fu tu re ,

involved,
to

planning

th a t

more

systematic

...th e

10 years

o f f ic e r s

g re a te r

use

of

the

compu­

and b e tte r data f o r p ro je c tio n s and ev alu atio n s,

...m o re areas of the co lle g e w i l l
be

predicted

long range planning would appear in the next decade.

p re d ic tio n s

te r...,"

o f f ic e r s

and

be involved,

planning
beyond

predicted

no

w ill

...th e

extend

ty p ic a lly ...."
s ig n if ic a n t

tru s te e s w i l l

fa rth e r
Seven

changes;

in to
of

only

the

the
20

m o d ifi­

c a tion to increase e ffe c tiv e n e s s would occur.
The 20 planning o f f ic e r s were asked to comment on the ade­
quacy of
Five

made

long range planning
no

comment.

at

independent colleg es

Abstracted

quotations

respondents i l l u s t r a t e t h e i r a t t it u d e s .

from

in
the

Michigan.
other

15

104

"Few c o lleg es have concrete p la n s , ju s t dreams."
"G enerally planning i s n ' t in te g ra te d and comprehensive
the mission is changed u n in t e n t i o n a l l y . "
"Long range
col le g e s ."

planning

has

a

low

p rio rity

at

independent

"Few c o lle g e s do thorough plann ing— inadequate
fo re c a s tin g and p r o je c tio n s ."
"Most co lle g e s a r e n 't management o r ie n te d ,
no long range p la n n in g ."
" I t is too short ranged,
but not s t r a t e g ic iss u e s."

deals w ith

so

d a ta ,

poor

they r e a l l y have

budgets

and s t a f f i n g

"Planning v a rie s w ith leadership s t y l e s . "
"Planning v a rie s w ith the resources of the
stro nger c o lle g e s conduct b e t t e r p la n n in g ."

in s titu tio n ;

" A ll co lleg es are doing i t d i f f e r e n t l y . "
"The t e s t o f planning
th e c o lle g e ."
The
za tio n s
leges

qu estio n n aire

involved
in

in

Michigan.

long

also

is

in th e

asked

fo r

range planning

Ten declin ed

to

v ita lity

comments on the

at

make

and v i a b i l i t y

o th e r

o rg a n i­

independent

statem ents.

of

c o l­

Abbreviated

commentary is given below.
"Many c o lle g e p residents pay l i p s e rv ic e to long range
planning.
They d o n 't r e a l l y accept i t ; and w ith o u t real
p r e s id e n tia l support, planning is i n e f f e c t i v e . "
" P a r t ic ip a t io n in planning is too narrow; too o ften only
top a d m in is tra tio n is in vo lv ed .
The f a c u l t y is fr e q u e n tly
o v e r-lo o k e d ."
"Often long range planning has too many persons w ith
fin a n c e o r ie n t a t io n who th in k only in terms of assets and
solvency— not in terms of mission or r o l e . "
"Few educators have long range
r i g h t people f o r planning lack
p la n n in g ."

planning experience;
the r ig h t experience

the
fo r

105

The

20 planning o f f ic e r s

(mostly co lleg e

presidents)

asked to comment on the necessity of

long range planning

pendent c o lle g e s .

long range planning was very

A ll

responded th a t

im portant, e s s e n tia l to s u r v iv a l.

at

were
inde­

More s p e c ific comments fo llo w .

" . . . e s s e n t i a l because p r iv a te colleges
long lead times to deal w ith c r i s e s . . . "

lack

the

" . . . w i t h o u t a sense of long term d i r e c t io n ,
s e lf - d e s t r u c t in the short t e r m . . . "

luxury of

a c o lleg e can

" . . . p r i v a t e colleges lack the resources to go through
c ris is a fte r c r is is .
Long range planning may help us to
su rv ive , even w ith l i t t l e r e s o u r c e ..."
The

la s t

question

of

the

comments on long range planning.

questionnaire

s o lic ite d

general

Following are excerpts from some

of these commentaries:
"Without long
th in k we can
chance."

range planning, events
leave the fu tu re s of

are random; I do n't
p r iv a te colleges to

"We should plead w ith persons who have had long range
planning experience in business, government, or wherever to
o f f e r th is experience to p r iv a t e co lleges because p r iv a te
co lleges are 10 to 20 years behind business in t h e i r
understanding of long range planning."
"Change is occurring a t an increasing r a t e .
An I n s t i t u t i o n
must use long range planning and every other device
a v a ila b le f o r looking a t the f u t u r e .
Otherwise, th a t
co lle g e w i l l fin d i t s e l f organized f o r a fu tu r e th a t may
never come to be."
Responses
then

in te rp re te d

" in fo r m a lity "
ta tio n s

of

were
each

read

response

approach to

were scored,

independently

and the

as

by th ree

a suggestion

of

long range planning.
20 colleges

are

reviewers

who

" fo rm a lity "

or

These in t e r p r e ­

arrayed

in

th e

fo l­

lowing summary w ith the "formal" co lleges a t the top of the array.

106

EXHIBIT I I I
Array of Colleges from "Formal" to "In fo rm a l"
Number of
Responses Rated
"Formal"
In d ic a to rs

College
By Code
17
12
11
06
02
04
18
03
08
10
07
15
20
14
16
09
01
13
19
05

Number of
Responses Rated
"In fo rm al"
In d ic a to rs

Net Score
F o rm a l(In fo rm a l)

16
16
19
17
17
29
26
30
37
40
46
42
54
63
59
61
60
73
64
82

112
103
103
100
94
100
83
86
74
71
72
59
61
58
41
37
36
39
27
34

96
87
84
83
77
71
57
56
37
31
26
17
7
(5 )
(18)
(24)
(24)
(34)
(37)
(48)

Ten Colleges Compared
In
most formal

th is

s e c tio n ,

fiv e

co lleg es

are compared w ith th e f i v e

fo r m a l.

By d e f i n i t i o n ,

defin ed

planning

schedules;

the

and

th e

"form al"

s tru c tu re s ;

broader

bases

leges were to be i d e n t i f i e d

ranked

as

c o lle g e s ranked as most i n in s titu tio n s

s p e c ifie d
of

which were

ta s k s ,

in fo rm a tio n .

would

have w ell

procedures,

A lso,

"form al"

and
c o l­

by t h e i r broader involvement o f c o lle g e

groups and t h e i r d is c lo s u re of planning issues or concerns.
These
c h a r a c t e r is t i c s ;

co lle g e s
and

it

are
is

d iffe re n tia te d

the

purpose of

according
th is

s e c tio n

to

c e r t a in

to discuss

107

the e x te n t of the d iffe r e n c e s between the two sets of c o lle g e s .

The

fo u r

issues,

and

Range Planning)

c o l­

aspects

of

p lan n in g — s t r u c tu r e ,

process,

a t t i t u d e s — were again employed.
S tru ctu re .
leges

may

be

The

ILRP

c h a ra c te riz e d

o r g a n iz a tio n s .

In

p a rtic ip a n t

plann ing ;

1n

p o rta n t to planning
fiv e ).

a ll

as

fiv e

c o lle g e s ,

top

als o

Long

" c e n tr a liz e d "
the

in

th e ir

p re s id e n t

a d m in is tra to rs

at th re e th e f i v e

One ILRP c o lle g e

ILRP c o lle g e

(In fo rm a l

were

In s titu tio n s

had a planning

planning

is

the

key

c it e d

as

im­

(but not a t a l l

o ffic e r,

and another

had an ad hoc planning committee composed of

fa c u lty

and a d m in is t r a tiv e personnel.
By
leges

might

campuses,

c o n tr a s t,
be

the

FLRP

(form al

c h a ra c te riz e d

planning

as

Long Range

" p a rtic ip a tiv e ."

involved the p re s id e n ts ,

standing c o lle g e committees.

In a d d it io n ,

top a d m in is tra to r s ,

fiv e
and

planning involved special

o ffic e rs

a t th re e c o lle g e s .

a ll

c o lle g e planning committees; and the c o lle g e p res id e n t was

member

of

th re e

such

FLRP

a ll

committees

a

two

At

c o l­

tr u s te e

fiv e

at

Planning)

co lleg es

and

separate

F a c u lty and a d m in is tra to rs

committees.

Students

and

planning

appeared on

non-manager1al

employees were on two planning committees; alumni and tru s te e s were
included on one such c o lle g e planning group.
No dramatic d iffe r e n c e s
closures to the o r g a n iz a tio n s .
of

planning

c o lle g e s

by

by the
v irtu e

appear 1n the examinations of d i s ­
However, the awareness and knowledge

campus community may be more ex ten sive
of

the

fa c t

various c o lle g e c o n s titu e n c ie s .

of

the

broader

a t FLRP

p a rtic ip a tio n

of

108

EXHIBIT IV
Summary of Planning S tru c tu re s a t 10 Colleges
FLRP r e f e r s to the f i v e c o lle g e s which were most o fte n
ta k in g fo rm a lize d approaches to long range plann ing .

regarded as

ILPP r e f e r s to the f i v e co lleg es which were most o fte n
ta k in g informal approaches to long range planning.

regarded as

ILRP

FLRP
Those Involved in LRP:
President

5

5

Top A dm inistrators

5

3

Trustee Committee

2

Planning O ffice/D e p a rtm en t

3

1

College Planning Committee

5

1

F a c u lty and A d m in is tra tio n

5

1

Students and S t a f f

2

Alumni and Trustees

1

Committee Includes:

Process.

The

most

dramatic

d i ffe r e n c e

between

FLRP

and

ILRP co lleg es r e la t e s to planning procedures or the absence o f pro ­
cedure.

A ll

fiv e

FLRP c o lle g e s described s p e c i f ic procedures to be

fo llow ed in the long range planning process.

A ll f i v e

ILRP c o lle g e s

state d t h a t no set procedure e x is te d .
Both "form al"
same ta s k s ,
ta s k s .

though the

and

"in fo rm a l"

FLRP c o lleg es

co lle g e s

perform many of

have more e x ten siv e

Also tasks are more o fte n shared at FLRP c o lle g e s .

lis ts

the
of

109
The time p r o je c tio n is the same period f o r both FLRP and ILRP
c o lle g e s , f i v e ye a rs .

However, the schedules follow ed by the two sets

of c o lle g e s are c l e a r l y d i f f e r e n t .
range planning
leges

according

in d ic a te d

th a t

to

long

The "form al" c o lle g e s conduct long

a y e a r ly
range

schedule.

planning

Two

fo llo w e d

"in fo rm a l"

c o l­

no schedule;

the

o th er th re e state d t h a t planning g e n e r a lly was keyed to tr u s te e meet­
ings o r to p re p a ra tio n of the annual r e p o rt or th e next y e a r 's budget.

EXHIBIT V
Summary of LRP A c t i v i t i e s Surveyed At
10 Independent Colleges in Michigan
The numbers in d ic a te how many c o lle g e s perform a s p e c i f ic LRP task on
t h e i r campuses.
The numbers in parentheses r e f e r to ILRP c o lle g e s ,
the f i v e c o lle g e s which were most o fte n regarded as ta k in g informal
approaches to long range p lan n in g .
The numbers w ith o u t parenthese
r e f e r t o FLRP c o lle g e s , the f i v e co lleg es which were most o fte n r e garded a t ta k in g fo rm a liz e d approaches to long range plann ing .
LRP Tasks Performed B y . . .
LRP A c t i v i t i e s

Admin.

Assigns LRP Tasks
S tates Mission
Analyzes S i t u ­
a tio n
E valuates Per­
formance
Prepares Fore­
casts
Data C o lle c tio n
& Analysis
Gathers Views &
Suggestions
College Pro­
je c t io n s
Defines Ob­
je c tiv e s
Proposes Programs
Prepares LR Plan
Approves LR Plan

3(5)
1(3)

Trustee
Committee

Planning
Dept.

1

1

Campus
Committe

Trustee
Board

2
5

4 (5 )

4 (4 )

4 (1 )

1

4 (4 )

4 (1 )

2 (3 )

4 (5 )

3

1

3(4)

3

1

3(3)

3

5 (1 )

4 (5 )

2

2

3 (5 )
4 (5 )
3 (5 )
2

2
1

5
5
1
2

3(2)

5(5)

110

Both sets of co lle g e s r e l y on e s s e n t i a l l y the same sources
f o r data and in form atio n

and regard as va lu a b le the same inputs to

p lan n in g .

co lle g e s

The

"formal"

appear to

e x t r a c t more data from

government agencies, w h ile the "in fo rm al" c o lle g e s seems to use more
o fte n t h e i r personal contacts a t o th e r c o lle g e s .
A ll

FLRP c o lleg es

prepared

planning

two ILRP co lleg es prepared long range plans.
range plans are a r t i c u l a t e d
ments.

At the

w ith

ILRP c o lle g e s ,

documents

w h ile

only

At FLRP c o lle g e s ,

long

short range plans

t r a n s la t io n

of

by way of docu­

long range plans

short range plans is made s t r i c t l y through the personal
o f members of the a d m in is tr a tio n .

in to

in te r a c t io n s

The two sets of co lle g e s d i f f e r

not so much in what they do in long range planning as in how they do
t h e i r long range plann ing .
Issues and
leges

ap paren tly

A ttitu d e s .
face

the

"formal"

issues

concerns

—

fin a n c e s ,

s p e c tiv e ,

however, tends to d i f f e r w ith the two groups of c o lle g e s .

reasons

to

co lle g e s appear

in itia te

p la n n in g .

to

view

a c c r e d it a t io n .

c o l­

p la n t,

"in fo rm a l"

programming,

and

and "In fo rm a l"

physical

The

academic

same

Both

the

By c o n tr a s t,

issues or
th e

The

per­

concerns

"form al"

as

co lleg es

seem to regard issues or concerns as items which have been revealed
by and examined in th e planning process.

At the "form al" c o lle g e s ,

the

in itia te d

process

course,
the

of

long

as p a rt

respondent

of

range

th e

was

campus ca le n d a r.

d e c la re d ,

on-going;

i t c a n 't s t a r t

planning

o ffic e r

at

planning

as

At one "form al"

"Long range planning must be
w ith a c r i s i s .

another

"form al"

a m a tte r

Then i t
c o lle g e

of

c o lle g e ,

r e g u la r

is too l a t e . "
as serte d ,

and
The

"Good

Ill

a d m in is tra tio n
conduct

long

is

a n tic ip a to ry ,

range

planning

not

so

r e a c tiv e

we

can

a d m in is t r a tio n .

a n t ic i p a t e

We

problems

and,

t h e r e f o r e , d o n 't need to r e a c t to them."
W hile th e

“in fo rm a l"

co lle g e s c it e d

issues which were deserving of a t t e n t io n
"form al"

co lle g e s

of t h e i r

in s titu tio n s

gested
of

in

th e

in d ic a te d

th a t

a lis t

of

th e re would be methodical

responses t h a t

issues and concerns tend to fo llo w

or

in long range p lan n in g , the

and the problems fa c in g them.

q u e s tio n n a ire

concerns

reviews

There is

methodical

sug­

examinations

f o r m a liz a t io n o f the o r g a n i­

z a tio n and process of long range planning.
Planning o f f i c e r s from both sets of c o lle g e s express a high
regard

fo r

p o rta n t

long

as

range p lan n in g .

costs

continue

to

" It

w ill

e s c a la te

become

in c r e a s in g ly

and resources

a v a ila b le

im­
to

c o lle g e s become more and more s c arce," sta te s an "in fo rm a l" planning
o ffic e r.

"Only p r iv a t e c o lle g e s which know t h e i r own s it u a t io n s and

what they do f o r s o c ie ty w i l l
ning w i l l

s u rv iv e .

T h e re fo re ,

long range p lan ­

be even more im portant in the f u t u r e , " asserted a "formal"

planning o f f i c e r .
It
planning

is

s ig n ific a n t

systems e x is te d

c o lle g e s a decade ago.
in

fo rm a liz in g

"form al"

th e ir

c o lle g e s

at

to

note

th e

th a t

none o f

sample of

20

the

"fo rm a lized "

Independent

Michigan

Some "in fo rm al" co lle g e s h in t of an i n t e r e s t
planning

in d ic a te

an

approaches.
in te re s t

in

At

the

re fin in g

same tim e ,
and

the

a d ju s tin g

t h e i r planning approaches.
D iffe re n c e s

in a t t it u d e s seem to r e f l e c t d iffe r e n c e s in the

depth and breadth of understanding of long range planning a t various

112

campuses.

C u rre n tly ,

i t appears to be ap propriate and vogue to give

o f f i c i a l support to long range planning.

Examination o f Non-Planning C h a ra c te ris tic s
The subject
r e a d ily

observable

in s t i t u t i o n s

c h a r a c t e r is t i c s .

c a tio n a l student bodies.
ations

w hile

were f i r s t
A ll

compared

20

1n terms

colleges

had

12 colleges were no n -s ectarian .

Nine of the colleges
stu dies;

c o lleg es o ffe re d degree programs which were ca re er r e la t e d .
c o lleg es were also c l a s s if ie d
of

"head count."

than 500.

by s iz e of student bodies,

Four colleges

had student

Five colleges had student bodies of

had student bodies of

coedu­

Eight of the colleges had r e lig io u s a f f i l i ­

o ffe re d degree programs which were described as general

terms

of

1,000 to

enrollm ents of 1,500 to 2,0 00 .

1,500.

The 20

stated

bodies o f

500 to

Three colleges

11

in

less

1,000.

Four

had student

Four colleges had student bodies of

2,000 and over.
These various c la s s if ic a t io n s
examined in terms of
the

20 c o lle g e s ,

score was 28 .50 .

of the 20 colleges were then

average net scores.

considered

as a group,

The average net score of
was 25.350 and the median

Both the group average and group median in dicated

th a t the readers perceived th a t the "average" c o lle g e tended to be
more formal than informal in i t s approach to long range planning.
When

compared

acordlng

to

d i s s i m i l a r i t i e s among the co lleges appeared.

student

body

s iz e ,

The fo u r colleges w ith

student bodies o f under 500 had an average net score of minus 8 .0 ,
in d ic a tin g th a t the readers perceived the "average" c o lle g e of th is
group as informal in long range planning.

113

The f i v e

colleges w ith student enrollments o f 500 to 1,000

had an average net score of 4 2 .8 0 ,

in d ic a tin g th a t long range p la n ­

ning was seen as tending stro n g ly toward fo r m a liz a tio n .
The fo u r
and

colleg es

w ith

1,500 had an average net

student

enrollments

score o f 24.667,

ju s t

between

1,000

s lig h tly

below

the average f o r the e n t i r e 20 c o lle g e s .
The

th re e

colleges

w ith

student

bodies

in

1,500 to 2,000 had an average net score of 32.333,
th a t

the "average" co lleg e

in t h i s

the

range

of

again in d ic a tin g

grouping was viewed as having a

formal approach to long range planning.
The

fo u r

colleg es

w ith

the

la rg e s t

en ro llm ents,

students or more, had an average net score of 2 3 .5 ,

2,000

somewhat below

the average net score f o r a l l 20 co lleg es.
These

fig u r e s

should

be

viewed w ith

ca u tio n .

F irs t,

it

should be remembered th a t no absolute measures were applied to the
responses;

the

net

scores

o b je c tiv e measurement.

re fle c t

Second,

it

s u b je c tiv e

perceptions

and

not

is appropriate to recognize th a t

high p o s it iv e and high negative net scores appeared in each group of
colleg es except th a t group of colleges w ith student bodies o f less
than 500.
Another d i s s i m i l a r i t y was found through the examination of
the

scores of the co lleges grouped according to the program o f f e r ­

ings.

The nine colleg es o f f e r in g general

average net score of 37 .333,

programs o f

in d ic a tin g th a t

the

study had an

"average" co lleg e

of t h i s group was seen as tending toward a formal approach to plan­
ning.

By

comparison,

the

11

colleges

o f fe r in g

career

re la te d

114

programs

had an average

"average"

co lle g e o f

net

th is

score o f

15.545,

suggesting

th a t

the

group was perceived

as tending

toward a

fo rm alize d planning approach but markedly less formal than colleges
o f f e r in g general programs.
The colleges o f fe r in g
cal

to

w h ile

the
the

s e c ta ria n .
ations

colleges

colleges

general

grouped

o f f e r in g

S p e c ific a lly ,

programs were almost i d e n t i ­

according
ca re er

to

r e la te d

r e lig io u s

a ffilia tio n ,

programs were a l l

the e ig h t colleg es w ith r e lig io u s

had an average net

score o f

42.625.

non­

a ffili­

The 12 colleges which

were no n-sectarian had an average net score of 13.833.
Again,

the

scores

are

not

conclusive.

R e la t iv e ly

high

p o s it iv e and high negative scores appeared in each grouping of c o l­
leges.

Rather than presenting conclusions, these fin d in g s suggested

th a t o th er i n s t i t u t i o n a l c h a r a c t e r is tic s should be sought.
The responses of

the planning o f f i c e r s

the o b je c tiv e of developing a l i s t

of

were reviewed with

in s titu tio n a l

c h a r a c t e r is tic s

which did not r e l a t e d i r e c t l y to long range planning.
c o n s titu te

a search

fo r

planning

c o rr e la te s

but

This did not

r a th e r

fo r

non­

planning d e scrip tors of the in s t i t u t i o n s under study.
The r e s u lt was a 11st o f
ated

to

bodies

provide
of

guidance

general

to

in te re s t

the
as

in s titu tio n a l

d e scrip to rs

second stage o f the

suggested

by the

gener­

survey.

previous

The

analysis

were the tr u s te e s , the a d m in is tra to rs , the f a c u l t y ,

and the student

bodies.

of non-planning

A more complete l i s t

of these de scrip to rs

fe a tu re s of each of the s ix colleges fo llo w s :

115

- The educational backgrounds o f the tru s te e s
- The c a re er backgrounds of the tru s te e s
- The t r a d i t i o n a l r o le o f the board o f tru s te e s
- The h is to r y of the I n s t i t u t i o n
- The t r a d i t i o n a l r o le and s t y le o f the pres id e n t
- The educational background of th e p resident
- The c a re e r background of the p re s id e n t
- The composition of a d m in is tr a tiv e teams.
- The educational backgrounds of the top a d m in is tra to rs
- The ca re er backgrounds of the top a d m in is tra to rs
- The t r a d i t i o n a l r o le and c h a ra c te r of the f a c u l t y
- The educational background of th e f a c u l t y
- The c a re e r background o f th e f a c u l t y
- The t r a d i t i o n a l and c u rre n t educational programs
- The socio-economic c h a ra c te r of the student body
- The academic performance of the student body
- The trends in composition o f the student body
Several
these

avenues

c h a ra c te ris tic s .

of

in v e s tig a tio n

Documents

of

a general

those applying to planning were sought.
in te rv ie w s

also

were

employed.

The

were

taken

in

nature

search

of

as w e ll

as

F a c e -to -fa c e and telephone
in t e n t

of

the

d e s c r ip tiv e

studies is to develop c h a r a c t e r is t i c s to the degree th a t comparisons
may be v a l i d l y

drawn.

At

the

same tim e ,

the d e s c rip tio n s must be

general enough th a t i d e n t i t i e s of the c o lle g e s are not re v e a le d .

116

Six College Comparative Study
The f i n a l
of s ix

c o lle g e s ,

set of r e s u lts takes the form of the d e scrip tion s
the

th re e most

often

th ree perceived most o ften as informal

perceived

as formal

in t h e i r planning.

and the
A tte n tio n

has been given to the background,

current s ta tu s ,

and the c o n s t itu ­

encies

comparisons

the

of

each

c h a r a c t e r is tic s

c o lle g e .
are

Though

drawn,

no comparisons

of

of

in s titu tio n a l

a d m in is tra tiv e

e ffe c ­

tiveness were made or should be in fe r r e d .
Formal College I . Over 100 years o ld , t h i s
lege is stro n g ly church r e la t e d .
the

in te g ra tio n

of

r e lig io u s

l i b e r a l a r ts c o l­

The mission of the c o lle g e stresses

teachings

in

its

educational

programs.

While the c u r r ic u la r o ffe r in g s r e f l e c t a core of t r a d i t i o n a l
a rts ,

m o d ification s

in programs demonstrate an In t e r e s t

graduates f o r careers
ments

in

and professional

programs appear to

schools.

be r e g u la r ,

lib e ra l

1n preparing

Review and a d ju s t­

on-going a c t i v i t i e s

at

the

colleg es r a th e r than sporadic.
The

student

body

is

w ell

over

2,500

fu ll-tim e

equivalent

students making the c o lle g e one of the la r g e r p r iv a te In s t i t u t i o n s in
Michigan.
fu lly

in

tie s .

Most
a broad

The

s k ills ,

c ia l

the

students

range

student

of

body

is

reside

c u r r ic u la r
regarded

w ith

among the
support

by

the

c o lle g e .

graduates
the

as

above

and

p a r t ic ip a t e

to

manifested

Student

average

in

a c tiv i­
academic

and w ith a strong personal

Loyalty

and is

alumni.

on campus

and e x t r a - c u r r i c u l a r

from upper m iddle-class f a m ili e s ,

id e n tific a tio n
strong

of

the
In

co lleg e

appears

s i g n if ic a n t

enrollments

have

fin a n ­

remained

117

steady the

la s t

several ye a rs ,

and the a d m in is tra tio n suggests th a t

en ro llm ents are a t an optimal l e v e l .
The c le rg y c o n s t it u t e
though

p h y s ic ia n s ,

bers.

The

tru s te e s

t h e i r r o le
t io n
th e

law yers,

and o th er

appear

to

have

in long range plann ing .

f o r the c o lle g e .
task

a m a jo r ity on th e board o f tru s te e s

of

a w ell

are

de fin ed

als o mem­

perception

and s t a t in g

accept as t h e i r

re s p o n s ib ility

th e c o lle g e mission

but

most re c e p tiv e to the views and comments expressed by the
tra tiv e
the

team and the f a c u l t y .

campus planning

The tr u s te e s

appear

adminis­

have re p re s e n ta tio n

committee which e v alu ate s

e s ta b lis h e s planning p r i o r i t i e s ,

of

They m aintain an overseer p o si­

They seem to

r e d e fin in g

p ro fe s s io n a ls

c o lle g e

on

performance,

and makes long range planning sug­

gestions to the a d m in is tra tio n .
The
u n it

in

campus

planning

th e c o lle g e

mendations

fo r

committee

o rg a n iz a tio n

in s titu tio n a l

then
to

the

board,

e ffe c t

tra tio n

the

presents

ap proval.
s p e c i f ic

The

its

programs
and

before the

range
made

to

of

th e

the

the

c e n tr a l

plan n in g .

Recom­

by

th is

committee

the a d m in is tr a tiv e

s p e c i f ic

programs

committee.

committee

a d m in is tra tio n

p re s id e n t

be

The a d m in is tr a tiv e

recommended by the

committee

programs

body.

th e development

changes

are

to

from the f a c u l t y ,

and the student

responsible f o r

long

changes

which includes r e p re s e n ta tiv e s
team,

fo r

appears

presents

team is
intended

The adminis­

fo r

review

must

them to

and

agree
the

on

board

f o r f i n a l a p p ro va l.
The
fiv e -y e a r

planning

" ro llin g

process

plan"

is

so t h a t

couched
the

in

various

the

framework

p a r t ie s

to

of

a

planning

118

have bench marks f o r performance e v a lu a tio n and a common view of the
In s titu tio n 's
appear to
to

a lte r

take

th ru s t.

e ffo rts

be to give s p e c i f ic a t io n
the

the

The

d i r e c t io n

form

of

of

th e

adjustments

of

th e

to the

o rg a n iz a tio n

'' r o l l i n g plan" more than

c o lle g e .
r a th e r

planning

Planning

than

recommendations

d r a s t ic

departures

from

previous planning.
The c o lle g e
th e near f u t u r e .

appears to fa ce no c r is e s

The r e la t io n s h ip o f f a c u l t y and ad­

m in is t r a t io n seems harmonious.

About

on

the

campus

60% of

the

fa c u lty

The f a c u l t y has a t r a d i t i o n of strong

and

personal

hold

Though the

a c tiv e ly
fa c u lty

p r i o r to c o lle g e

in

the

commitment

te rm in a l

About the same percentage hold te n u re .
p a r t ic ip a t e s

in

The physical p la n t and th e fin an ces of the c o lle g e

appear to be in good c o n d itio n .

in flu e n c e

or grave dangers

long

degrees

planning committee f e e l

1n

the

c o lle g e .

th e ir

fie ld s .

The f a c u l t y seems to f e e l

range

planning

g e n e r a lly has had l i t t l e

involvement,

to

of

th e

experience

f a c u l t y r e p re s e n ta tiv e s

it

c o lle g e .

in planning

on the campus

they make a c o n tr ib u tio n to the process and

are "le a rn in g to do a b e t t e r jo b of planning" as the process is r e ­
peated each y e a r.
The
le g e .

pres id e n t

Though educated

s id e r a b le

previous

is

the

in

the

experience

c h ie f

planning

hum anities,
in

jo i n i n g th e c o lle g e a d m in is tr a tio n .

o ffic e r

the

fo r

p re s id e n t

the

c o l­

had con­

In s titu tio n a l

planning

The p res id e n t

is

before

f a m i l i a r w ith

various planning models in the l i t e r a t u r e but f e e ls t h a t th e present
approach is best s u ite d

to

the c o lle g e because i t

from ex ten siv e campus discussion and d e lib e r a t io n .

has been derived

119

T r a d itio n

c a lls

f o r the p resident to be the strong c e n tr a l

f i g u r e on campus, though the r o le
to

the

board.

While

th e

leadership

p le te ly ,

tic ip a tiv e

th e

1s c l e a r l y de fin ed as subordinate

c u rre n t

s t y le

and c o n s u lta tiv e .

of

pres id e n t

fills

the p re s id e n t

th is

appears

r o le
to

com­

be p a r­

The p res id e n t appears r e c e p tiv e to a l l

views, to deleg ate r e s p o n s i b l l i t y and a u t h o r i t y , and to perform only
those tasks which only the p res id e n t can perform.
The r e la t io n s h ip s of th e p res id e n t and f a c u l t y and top ad­
m in is tr a to r s

seem c o r d ia l

manding and supportive

and c o l l e g i a l .

of

the

The p re s id e n t appears de­

a d m in is tr a tiv e

team.

A d m inistrato rs

a t th e c o lle g e have a p p ro p ria te academic backgrounds and considerable
experience in t h e i r c u rre n t p o s it io n s .

The a d m in is t r a tiv e

team has

both experience and s t a f f support personnel.
The
planning

a d m in is tr a tiv e

process.

team

They c o l l e c t

and

s ta ffs

are

Im portant

to

and analyze th e m a te r ia ls

by the p res id e n t and the planning committee.

the

requ ired

Members of the admin­

i s t r a t i v e team are involved in the development of s p e c i f ic plans and
programs which are presented to the committee and the board.
Once approved by the board,
pu blished,
at

d is t r ib u t e d

campus meetings.

to

fa c u lty

The c o lle g e

the updated “r o l l i n g

and s t a f f

members,

also makes the

plan"

is

and discussed

plan

a v a ila b le

to

in te r e s t e d off-campus p a r t i e s .
Long range planning
campus c o n s titu e n c ie s
which

appears to be regarded by th e

Involved

has become so in te g ra te d

nance th a t i t

as

an

in to

a p p r o p ria te ,
th e

p a tte rn

of

valued

various
a c tiv ity

c o lle g e

gover­

is not r e a d i l y perceived as a d i s t i n c t i v e s e t of ta s k s .

120

Informal
lege I ,

College

I.

Though s im ila r

t h is co lle g e d i f f e r s

A product of th is centu ry,

in s iz e to Formal Col­

on many i n s t i t u t i o n a l

Informal

strength as i t s science programs.

c h a r a c t e r is t ic s .

College I regards

its

p r in c ip a l

Programs have been changed r a th e r

s i g n i f i c a n t l y over the years to r e f l e c t changes in career s itu a tio n s
in Michigan.

The educational

mission o f

the c o lle g e

has a career

o r ie n t a t io n .
The
e q u iv a le n t

student

body

students.

is

w ell

Enrollments

in

excess

have climbed

of

2,500

slowly

fu ll-tim e

but

s t e a d ily

to le v e ls which the a d m in is tra tio n describes as most d e s ir a b le .
co lle g e is

located in an urban area and can be described as a com­

muter i n s t i t u t i o n .

The admission standards are l i b e r a l ,

imposed by the programs and the f a c u lt y
above average students graduate.
a m in o rity
serious

of

about

id e n tify

The

the

students.

suggest th a t only

Extra c u r r ic u la r a c t i v i t e s
The

ty p ic a l

academic p u rs u its .

pers o n a lly w ith

seem to

but rig o rs

Students

the c o lle g e ;

students

appear

and alumni

graduates

involve

tend

seem to

to

be

not to

have weak

emotional t i e s to the c o lle g e .
The tru s tee s
provers

of

appear to perform ro les as reviewers and ap­

in s titu tio n a l

range planning

has

plans f o r f i s c a l ,

programs.

The board

been to counsel
physical

p la n t ,

Involvement

and approve the

1n long

ad m in istra tio n

and academic programs.

Trustees

have t y p i c a l l y been successful businessmen and i n d u s t r i a l i s t s though
educators
In d iv id u a l

and other
tru s te e s

professional
have

been

persons
deeply

have

also

involved

in

been

members.

in s titu tio n a l

121

planning

at

ta tio n .

the

board's

d i r e c t io n

Board members t y p i c a l l y

or

the

a d m in is t r a tio n 's

have e x te n s iv e experience

in v i­

in

long

range planning by v i r t u e of t h e i r ex ecu tiv e p o s itio n s in business.
Long range planning
lege

p re s id e n t.

There

is

s ta ff

a d m in is tra to rs are

views,

in fo rm a tio n ,

a d m in is tr a tio n ,

appears to

be c e n t r a liz e d

no fo rm a lize d
in v it e d

by

o r g a n iz a tio n .

the

th e

p res id e n t

to

The f a c u l t y ,

of

the c o l ­

F a c u lty and

pres id e n t

and recommendations.

informs

in

c o n tr ib u te
through

perceived

needs

through

ranks,

fo r

its
aca­

demic changes.
The

c o lle g e

p re s id e n t

has

r is e n

w ith th e c o lle g e as an i n s t r u c t o r .

His experience w ith

planning

in s titu tio n .

has

view t h a t

been

acquired

planning

should

at
be

the

conducted

at

le v e ls to ensure e f f e c t i v e c o o rd in a tio n .

th e

s t a r t in g

long range

He expresses
top

the

a d m in is tra tiv e

A ll c o lle g e c o n s titu e n c ie s

are considered as planning advisors but not as fo rm u la to rs of i n s t i ­
t u t io n a l
models

p lan s .
and

p re s id e n t
c u rre n t

The c o lle g e

considers no

regards

c o n d itio n

has not examined a l t e r n a t i v e planning

changes

c e n t r a liz e d
of

th e

in

its

planning

c o lle g e .

planning
as

Both

a major

th e

approach.

The

reason

the

finances

fo r

and physical

p la n t appear to be sound.
The

tra d itio n ,

dent.

The

tra tiv e

power.

excep tio nal

here

a ls o ,

p res id e n t continues
A d m in is tra tiv e

s it u a t io n s

to

to

personnel

represent

personnel

th e

leadership s t y le of the p res id e n t
and s t a f f

has c a lle d

are

p re s id e n t

fo r

a strong p r e s i ­

c e n t r a liz e d

adminis­

expected

take

fo r

to

d i s p o s it io n .

is open and in fo rm a l,

are known by t h e i r

firs t

names.

a ll

a ll
The

fa c u lty

The p resident

122

m aintains

an

"open

door"

p o lic y

to

a ll

campus c o n s titu e n ts

though

decisions appear seldom to be made in haste.
The

campus c lim a te

seems f r i e n d l y

t r a t i v e personnel, below th e top l e v e l ,
fu n c t io n a r ie s ,

and pe rs o n a l.

tend to view t h e i r

as though they recognize they have l i t t l e

planning

or p o lic y fo rm u la tio n .

divorced

from

in s titu tio n a l

Adminis­

The f a c u l t y

governance.

also

ro les as

impact upon

appears

the students,

and t h e i r

departments.

alumni,

fa c u lty

students

and

fe e l

F a c u lty members seem com­

m itte d to t h e i r c u r r i c u l a r f i e l d s ,
Like

to

the

academic

show

weak

emotional t i e s to the c o lle g e .
Knowledge

of

tru s te e s and top le v e l

long

range

plans

a d m in is tra to r s .

appears

re s tric te d

to

the

Other members o f the campus

community seem to accept th e notion t h a t the long range plan w i l l be
revealed in p a rts to the general campus from tim e to tim e.
e ffe c t

of

p a rtia l

d is c lo s u re

support.

As one f a c u l t y

bus u n t i l

I know a l l

One side

appears to be acceptance w ith o u t f u l l

member d e c la re d ,

" I'm

about where w e're going."

discern the e x te n t of t h i s f e e l i n g ; and i t
over 50* of the f a c u l t y were tenured,

not g e ttin g

on the

This study could not

should be recognized th a t

In d ic a tin g s u b s ta n tia l

ca re er

commitment to th e i n s t i t u t i o n .
Formal
also

be

mission

College

described
appears

to

as

II
a

have

is

located

"commuter"
a strong

in

an urban

in s titu tio n .
c a re e r

programs are continuously reviewed w ith

a re a ,

and might

Its

educational

o rie n ta tio n .

C u r r ic u la r

th e o b je c tiv e

upon the jo b o p p o rtu n itie s of the c o lle g e graduates.

of en larg in g
In

l i n e w ith

123

t h is o b je c tiv e ,

the co lle g e provides extensive counseling and place­

ment s e rv ic e .
The student body numbers over 1,000 with most of the s tu ­
dents

employed

in s t i t u t i o n
motivated

fo r

the

in t h e i r

academic
leg e.

p a r t -tim e .

s k ills

The co lle g e

working

classes.

E x t r a - c u r r ic u l a r

below

its e lf

Students

academic p u rs u its

somewhat

prides

on

being

appear to

an

be well

though they g e n e ra lly possess

the

average

a c t i v i t i e s are

student

minimal,

en tering

and most

c o l­

students

are on campus only to attend classes.
The board
a tto rn e y s ,
is

of

tru s te e s

educators,

a c t iv e ly

approve the

is a mix

involved

executives,

in

the

c o lle g e

planning

process.

The board
Trustees

long range plans conducted by the co lleg e-w ide planning

to ol

as w e l l.

lege

planning
to

corporate

and owners o f sm aller e n te rp ris e s .

o rg a n iza tio n but also have come to

proval

of

While the tru s te e s have been supportive o f the c o l­
o rg a n iz a tio n ,

the

o rg a n iz a tio n

view the plan as an evaluation

co lle g e

tru s te e s

planners.

have been re c e p tiv e

have not

Both

given

tru s te e s

to d i f f e r i n g

and

views

automatic
the

ap­

planning

and have

been

able to a r r iv e at agreement.
The

co lleg e

se rv ice

u n it.

agenda,

c o lle c ts

budgets

and plans,

sponds to

the

a d m in is tra tio n .

The

uses

a planning

planning

d a ta,
is

o ffic e

as sis ts

of

to

as

e s tab lish es

In d iv id u a l

s e c re ta ry

d ir e c tiv e s

o ffic e

the

both the

a co ordinator

and

the

and

departments

schedules

in developing

campus committee,

planning

committee

and r e ­
and

the

124

The

planning

m id d le -le v e l
m itte e

committee is

a d m in is tra to r s ,

represents

composed o f

fa c u lty ,

students,

and some top a d m in is tra to r s .

The com­

a forum f o r the c o lle g e .

assumptions regarding the f u t u r e ,
a 11st of p r i o r i t i e s

The committee develops

prepares a se t o f

f o r the c o lle g e ,

assumptions and

reviews plans prepared by ad­

m i n i s t r a t i v e u n i t s , then makes recommendations to th e a d m in is tra tio n .
Because members of the a d m in is tr a tiv e are also members of the p lan ­
ning committee,

in t e r a c t io n

and communication between the committee

and th e a d m in is tra tio n are p o s it iv e and e x te n s iv e .
The
A ll

p a r t ie s

planning o f f i c e
to plann ing ,

has developed

of

procedures.

both committee members and a d m in is tra to rs ,

are provided manuals and "coached"
plann ing .

a manual

in the

conduct o f

in s titu tio n a l

The "education o f th e c o lle g e " w ith respect to long range

planning is regarded as a prim ary task o f the planning o f f i c e .
Since

fo u r

years

ago, th e c o lle g e has continued to extend i t s planning horizon.

Now,

the

the

in tro d u c tio n

c o lle g e prepares

fiv e

of

long

range

y e a r p ro je c tio n s

planning

and

" ro llin g

p la n s ."

Last y e a r , the planning o f f i c e began using a computerized sim u latio n
in i t s development of long range p r o je c tio n s .
The p re s id e n t has supported the f o r m a liz a tio n
ning o f the c o lle g e .

As the p r in c ip a l

tie

of th e p la n ­

between the c o lle g e and

th e community, the p re s id e n t regards the planning process as an asset
in the s o l i c i t a t i o n of f i n a n c i a l support.

However th e p res id e n t has

delegated the r o le o f c h ie f planning o f f i c e r to another top c o lle g e
a d m in is tra to r

who

had

had

exten sive

education

and

experience

125

in i n s t i t u t i o n a l planning before coming to the c o lle g e .
is tr a to r 's
Regarded

s t y le
as

a

of

leadership

competent,

is

hard

methodical

working,

former co lle g e professor appears to

and

h e lp fu l

This admin­

p a rtic ip a tiv e .

te c h n ic ia n ,

t h is

understand the d i f f e r e n t

char­

a c t e r i s t i c s of the various co lle g e groups involved in planning.
The fo rm alized

approach appears to

bring

in to planning and f a c i l i t a t e t h e i r p a r t i c i p a t i o n .

d iffe re n t

groups

The planning com­

m itte e co n trib u te s e v a lu a tio n s , commentary, suggestions, and advice.
The a d m in is tra tiv e

group

is expected to develop programs and plans

to be reviewed by the committee and u lt im a t e ly to be approved by the
tr u s te e s .

The planning department

is

responsible f o r the perform­

ance of ro u tin e tasks; i t handles the d e t a i l s of planning.
G e n e ra lly , campus groups fa vo r the co lle g e planning system.
There

appears

sources

to

be some concern

needed by the

the

comment,

the

system but d e f i n i t e

patory ch aracter of the system.
was

about

p la n t

are

scarce,

and

f in a n c ia l

adequate to the mission of the c o lle g e .
and s t a f f

seems to be high.

o p e ra tiv e .

A high degree

also be observed.

scarce

the p a r t i c i ­

we must plan or

the

th ere was."

resources

appear

to

be

The morale of the f a c u lt y

R elationships appear f r i e n d l y

of

re­

In defense of the planning approach

"When resources

physical

of

support o f

co lle g e would break up f ig h t i n g over what l i t t l e
The

amount

dedicatio n

by f a c u lt y

and co­

and s t a f f

can

In d iv id u a l students appear to rece ive an unusual

amount o f a tte n tio n and counsel.
The f a c u lt y
the

in s titu tio n .

tends

to

Disclosure

express
of

a f e e lin g

long

range

of

involvement

planning

in

occurs

126

fr e q u e n tly in small group sessions.
m itte e

involves n e arly a l l

fa c u lty

has the

Membership in the planning com­

academic departments so th a t

op portunity to

keep abreast of

the e n t ir e

the concerns being

addressed by the planning o rg a n iz a tio n .
Informal College I I operates in an urban s e ttin g and has an
enrollm ent of several
the

student

t io n a l

body may be c h aracterized

mission

given

to

fe ssio n a l
working

hundred f u l l - t i m e

eq uiv alen t

as "commuters."

has a career o r ie n t a t io n ,
programs

and c a re fu l

modifying

c u r r ic u la r

demands.

The c o lle g e m aintains,

r e la tio n s h ip

between f a c u lt y

students.

in

lig h t

of

The educa­
a tte n tio n

changing

as an o b je c tiv e ,

and students

Again

is

pro­

a close

and a r e l a t i v e l y

low stu dent-teacher r a t i o .
The
in t e r e s t s .
students
ment.

les se r

body

is

Highly motivated
seem to

It

develop

student

is

a

minimize
"work

to

achieve

th e ir

serious"

between students
e x te n t,

distinguished

e x tra -c u rric u la r
student

students

professional

1n academic programs,

body.

and in d iv id u a l

between the

by strong

campus

Strong

the

in v o lv e ­

bonds

often

f a c u lt y members; to a much

and

the

c o lle g e .

The

alumni

appears loyal and in te re s te d i f not deeply involved.
The board of tru s te e s is composed of in d iv id u a ls e i t h e r
the

professions

these

served by the co lleg e or w ith

professions.

strong
c o lle g e ,

in t e r e s t

in

While
the

the tru s te e s

the

board

development

of
of

strong

tru s te e s
long

range

themselves have educational

grounds which t y p i c a l l y

include very l i t t l e

has

in

in te r e s ts

1n

expressed

planning

at

a

the

and career back­

planning.

The tru s tee s

127

have expressed a d esire

fo r

long range planning but have given no

s p e c ific d ire c tio n s f o r the development of an ap propriate system.
S im ila rly ,

the

perience in planning.

f a c u lt y

members

have

had

very

little

ex­

However, they manifest an in t e r e s t in the de­

velopment of the i n s t i t u t i o n and a w illin g n e s s to p a r t i c i p a t e in e f ­
f o r t s which promote the c o lle g e .
bers

and

departments

view

G enerally,

development

in

In d iv id u a l f a c u l t y mem­
terms o f

advancement

of

t h e i r own d is c ip lin e areas.
To date,
the views,
partments.

i t has been up to the president to " k n it together"

suggestions,
The

and requests of the d i f f e r e n t

president

views

cu rren t

long

academic de­

range planning

as a

concensus of f a c u lt y and the a d m in istatio n .
Unlike the tru s te e s and f a c u lt y members, the president has
a f a m i l a r i t y w ith
experience.

planning derived from both education

The president

and career

is aware of various planning models and

in te re s te d in adapting or developing a long range planning
s u ita b le to the i n s t i t u t i o n .

approach

As ye t no comprehensive model has been

adopted; however, the president expressed the b e l i e f th a t the use of
departmental

long range planning served as foundation f o r the estab­

lishment of co lleg e-w ide planning in the f u tu r e .
The leadership s t y le o f the president is seen as co nsulta­
tiv e ,

barg ain ing,

co ordinator
v a to r .

and

and democratic.
a mediator

R elationships

r a th e r

The president
than

is

regarded

as an a u th o r ita r ia n

between the president

and a l l

co lle g e community appear to be open and congenial.

groups

as

a

inno­
in

the

128

The a d m in is tra tiv e s t a f f is small but seems competent.

The

other members of the a d m in is tra tiv e team appear involved in the cu r­
rent approach to long range planning, g e n e ra lly by way of data c o l­
le c tio n and an alysis f o r the president and the academic departments.
The

president

s o lic its

from

each

evaluations and f i v e year plans,

academic

department

perormance

reviews these departmental

reports

and re le v a n t i n s t i t u t i o n a l d a ta, and amalgamates academic and admin­
is tra tiv e

m a te ria ls

president e l i c i t s

in

a planning

statement.

In

conference,

the

a concensus plan which is presented by the p r e s i­

dent to the board.
Though
th ere

is

the

president

is

the

considerable p a r t ic ip a t io n

c e n tra l

by f a c u lt y

f ig u r e

in

planning,

and a d m in is tra to rs .

Disclosure to the campus of the approved plan is provided by placing
copies o f the planning documents in the c o lle g e l i b r a r y .
Formal College I I I .

Another l i b e r a l a r ts i n s t i t u t i o n , t h i s

co lle g e has Innovated w ith in

i t s mission framework.

Introduced

has

tio n a l

new programs

lib e ra l

ta tio n s

1n

professional
tr u s te e s ,

a rts

career

but

s tu d ie s .

them to

New programs

o p p o rtu n itie s

stu d ie s .

r e la t e d

and

to

have

It

has r e a d ily

a core of

tra d i­

had

o r ie n ­

s p e c ia liz e d

th e ir
post

To be approved by the a d m in is tra tio n

a new program must be perceived

as In

graduate
and the

harmony w ith

c o lle g e educational mission and as an answer to a s u b s ta n tia l

the
edu­

c a tio n a l need in the community.
S itu a te d
both
tia lly

in

a large

urban area,

r e s id e n tia l

and

commuter

exceeds

2,0 00 .

The

the c o lleg e has a mix of

students.

student

body

The
is

enrollm ent
composed

substan­
mostly

of

129

" tra d itio n a l"

students,

but

a

growing

number

of

" u n tr a d itio n a l"

students are e n r o llin g f o r a d u lt education and professional
work.

T h erefo re,

dent.

Both the " t r a d i t i o n a l " and " u n tr a d itio n a l" students appear to

be serious

it

is d i f f i c u l t

course-

about t h e i r

to c h a ra c te riz e the t y p ic a l

stu­

academic programs and to have above average

study s k i l l s .
About o n e -th ird of the tru s te e s are members of the c le rg y .
The balance of the board membership is from business and the pro fesions.

While th ere is no tr u s te e long range planning committee, there

are tr u s te e committees which p a r a l l e l
c o lle g e .

the fu n ctio n in g

areas of the

Each o f these committees has expressed In t e r e s t in the long

range planning of the fu n c tio n a l

areas.

In a d d itio n ,

the tru s tee s

have formed a special committee to r e s t a te the general co lle g e mis­
sion f o r the next 10 years.
Because of f in a n c ia l
the tru s tee s
of

the

d i f f i c u l t i e s experienced a decade ago,

became deeply involved

c o lle g e .

in the

The board continues

to

operations

and planning

be an a c t iv e ,

in te re s te d

overseer of the c o lle g e but is no longer as involved in op erations.
The f in a n c ia l
sound f i s c a l

problems have been resolved,
c o n d itio n .

The physical

and the co lle g e is in a

fa c ilitie s

also

are

in

good

co n d itio n .
The c e n tra l
dent.

f ig u r e

in

the co lleg e

planning

is

the p r e s i­

Long range planning has emerged in th e la s t s ix years as an

im portant, ongoing a d m in is tra tiv e a c t i v i t y on the campus, la r g e ly as
a r e s u lt of p r e s id e n tia l a c tio n .

In the middle ' 7 0 's ,

the president

in v ite d top adm inistrators and senior f a c u lt y members to jo i n him on

130

a long

range planning committee.

budget, t h i s committee ev alu ate s
s p e c i f ic

plans

fo r

the

Using the

format

in s titu tio n a l

coming y e a r ,

of

the

c o lle g e

performance, develops

and proposes

a "ro llin g "

fiv e

year p la n .
The
s o lic ite d

views

and

though the

commentary o f

the

fa c u lty

and

s t a f f are

planning committee remains e s s e n t i a l l y

an arm

of the o f f i c e of the p r e s id e n t.

The in flu e n c e of the planning group

1s r e f le c t e d

comment:

in the p r e s id e n t's

group to help me,

"Even though

I chose the

I w o u ld n 't decide to do something unless th e re was

group concensus."
The

p r e s id e n t ia l

s t y le

who chooses

to

a d m in is tra to r

is perceived

share

his

as t h a t

a u th o rity .

appears to d e leg ate both r e s p o n s ib i1i t y

of
The

a strong
pres id e n t

and a u th o r ity but maintains

c e n t r a liz e d c o n t r o l.

In a d d itio n to campus teaching ex p erie n ce ,

p re s id e n t

at

had served

both academic and f i s c a l

o th e r
a ffa irs

in s titu tio n s

as an a d m in is tra to r

the
of

before coming to th e presidency of

t h i s Michigan c o lle g e .
The r e la t io n s h ip
is

of the p res id e n t

f r i e n d l y and p r o fe s s io n a l.

stro ngest f i g u r e

and o th e r a d m in is tra to rs

The p res id e n t

on campus and respected

is

recognized

by long tim e

as the

fa c u lty

and

s t a f f members f o r the r o le played in th e r e s o lu tio n of th e c o lle g e 's
fin a n c ia l d i f f i c u l t i e s .
The f a c u l t y
demanding,
sent

the

and j u s t

appears

i n d iv id u a l.

c e n tra liz a tio n

d e n t ia l o f f i c e .

to

of

regard

the

p res id e n t

as a strong,

F a c u lty members appear not

in s titu tio n a l

governance

in

th e

to

re­

p r e s i­

F a c u lty views are expressed in planning meetings by

131

the

v ic e

p re s id e n t

members in v it e d
tra tio n
d e n t's
and

to r

academic a f f a i r s

by the p r e s id e n t.

and the f a c u l t y
e ffo rts

planning

se nio r f a c u l t y

The r e la t io n s h ip o f the adminis­

has a p p a re n tly been enhanced by the p r e s i ­

to make f u l l
at

and by th e

r e g u la r ly

d is c lo s u re
scheduled

of

the

c o lle g e 's

meetings

of

th e

c o n d itio n

fa c u lty ,

the

a d m in is t r a tiv e s t a f f , and student le a d e rs .
The
range

r o le

planning

of

at

the

the

p re s id e n t

c o lle g e

in

th e

w arrants

fo r m a liz a tio n

emphasis.

The

chose to develop a planning procedure and o r g a n iz a tio n .
dent

s e le c te d

schedule
group

the

members

th e

planning

team.

concerns f o r

in s titu tio n a l

group

data and analyses,

performance

d e lib e ra tio n .

and

pres id e n t

The

planning

The planning

r a is e s

issues

and

When th e planning group requests

the p re s id e n t assigns those tasks

s t a f f departments.

long

The p r e s i ­

and agenda were developed by th e p r e s id e n t.

e v alu ate s

p ria te

of

of

to th e

appro­

The planning group fo rm ulates budgets and

long range plans whicn th e p re s id e n t presents to the board of t r u s ­
tees f o r approval.

It

is the p re s id e n t and the members of the p la n ­

ning team who d is c lo s e

long range planning to the f a c u l t y

and c o l ­

lege a t la r g e .
This
d e n t's

c e n tr a l

statem ent:

p r e s id e n t.

It

r o le

"Long

w ill

not

in

planning

range
be

is

planning

meaningful

explained
must

to

th e

be

in

the p r e s i ­

anchored

to

the

unless

the

many o f

the

c o lle g e

p re s id e n t is deeply In v o lv e d ."
Inform al
same

College

c h a r a c t e r is t i c s

c r ib e d .

III.

associated

Both are church r e la t e d

This

in s titu tio n

w ith

th e

lib e ra l

c o lle g e
a r ts

has

p re v io u s ly

c o lle g e s .

des­

Both have

132

t r a d i t i o n s of strong p residents and the f a c u l t y as advisors
lege

governance.

leg es .

Both

Admission

consider

standards

as t h e i r

are

prim ary

spring of middle class homes.

s im ila r

at

the

admission ta r g e ts

in c o l­
two c o l ­
the

o ff­

The f a c u l t i e s and the a d m in is tr a tiv e

s t a f f s have s im ila r c r e d e n t ia ls and p ro fess io n al experience.
The boards of

tru s te e s

are d i f f e r e n t

tr u s te e s of Informal College I I I
th e

law

p ro fe s s io n .

c o n s t it u t e

a

ed ucators,

m in o r ity

composition.

The

are drawn la r g e ly from business and

C lergy,

small

in

of

the

and

board

o th e r

p ro fess io n als

membership.

Though

a

m a jo r it y of the board members have long range planning experience in
business,

the

tru s te e s

range planning

have

not

at the c o lle g e .

evidenced

an i n t e r e s t

c o lle g e .

There

are no c ris e s

fis c a lly

sound.

The physical

th e

c o lle g e

in

m ission.

the

The

v a rie d d r a s t i c a l l y .
programs

favored

by students
to

demographics

be
and

strong

fa c in g

prospects

tn e

its

fo r

long

the tru s te e s

have

and plans

c o lle g e .

fa c ilitie s
c o lle g e

concern

of

The c o lle g e

the
is

are more than adequate to

has

stu d e n t,

experienced

s ig n ific a n t

but enrollm ents have not

S h if t s als o have occurred In th e p o p u la r ity of

various

not

a

To th e c o n tr a r y ,
n e ar-term

changes in the composition of

While

shown

w ith
at

c a re e r
the

regarded
In t e r e s t s

r e la t e d

expense
as
have

of

c r is e s ,

majors

being

tra d itio n a l
these

ap p aren tly

in c re a s in g ly

a r ts

changes

drawn th e

programs.
in

student

a t t e n t io n

of

the tr u s te e s .
The student

body is of the ''t r a d i t i o n a l "

student has above average study s k i l l s ,

age.

makes a serious

The t y p ic a l
commitment

133

to

the

c o lle g e

"school

s p irit."

life

A r a th e r

c u rric u la r a c tiv itie s
graduate
of

the

in to

c o lle g e .

III
the

broad

alumni

range

of

c u rric u la r

the

experience

and alumni

th at

p res id e n t

appears

The graduate

have provided

the

systems

sm aller

personnel,
s m a lle r

system

p resident

were

to be the

potent

of

th a t

not

sm aller

ju s tify

planning

its

system a t
own

College

F a i r l y new to
th a t

e la b o ra te

p r iv a t e

c o lle g e s ,

s p e c ia liz e d

planning

systems had to evolve a t the
t h a t his experience w ith

a p u b lic i n s t i t u t i o n

bureaucracy

were not j u s t i f i e d

in

adminis­

Inform al

b e lie f

The p res id e n t r e f le c t e d

planning

generated

could

the

to

fa c to r

and previous

the p re s id e n t

expressed

s u it a b le

c o lle g e s .

in s titu tio n

supporters

appear unconcerned about

education

in a p p ro p ria te

in s titu tio n s

and th a t

an e la b o ra te

e x tra ­

Students tend to

w ith ex ten siv e knowledge o f long range plan n in g .

planning

and

of

long range p lan s .

range p lan n in g .

p o s it io n ,

amount

and become r e g u la r f i n a n c i a l

Both students

Again,

tra tiv e

and acquires a considerable

are provided by the c o lle g e .

lo yal

the i n s t i t u t i o n ' s

long

s ty le ,

and

placed

was

th a t

the

on

the

demands

by the

planning

assistan ce

range

planning

as

it

provided.
The

pres id e n t

e s s e n tia l,

and

dency.

s ta ff

In

an

regarded

im p lic it

long

re s p o n s ib ility

and

understanding

the

and f a c u l t y meetings he s o l i c i t s

r e c t io n to be taken by the c o lle g e .
in t e r e s t

of

concern

fo r

of

range

the

the
of

im portant,

c o lle g e

p re s i­

views on the d i ­

While some f a c u l t y members show

fu tu re ,

fa c u lty

a c tiv itie s

of

members
a

show l i t t l e

planning

process.

134

They appear not to be f a m i l i a r or comfortable w ith concepts of s i t u ­
a t io n a l

a n a ly s is ,

fo rm u la tio n .

assumptions

At

the

of

same tim e ,

fu tu r e

c o n d itio n s ,

and

s tra te g y

f a c u l t y members who have p a r t i c i ­

pated in s e lf - s t u d ie s f o r a c c r e d ita tio n are f a m i l i a r w ith such p la n ­
ning

concepts

as mission

statem ents,

in s titu tio n a l

o b je c tiv e s

and

programs.
The

fa c u lty

seems

c o lle g e -w id e planning.
between f a c u l t y
sp ect.
dent
the

appears to

be w i l l i n g

p r e s id e n t.

It

a p a th e tic

about

long

range

But, morale seems high, and th e r e la t io n s h ip

and a d m in is tra tio n

The f a c u l t y

and to

g e n e r a lly

is

one of mutual

have g re a t confidence

tru s t

and r e ­

in the p r e s i­

to leave long run planning to the o f f i c e of

is

fe lt

th a t

fa c u lty

views

and

wishes

can

be

given the p res id e n t in fo r m a lly and w i l l re c e iv e a proper he arin g .
The
le a d e rs h ip .

s t y le

of

th e

p res id e n t

might

A warm and open person,

be described

the p resident

ognize the o f f i c e as the vortex o f the c o lle g e .
of

importance flo w to th e p r e s id e n t's o f f i c e .

as

g e n tle

appears to re c ­

A ll

campus a f f a i r s

Decision-making power

is centered in th e p re s id e n t, though campus c o n s titu e n c ie s g e n e r a lly
express the f e e l i n g
decision-m aking
tin u a lly

coaxes

th a t th ey have been allowed proper voice in the

process.

In

inform al

a d m in is tra to rs

and

co n ta c ts ,

fa c u lty

th e

leaders

f u t u r e Im p lic a tio n s of c u rre n t decisions and a c tio n s .
appears

in te r e s te d

on th e campus.
s t y le

and

would

in

s ta rtin g

Such a s tra te g y
appear

an e v o lu tio n

in

pres id e n t
to

ponder

con­
the

The pres id e n t

long range planning

is c o n s is te n t w ith th e p r e s id e n t's

reasonable

given

the

rath er

low

le v e l

i n t e r e s t in long range planning shared by tru s te e s and f a c u l t y .

of

CHAPTER V
SUMMARY, CONCLUSIONS, IMPLICATIONS.
AND RECOMMENDATIONS
This chapter presents a b r i e f summary of the study and the
conclusions,

im p lic a tio n s ,

and

recommendations

supported

by

the

study's fin d in g s .
Summary of the Study
Background
The consideration of several fa c to rs
t h i s study.

F irs t,

it

led to the conduct of

is the estim ate of many a u t h o r it ie s in higher

education t h a t the next decade w i l l present many d i f f i c u l t i e s to the
co lleg es
th a t

and u n iv e r s it ie s

independent

second

as sertio n

orga niza tion s
a s s is tin g

is

of America.

in s t i t u t i o n s
made

by

th a t

long

in s t i t u t i o n s

as

may

be

in d iv id u a l
range

they

It

has

been suggested

e s p e c ia lly

scholars

planning

prepare

also

fo r

and

has

vu ln e ra b le.
by

the

fu tu re s

A

professional
p o te n tia l

which

fo r

include

prospects of d i f f i c u l t y .
A t h i r d consideration

is of

the previous work done to de­

velop long range planning systems and approaches s p e c i f i c a l l y fo r use
by the management of co lleg es and u n iv e r s it ie s .
cade
about

of

study and te s tin g

planning,

very

has y ie ld e d

little

is

135

known

a high
of

the

Though over a de­
le v e l
impact

of

knowledge

which

such

136

knowledge has had on the

long range planning p r a c tic e s of

indepen­

dent i n s t i t u t i o n s .
Purpose
The purpose
range

planning

at

of
a

c o lleg es

in

the

expected

to

produce

the

study

is

s u b s ta n tia l

S ta te

of

th e

p rop ortio n

Michigan.

fo u r

c h a r a c t e r iz a t io n

Such

c o n tr ib u tio n s

of

the

of

Independent

a c h a r a c t e r iz a t io n

of

value

to

long

the

fie ld

was
of

higher education a d m in is tra tio n .
(1 )

The

a v a ila b le

study

would

re la tiv e

to

provide
long

in fo rm a tio n

range planning

not
as an

c u r r e n tly
Important

aspect of higher education a d m in is tra tio n .
(2 )

The study would provide a base of research data which

could

serve

as

a

foundation

fo r

subsequent

conclusive

research in higher education a d m in is tra tio n .
(3 )

The study would provide in fo rm a tio n which could be o f

use to
the

a s so c iatio n s

assistance

of

and

government

independent

agencies

in s titu tio n s

dedicated
of

to

higher

education in th e S ta te o f Michigan.
(4 )

The study would provide

in fo rm a tio n

which could help

research o rg a n iz a tio n s to gain acceptance of new management
concepts

and

systems

by

sm aller

independent

co lle g e s

and

u n iv e rs itie s .
Procedure
The research was conducted as a survey of 20 of the indepen­
dent c o lle g e s in Michigan.

Though th e sample was randomly drawn, no

137

s ta tis tic a l

references

are drawn to apply to the population of

dependent c o lle g e s In Michigan.
r a is e

The random sampling was intended to

the p r o b a b i l i t y t h a t various

cluded

In the study.

is tic s

of

t io n s .

However,

the

in s titu tio n a l

The o b je c tiv e was to

long range planning

in ­

id e n tify

at a v a rie ty of

id e n tific a tio n

of

types would be i n ­
the c h a ra c te r­

independent

fe a tu re s

of

in s titu ­

planning

at

a

c e r t a in type o f i n s t i t u t i o n was not taken as an a s s e rtio n t h a t these
fe a tu re s would n e c e s s a rily be found a t o th e r s i m i l a r c o lle g e s in the
s ta te .
In
range

a d d it io n ,

planning

management.
tic s

of

survey

c h a r a c t e r is t i c s

made no attem pt

as

c o r r e la t e s

of

to

develop

e ffe c tiv e

long

c o lle g e

The study sought to i d e n t i f y fo u r sets of c h a r a c t e r is ­

in s titu tio n a l

o rg a n iz a tio n
tie s

the

long range planning:

the

s t ru c tu re

or

human

involved in long range plan n in g , the process or a c t i v i ­

associated with

long range plan n in g ,

the

issues or events r e ­

la te d to long range planning a t th e i n s t i t u t i o n s ,

and the a t t it u d e s

which planning personnel held toward long range planning.
The survey was conducted in two stages.

In the f i r s t stage,

in te rv ie w s were conducted w ith the c h ie f planning o f f i c e r s a t th e 20
c o lle g e s .

The responses e l i c i t e d

in these in te rv ie w s were reviewed

by th re e independent readers who in te r p r e te d the responses as i n d ic ­
a t iv e of e i t h e r a formal o r an informal approach to long range p la n ­
ning.
The 20 co lleg es were arrayed on a continuum from formal to
inform al

in

th e ir

c h a r a c t e r is t i c s

approaches

of these

to

plann ing ,

in s titu tio n s

and

were made.

comparisons

of

the

These comparisons

138

were examined again in the second stage o f the study when the th ree
most "form al" c o lle g e s and th e th re e most

"in fo rm a l"

c o lle g e s

were

in v e s tig a te d f u r t h e r .
D escriptio ns

were

prepared

of

each

studied in the second stage of th e research.

of

th e

in s titu tio n a l

data

were

in s titu tio n s

S im ila ritie s

t r a s t i n g fe a tu re s o f the co lleg es were noted.
anonymity,

the

and con­

In order to m aintain

presented

in

g e n eralized

term s.
Findings Summarized
It
statements
Michigan

should be remembered th a t no attempt is made to develop
about

from

long range planning a t a l l

what

was

learned

about

sample of 20 independent co lle g e s
describe

in

d e ta il

and,

where

long

independent co lleg es
range

in Michigan.

p o s s ib le ,

in

planning

in

from

a

The study strove to
comparative

terms

the

long range planning o f the co lleg es in the sample.
The c h ie f planning o f f i c e r s
long

range

planning

was an

fu n c tio n

of

the

p e c ia lly

the

sm aller

ning,

im p o rta n t,

a d m in is tra tio n

perhaps l i k e

p r iv a t e

lib e rty ,

at a ll

of

20 c o lle g e s

a p p ro p ria te ,

educational

c o lle g e s .

However,

appears to

th a t

and worthwhile

In s titu tio n s ,
long

be acclaimed

mean something d i f f e r e n t to each person.

stated

range

by a l l

es­
p la n ­

but to

At one extreme, long range

planning was equated w ith the long range plans o f someone "im portant"
a t the c o lle g e .

At the o th e r extreme,

long range planning viewed as

an on-going process which involved a broad range of campus groups de­
l i b e r a t i n g the f u tu r e and ways to achieve the mission and o b je c tiv e s

139

of

the

c o lle g e .

The

b e n e fits

expected

v a rie d .

Colleges w ith

informal

approaches tended to

budgets,

and performance g u id e lin e s .

proaches g e n e ra lly expected more;
to

from

long

range

planning

expect plans,

Colleges w ith more formal ap­

long range planning was expected

increase understanding of co lleg e problems and prospects, was to

provide a means f o r examining d iffe re n c e s and f o r managing c o n f l i c t ,
and to f o s te r a sense of community in ad d itio n to generating plans,
budgets, and performance measures.
Knowledge of

long

range

planning was found

and narrow at most of the c o lleg es
knew l i t t l e
with

the

systems

studied.

to be shallow

Most campus personnel

of the concepts of long range planning, were u n fa m ilia r

lite ra tu re ,

s p e c ific a lly

fo r

the

p r iv a te

planning

models

and

in s titu tio n s .

Even at

those colleges w ith several years of planning experience

and r e l a ­

tiv e ly

developed

and were unaware o f

high degrees of fo r m a liz a tio n ,

knowledge of

long range p lan ­

ning tended to be concentrated in those persons d i r e c t l y p a r t i c i p a t ­
ing in long range planning.
In t e r e s t
creased

markedly

and
in

involvement

the

la s t

in

fiv e

long

years

range
at

the

planning

has

in ­

co lleg es

studied.

Only one c o lleg e had records in d ic a tin g the re g u la r conduct of long
range planning

before

th e ir

1975.

noted

th a t

colleges

ideas

in recent years.

tending

to fo rm a liz e

of

colleges

the

were

Eighteen
had

Also,

the

become more

it

as

20 planning
re c e p tiv e

to

o f f ic e r s
planning

was recognized th a t colleges were

t h e i r planning.
viewed

of

The study

d e fin itly

in dicated th a t 65%

leaning

toward

formal

140

r a th e r

than

informal

aproaches

to

long

range

planning,

and most

planning o f f ic e r s expected t h is trend to continue.
Twelve s p e c ific

tasks or a c t i v i t e s were id e n t i f i e d

monly performed in

long range planning at the 20 colleges

While

appeared to perform a l l

a ll

colleges

colleges performed a l l

as com­
studied.

tasks o c c a s io n a lly ,

a c t i v i t i e s r e g u la r ly .

Also,

it

few

appeared th a t

some colleges performed planning tasks more thoroughly and more ob­
j e c t i v e l y than other c o lle g e s .
From interview s

w ith

the

20 planning o f f i c e r s

it

was i n ­

fe rr e d th a t f i v e d i f f e r e n t types of c o lleg e groups or u n its appeared
in long range planning o rg a n iza tio n s .
s tru c tu re

In recent years, the planning

had become more fo rm a lize d .

Most

planning

o f f ic e r s

ex­

pected t h i s trend to continue and f o r more campus co nstitu encies to
be included in the planning o rg a n iza tio n in the f u t u r e .
No consistent
the

long

d e fin itiv e

range planning

r e la tio n s h ip s

approaches

to

tio n a l

c h a r a c t e r is t ic s ,

a t io n ,

student body size or composition.

a c te ris tic s ,
n ific a n tly

such as degree programs,

some d i f f i c u l t
the

long

commonly

to

range

o b ta in ,

planning

at

were found

lin k in g

reported

in s titu ­

r e lig io u s

Other i n s t i t u t i o n a l
appeared

in fluence

s ig ­

independent

c o lle g e s .

The

stage

of

the

study suggests th a t fo rm a liz a tio n

t io n a l

planning

was

r e la te d

the

char­

to

second

to

a ffili­

presence

of

on campus

in s titu ­
of

strong

p e r s o n a litie s , of an a r t i c u l a t e dissenting group, o f a v o l a t i l i t y in
s ig n i f i c a n t co n d itio n s, or of a p e rs is te n t problem or concern.
The
ch aracter of

second

stage

in s titu tio n a l

of

the

study

also

planning could often

suggested
be traced

th a t

the

d ire c tly

141

to

a strong c e n tr a l

fig u re

on the campus.

I t was also in fe r r e d

the second stage th a t the morale a t c o lleg es w ith
ning

was

informal

b e tte r

than

th a t

found

in t h e i r planning.

at

However,

c o lleg es
it

fo rm a lize d

perceived

in

p lan ­

as

being

should be noted t h a t gener­

a l i z a t i o n s derived from the s tu d y 's second stage are to be held most
te n ta tiv e ly .

Only s ix c o lle g e s were examined in stage two,

examination was broad and g e n e ra l.

and the

The suggestions of stage two o f

the study represent hypotheses which might w arrant t e s tin g

in fu tu r e

research.
It

should

e ffe c tiv e n e s s

of

be remembered th a t
the

a d m in is tra tio n

no fin d in g s
of

any

of

re fle c t
the

upon the

20

c o lle g e s .

Conclusions, Im p lic a tio n s , and Recommendations
Though th e study makes no attempt to draw in ferences
a ll

independent

study,

the

general

Michigan

conclusions

population

conclusion

is

of

followed

in s titu tio n s

are

viewed

p r iv a t e
by

as

from
having

co lleg es

r e la t e d

and

the

about

fin d in g s

of

the

a p p lic a b ility

to

the

u n iv e rs itie s .

im p lic a tio n (s )

and

Each

recommenda-

tio n (s ).
Conclusion

1.

S tru c tu re

and

process

d e f i n i t i v e c h a r a c te r iz a tio n s o f the e x te n t

d e s c rip to rs

of f o r m a liz a t io n

provide
of

long

range planning at co lleg es and u n i v e r s i t i e s .
Im p lic a tio n
view of

1.

the statu s of

the use of

s tru c tu re

In s titu tio n a l
th e ir

leaders who d e s ire

a c le a r e r

long range planning might b e n e f it from

and process

d e s c rip to rs

as

assessment

to o ls .

Colleges which had fo rm a lize d t h e i r long range planning were able to

142

discuss 1n d e t a i l the tasks performed In t h e i r planning and the mem­
bers o f the co lle g e who performed each ta s k .
approaches

g e n e ra lly

on t h e i r campus.

had d i f f i c u l t y

At tim es, i t

Colleges w ith informal

describing

long range planning

seemed the very exercise of tr y in g to

describe planning to a stranger pointed out to co lle g e o f f i c e r s

the

need f o r d e f i n i t i v e s tru c tu re and process f o r planning.
Recommendation
leges in the re s o lu tio n
the development of
"Inventory"

of

its

1.

Agencies

of

which a s s is t

a d m in is tra tiv e

problems should consider

an Instrument which helps
own

long

range

independent c o l­

a co lle g e to take an

planning

and

to

compare

its

s tru c tu re and process w ith other s im ila r i n s t i t u t i o n s .
Conclusion

2.

A ttitu d e s

are

Inconclusive

d e scrip to rs

of

the tendency toward formal or informal long range planning.
Im p lic a tio n
importance

of

long

2.

range

p r a c tic e

and

assigned

a low p r i o r i t y

of

a t titu d e s

A ll

respondents
planning.

p a r t ic ip a t io n

toward

suggest

proclaimed

the

Yet v a r ia tio n s
th a t many

value

in

planning

co lleg es

a c tu a lly

to planning. Other, more p recise

long

range

planning

appear

and

to

measures

be

needed

to

discern the Impact of a t t it u d e s .
Recommendation
focusing

on

the

2.

A d d itio n al

associations

of

study

leadership

might
s ty le s

be

considered,

and

a ttitu d e s

toward planning,

of career and educational backgrounds and a t titu d e s

toward planning,

and of the presence of c ris e s and a t t it u d e s toward

planning.
Conclusion

3.

The degree of

fo rm a liz a tio n

of

planning is not associated w ith the type of i n s t i t u t i o n .

long

range

The sample

143

Included

lib e ra l

a rts c o lle g e s ,

professional

and s p e c ia liz e d

t u t io n s , s e c ta ria n and non-denominational schools.
dent body varied from a few hundred to several

in s ti­

The s iz e o f stu ­

thousand.

Examples

of a l l types were found in both the formal and the informal c lu s te rs
of c o lle g e s .
Im p lic a tio n
adopting systematic,
th a t

a motive

3.

A ll

classes o f i n s t it u t io n s are capable of

comprehensive long range planning.

fo rce

needs

to

e x is t

fo rm a liz a tio n of planning to occur.

on

dedicated

tr u s te e s .

In

f a c u lt y

a ll

can

instances

of

also

fo r

appears

progressive

At several c o lle g e s , the p r e s i­

dent appeared to propel fo r m a liz a tio n .
hesive,

a campus

It

The study revealed th a t co­
provide

the

fo rm a liz a tio n

impetus,

there

as

can

appeared to

be

some p a rty which changed the clim a te f o r c o lleg e-w id e planning.
Recommendation 3.

Research should be considered to ascer­

t a in what conditions need to be present on a campus to

f o s te r

the

may

have

fo rm a liz a tio n o f long range planning.
Conclusion
emerged

at

4.

independent

Though fo u r colleg es

Formalized
Michigan

alluded

to

long

range

colleges

planning

during

"master plans"

the

la s t

decade.

formulated e a r l i e r ,

only one c o lleg e could tra c e i t s comprehensive formal planning back
to

1971.

The o th er co lleg es which possessed estab lish ed procedures

and other c h a r a c t e r is tic s
th e ir

of

form alized

long range planning stated

systems had been in operation two to
Im p lic a tio n

4.

may be a phenomenon at

f i v e years.

The fo rm a liz a tio n

of

independent co lleges

spondents fr e q u e n tly observed th a t c o lle g e

long
in

range planning

th is

decade.

Re­

long range planning has

144

lagged

s ig n ific a n tly

u n its .

P riv a te colleges also

conducted

behind

e x te n s iv e ly

at

of

business

are aware of the

p u b lic

Some independent co lleges
have stim ulated

th a t

i n s t it u t io n s

and

governmental

form alized
of

higher

planning

education.

are recognized as models of planning and

in te r e s t at peer i n s t i t u t i o n s .

In t e r e s t in planning

appears to be spreading, e s p e c ia lly among tru s te e s and top adminis­
tra to rs .
Recommendation 4 .

Agencies and o rga niza tion s in te re s te d in

the promoting of i n s t i t u t i o n a l

planning systems should consider the

development of programs which help independent colleg es to r e f in e or
up-grade t h e i r e f f o r t s .

These agencies should emphasize the f l e x i ­

b i l i t y and a d a p t a b i lit y o f t h e i r planning systems.
Conclusion 5.
board

of

tru s te e s

is

The existence o f a planning committee on the
associated

w ith

a re la tiv e ly

high

degree of

fo rm a liz a tio n of long range planning.
Im p lic a tio n
the

5.

board announces to

The existence
the

co lle g e

te r e s t

in

w ith in

the board membership a f u l l e r

of

a planning

a d m in is tra tio n

the

the performance o f th a t management fu nction
understanding of

committee on
board's

in ­

and develops
the planning

process.
Recommendation 5.
ila r

The American Governing Board or a sim­

o rg a n iza tio n should consider

research to

determine the exten t

to which these committees are used, the c h a r a c t e r is tic s of the mem­
bership

of

such

these committees.

committees,

and

the

range

of

ro le s

performed

by

145

Conclusion 6 .
id en t

is

tio n 's

The planning experience o f the c o lle g e p res­

a p r in c ip a l

long

pres id e n ts

range

determ inant

p lan n in g .

appear

to

have

in

f o r m a liz a tio n

The educational

less

of

an

of

the

in s titu ­

backgrounds

in flu e n c e

on

of

the

fo r m a liz a tio n

ofplanning than t h e i r c a re e r experiences before becoming c h ie f exec­
u t iv e s .
Im p lic a tio n

6.

The

more

planning

experience

a

c o lle g e

p re s id e n t has, the more systematized and comprehensive the planning
at

h is

in s titu tio n

is

lik e ly

to

be.

While p re s id e n ts

become d i f ­

f e r e n t 1n o f f i c e ,

t h e i r perceptions and f e e lin g s about planning may

be somewhat fix e d

by the tim e th ey e n te r o f f i c e .

leges

perceived

introduced

as most

" fo r m a l," comprehensive

At a l l
planning

fiv e c o l­
has

been

in the la s t s ix years and w ith th e support of r e l a t i v e l y

new p r e s id e n ts .
boards t h a t

In two In stan ce s, the presidents were t o ld by t h e i r

among t h e i r

firs t

d u tie s

in o f f i c e

would be the i n i t i ­

a tio n of fo rm a lize d long range planning.

careers
perience

Recommendation

6.

Boards of

of

fo r

p r e s id e n tia l

in

p r e s id e n t ia l
ning.
o ffe rin g

candidates

in s titu tio n a l
o ffic e

Colleges
of

holders

p lan n in g .
to

of

education

seminars

and short

ta ke

Trustees
o ffic e

Trustees
In - s e r v i c e

in Michigan
courses

on

should

examine

the

fo r

previous

ex­

also

tra in in g

should
long

should

expect

in

p la n ­

consider

the

range

planning

to

p residents of independent i n s t i t u t i o n s .
Conclusion 7 .
the

e ffe c t

c o rp .

of

r a is in g

Involvement in
campus morale

long
and of

range planning
c r e a tin g

has

an e s p r i t

had
de

146

Im p lic a tio n
planning y ie ld s

7.

Meaningful

a s i g n i f i c a n t b e n e f it

agement and i n s t i t u t i o n a l

the

c o lle g e

provided

community

decrease

on

the

a forum f o r

expressed

campus when

long

range

Several respondents observed

views,

discu ssio n.

a ir e d

o fte n discovered v a lid though opposing p o s it io n s .
to

in

in the form of c o n f l i c t man­

u n ific a tio n .

t h a t planning committees
of

p a rtic ip a tio n

the

planning

Members

grievan ces,

and

Dissent was f e l t

system

provided

fo r

a c tiv e p a r t i c i p a t i o n of p o te n tia l d is s e n tin g groups.
Recommendation 7.
unrest

and morale

progression
a d d it io n ,
and/or

s ta ff

groups.

should

toward
study

Longitud inal
be

more

might

personnel

considered

fo rm a liz e d ,

be

have

of

r e c e n tly
aim to

at

o rg a n iz a tio n a l

c o lle g e s

comprehensive

warranted

Such a study might

research o f

campuses
been

determine

undergoing
planning.

where

organized
if

a
In

fa c u ltie s
as

union

p a rtic ip a tio n

or

n o n -p a r tic ip a t io n in planning was a f a c t o r in u n io n iz a tio n .
Conclusion
s ig n ific a n t

fa c to r

8.

Formalized

in

the

several

independent c o lle g e s .

tending

most

fin a n c ia l
an

toward

formal

long

range

re s o lu tio n

of

long

range

c o n tr ib u to r

to

the

planning

r e s o lu tio n

has

f in a n c i a l

Five of the 10 co lle g e s

problems in the past and regarded

Important

planning

been

problems

a
at

perceived as

had

experienced

long range planning as
and avoidance o f

these

problems.
Im p lic a tio n 8 .

Long range planning is d i r e c t l y

e f f e c t i v e f i n a n c i a l management at independent c o lle g e s .
c o lle g e s ,
range

ad m itte d ly

planning

was

in
the

fin a n c ia l
key

to

d iffic u lty ,

th e ir

asserted

continued

r e la t e d to
Two subject
th a t

e x is te n c e .

long
Such

147

planning

r e p o rte d ly

helped

the

in s titu tio n s

to

resources e f f e c t i v e l y and to secure a d d itio n a l

husband

fin a n c ia l

support from e x te rn a l

sources.
Recommendation

8.

Research

should be conducted to e s tab ­

li s h whether or not a d i r e c t r e la t io n s h ip
management and long range
th at

such

a s s e rtio n

a

between f in a n c ia l

plan n in g . Studies have s tro n g ly

r e la t io n s h ip e x is t s

could

e x is ts

be made f o r

in

business

c o lle g ia te

fir m s .

s it u a t io n s ,

suggested
If

the

co lle g e s

same
would

probably be more re c e p tiv e to new planning concepts and systems.
Conclusion

9.

Knowledge

Independent c o lle g e campuses.

of

planning

is

Only s ix planning

uncommon

to

the

o f f i c e r s expressed

an awareness o f the planning models developed by such o rg a n iza tio n s
as NCHEMS,

NACUBO, and CASC.

F a c u lty members a t

leges surveyed had n e ith e r educational
included

plan n in g .

who had

been

Boards

involved

of

tr u s te e s

in planning

most

of

the c o l ­

nor c a re er backgrounds which
were

o fte n

a c tiv itie s .

w ithout

members

For many c o lle g e s ,

planning is learned "under f i r e . "
Im p lic a tio n

9.

The e ffe c tiv e n e s s

of

p a r t ic ip a n t s

in

range planning would be enhanced by r a is in g the p a r t i c i p a n t s '
of

understanding

little

of

plann ing .

le v e l

f a c u l t y members have had

occasion to study or p a r t i c i p a t e in long range o r g a n iz a tio n a l

p lan n in g .

Managerial

concepts are fo re ig n

and to many middle le v e l
tra to rs

T y p ic a lly ,

long

s ta ff

personnel.

to most f a c u l t y members
Even top

le v e l

adminis­

— r e g i s t r a r s , admissions o f f i c e r s , f o r example — are o fte n

unaware o f the tasks involved 1n long range planning.

This has been

explained

o fte n

by the

observation

th at

top

ad m in is tra to rs

acquire

148

th e ir

p o s itio n s

those

of

by

fa c u lty

v irtu e

are

of

sp ecial

fr e q u e n tly

e x p e r tis e .

p a ro c h ia l.

T h e ir

The

views

and

e f fe c tiv e n e s s

of

i n s t i t u t i o n a l , comprehensive planning may be a fu n c tio n o f the p la n ­
ning education provided by th e system.
Recommendation
should

consider

p a rtic ip a tin g
tra in in g

9.

Colleges

providing

tra in in g

of

education

sessions

in

in

the

s ta te

to

those

planning

in long range planning at independent c o lle g e s .

programs should be prepared w ith the

understanding

and

the

c h a ra c te r

of

the

le v e l

of

in s titu tio n 's

These

p a r t ic ip a n t
planning

in

included

no

mi nd.
Closing Commentary
It

was

in t e n t io n a l

measures f o r e v a lu a tio n .
d e s c r ip tiv e

study
what

to

planning

or

research

o b je c tiv e s

th a t

It

judge

c o lle g e

research

design

was regarded as in a p p ro p ria te f o r t h is
what

was

would

the

c o n s titu te d

best

probably

at

long

have

e ffe c tiv e

long

range

plan n in g .

Such

s ig n ific a n tly

the

range

reduced

number o f planning o f f i c e r s w i l l i n g to p a r t i c i p a t e in the study.
N ev ertheless,
those

Involved

“form al"

the

study.

long range planning?

c o lle g e s ,
ning?

in

questions

an "in fo rm al"

n a tu ra lly
Which

is

Which b e t t e r

or a "formal"

arose

1n

b e tte r,
serves

approach to

the

minds

of

"In fo rm a l"

or

the

Independent

long range p la n ­

What are im portant strengths and weaknesses of each approach

to long range planning?

Though the study f a i l e d

to provide a basis

f o r thorough discussion of these questions, p a r t i a l answers were im­
p lie d .

It

should be remembered, however, t h a t these p a r t i a l

answers

149

c o n s t it u t e

commentary and should not be regarded as v a lid a te d con­

c lu s io n s .
Almost
p re s id e n t
An

fo r

Inform al

n o t,

o c c u r.)

p r iv a t e

in s titu tio n a l
planning

re s p o n s ib ility
need

a ll

the

d ire c tly

approach

tendency

The h e a lth ,
r e la t e d

tends

in

the

the

has

happiness,

to

appear

lea d e rs h ip

and a u t h o r i t y

but

co lle g e s

and
to

to

o p e ra tio n a l

concentrate

presidency

been

re ly

th a t

the

d ire c tio n .

in s titu tio n a l
fu rth e r.

(It

co ncentration

to

and v i a b i l i t y of the i n s t i t u t i o n

is

h e a lth ,

fo r

even

upon

happiness,

and

v ita lity

of

the

p r e s id e n t.
One measure o f

how w ell

long range planning serves a c o l ­

lege may be in how and what planning c o n trib u te s to the p e rp etu atio n
of

th a t

c o lle g e .

Formal

approaches

to

long

range

planning

may

b e t t e r f o s t e r i n s t i t u t i o n a l c o n t in u it y by in v o lv in g more persons and
groups concerned w ith
t io n

ap p lie s

members

is

e s p e c ia ll y w e ll

p a rtic ip a te

s itu a tio n .

the fu t u r e o f th e c o lle g e .

in

when the

d e lib e r a tio n s

tru s te e s

and s e n io r

fa c u lty

of

long

c o lle g e

the

The tenure in o f f i c e o f the " t y p ic a l"

a d e c lin in g

in c re a s in g ly

span o f tim e.

im portant

to

If

in volve

th is
in

This g e n e r a liz a ­

term

c o lle g e

trend continues,
in s titu tio n a l

president
it

w ill

planning

be
the

tru s te e s and th e se nio r f a c u l t y since t h e i r tim e frames of reference
are

longer term.

s ig n ific a n tly

to

For t h i s

reason,

in s titu tio n a l

formal

c o n t in u it y

planning may c o n trib u te
and may moderate the e f ­

f e c t s o f execu tive change.
Excessive f o r m a liz a tio n
plann ing .

F o rm alizatio n

is a p o te n tia l danger in long range

is excessive when planning no longer

is

an

150

instrument

to

be used

in

the

achievement o f

a purpose but r a th e r

becomes an end i t s e l f , when groups meet to perpetuate the planning
o rg a n iz a tio n , and when data are gathered to be fed in to the planning
process.
One answer o ffe re d
form

of

performance measures.

s a tis fie d
what

to t h is

w ith

s p e c ific

th e ir

The

planning

b e n e fits

were

p o te n tia l
colleges

approaches
expected

which expected the most of t h e i r

d iffic u lty
which

were

of

able

planning.

is

reported
to

in the
being

a rtic u la te

The

colleges

long range planning tended to be

the colleg es most s a t i s f i e d w ith t h e i r long range planning but also
were perceived as having h ig h ly fo rm alized planning.
avoiding

excessive

fo rm a liz a tio n

may

lie

in

the

The secret to

establishment

of

performance measures f o r long range planning.
Another measure of the e ffe c tiv e n e s s of planning suggested
by the study is the degree to which planning has been in te r n a liz e d
a t the i n s t i t u t i o n .
when

every

person

a u to m a tic a lly

Perhaps long range planning Is t r u l y e f f e c t i v e
concerned

r e la t e s

fu tu r e of th a t c o lle g e .

a ll

about

cu rren t

and

responsible

experiences

to

fo r
the

a co lle g e
long

term

APPENDIX A
QUESTIONNAIRE AND QUESTION LIST
FOR
INTERVIEWS

APPENDIX A - 1

LONG RANGE PLANNING SURVEY

Preamble to the Survey In te rv ie w :
This in te rv ie w is p a r t of a study to fin d out more about the
long range planning conducted by p r iv a te colleges in the S tate of
Michigan.
For t h is study, "long range" is defined as a time p ro je c tio n
f a r enough in to the fu tu re th a t the plans f o r t h a t time period are
developed only in general terms, as sketches w ithout sharp d e t a i l s .
By c o n tra s t, "short term" r e fe r s to a fu tu r e time period near enough
to the present th a t plans can be developed in s p e c ific d e t a i l s . The
"long range" plan is akin to an a r c h it e c t 's rendering which suggests
what a b u ild in g might look l i k e a f t e r construction w h ile a "short
term" plan is s im ila r to an a r c h it e c t 's b lu e p rin t which guides the
construction of the b u ild in g .
This in tervie w is c o n f i d e n t ia l. Your responses w i l l not be
reported and w i l l not be associated with your c o lle g e . Only in the
acknowledgements w i l l your co lleg e be c ite d by name; no colleges w i l l
be named in the re p o rt of the study.

RESPONDENT:
NAME___________
TITLE/POSITION
INSTITUTION
ADDRESS

SURVEY IDENTIFICATION CODING

151

152
SURVEY IDENTIFICATION CODING
Who of your campus a d m in is tra tio n is responsible f o r the
conduct of long range planning f o r your college? ( T i t l e s ,
p o s itio n s , no names.)

How did t h is r e s p o n s ib il it y come to f a l l to t h is person, t h is
group? (PROBE: h i s to r y , r a t i o n a l e , s e le c tio n process, e t c . )

Describe the long range planning tasks performed by th is
person, t h is group? (PROBE: defines m ission, reviews plans
prepared by oth ers, approves of plans, gathers data, e t c . )

What is the background of t h is person, t h is group? (PROBE:
campus experience, education, a d m in is tra tiv e r o le s , e t c . )

Is there also a long range planning group or committee on the
governing board of your college? (PROBE: o f f i c i a l ,
designated, in fo rm a l, e t c . )
No

(Skip to 9)

Yes_____

B r i e f l y describe the o r ig in and the r o le of the group.

What long range planning tasks are performed by t h i s group?
(PROBE: defines mission, sta te s goals, gathers d a ta , reviews
plans prepared by o th e rs , e t c . )

What are the backgrounds of the members of t h is governing
board group/committee? ( T i t l e s , p o s itio n s , no names.)

153
SURVEY IDENTIFICATION CODING
How is th e long range planning group of the governing board
chosen? (PROBE: by i n v i t a t i o n , whose i n v i t a t i o n , prescribed
procedure, e t c . )

In a d d it io n , has your c o lle g e e s ta b lis h e d a separate planning
o f f i c e or department or made some e x is t in g o f f i c e or
department resp onsible f o r long range planning?
No

(Skip to 14)

Yes_____

How long has t h i s arrangement e x is te d at your college?

How was t h i s d e p a r tm e n t/o ffic e se lec ted f o r t h is long range
planning r e s p o n s ib ilit y ?
(PROBE: h i s t o r y , r a t i o n a l e ,
s e le c tio n a u t h o r i t y , e t c . )

Describe the long range planning tasks performed by t h is
o f f i c e or department.
(PROBE: gathers d a ta , s i t u a t io n
a n a ly s is , f o r e c a s tin g , d e fin es g o als , prepares plans f o r
revie w , e t c . )

Does your c o lle g e also use a campus committee f o r long range
planning?
No

(Skip to 21)

Yes_____

How long has t h is committee existed?

Is t h i s a standing or a s p e c ia l committee?

How did t h is committee come to be formed?
ra tio n a le , e tc .)

(PROBE:

h i s to r y ,

154
SURVEY IDENTIFICATION CODING
Who is represented on t h is committee? (PROBE:
alumni, a d m in is tra tio n , community, e t c . )

fa c u lty ,

Who are members selected f o r t h is committee? (PROBE: by
i n v i t a t i o n , prescribed procedure, s e le c tio n a u th o r ity , e t c . )

What long range planning tasks are performed by th is
committee? (PROBE: defines mission, gathers d a ta, state s
g oals, reviews plans, e t c . )

G en erally , how f a r does your c o lleg e long range planning
p r o je c t in to the fu ture?
(PROBE: f i v e ye a rs , r e g u la r ly , w ith
special circumstances, e t c . )

How long has your co lle g e been p ro je c tin g i t s planning th is
f a r ahead?

What i n i t i a t e s long range planning on your campus?
c r i s i s , a c c r e d ita tio n , annual event, e t c . )

(PROBE:

What is the scope or range of concerns which t y p i c a l l y would
be considered in your co lle g e long range planning? (PROBE:
social change, fin a n c in g , personnel, e t c . )

Is th ere a c e r t a in , s p e c ifie d procedure which your co lle g e
fo llow s in i t s long range planning?
No

Yes_____

How does your co lleg e go about it s long range planning?
(PROBE: step-by-step progression, s p e c ific assignments, e t c . )

155
SURVEY IDENTIFICATION CODING

What kind of a schedule does long range planning f o llo w at
your co llege?
(PROBE: annual, d e a d lin e s , extemporaneous,
e tc .)

What o f f i c e s or
upon to provide
f o r use in your
prepared, drawn
bank, e t c . )

departments a t your c o lle g e would be c a lle d
m a te r ia ls ( i . e . , d a ta , in fo rm a tio n , analyses)
long range planning?
(PROBE: s p e c ia lly
from e x is t in g r e p o r ts , from computer data

Does your c o lle g e conduct i n s t i t u t i o n a l research e s p e c ia lly
f o r use in long range planning?
No

Yes_____

What types of i n s t i t u t i o n a l research have been used in your
long range planning? (PROBE: cause f o r research, who
conducted research, r e g u la r ly conducted, e t c . )

What sources ou tside of your c o lle g e provide m a te r ia ls (d a ta ,
in fo rm a tio n , analyses, e t c . ) f o r your long range planning?
(PROBE: c o n s u lta n ts , p ro fe s s io n a l o rg a n iz a tio n s , o th er
c o lle g e s , e t c . )

What inputs or kinds of inputs to long range planning have
been the most im po rtant, the most valuable?

What is long range planning expected to do f o r your college?
(PROBE: provide c e n tr a l c o n t r o l , i n s t i t u t i o n a l renewal,
consensus, e t c . )

What t y p i c a l l y would be included in the f i n a l version of your
c o lle g e 's long range plan? (PROBE: mission statem ent,
s it u a t io n analyses, statement of o b je c tiv e s and s t r a te g y , e t c . )

156
SURVEY IDENTIFICATION CODING
How is your long range plan stated in ways s im ila r to your
short term op erational p la n , ways d i f f e r e n t from short term
plan? (PROBE: same form at, same type of d e t a i l , degree of
d e ta il, e tc .)

How is your long range plan tra n s la te d in to your op erational
plans?

How widely does your co lleg e long range planning a f f e c t your
cu rren t operations? (PROBE: budgeting, personnel p o lic ie s ,
h irin g , e tc .)

How does your c o lle g e t y p i c a l l y disclo se i t s long range plans?

What members of your co lle g e community would have access to
your long range plans? (PROBE: f a c u l t y , students, alumni,
e tc .)

What in d ic a tio n s do you have about the f a m i l a r i t y of these
groups with your co lle g e long range plans? (PROBE: alumni
s tu d ie s , student newspaper a r t i c l e s , e t c . )

What members of your c o lle g e community ( i . e . , f a c u lt y ,
students, alumni) would know the persons who conduct long
range planning?

How would the general campus population ( i . e . , workers,
f a c u l t y , students) go about fin d in g out about the co lle g e long
range plans? (PROBE: memos, open discussions, counseling,
e t c .).

157
SURVEY IDENTIFICATION CODING
What is the p o lic y of your co lle g e w ith regard to d isclo sure
of long range plans to the general campus population ( i . e . ,
workers, f a c u l t y , students) go about fin d in g out about the
c o lleg e long range plans? (PROBE: memos, open discussions,
counseling, e t c . )

How would long range planning at your colege today compare
w ith long range planning at your co lle g e f i v e to ten years ago?

How do you th ink long range planning w i l l change at your
co lleg e in the future?

What impressions do you have regarding the adequacy of long
range planning a c t i v i t i e s at independent colleges in Michigan?

What impressions do you have regarding the appropriateness of
the people involved in long range planning a t independent
colleges in Michigan.

What impressions do you have regarding the necessity f o r long
range planning at independent Michigan colleges?

Any concluding comments on long range planning?

Would you want a copy of the f i n a l rep o rt of the study?

APPENDIX A -2
QUESTION LIST FOR STAGE I I

INTERVIEWS

The fo llo w in g l i s t o f questions was used in the second stage
of th e research.

Questions from t h i s l i s t were asked of various mem­

bers of d i f f e r e n t c o n s titu e n c ie s on s e le c te d c o lle g e campuses.
a l l questions were a p p ro p ria te to ask of a l l c o n s titu e n c ie s .

Not
Thus,

t h i s l i s t was intended to help th e In te r v ie w e r to s tim u la te discus­
sion and should not be mistaken f o r a q u e s tio n n a ire .

158

159

APPENDIX A-2
CASE CODING
Describe t h is co lle g e 1n your own way, as you view I t today. What
are I t s most s ig n if ic a n t aspects? What are i t s best features? What
c h a r a c t e r is tic s tro u b le you?

How has the co lleg e changed in the time you've known it?
changes please you? What changes tro u b le you?

What

In your o p in io n , what changes are most l i k e l y to occur a t your
c o lle g e 1n the next several years? What a f f e c t w i l l these changes
have on you? On the college?

What is the o r ig in of t h is c o lle g e , as you understand it?
to the establishment of t h is college?

What led

What is the mission of the c o lle g e , the r o le of the c o lle g e in
s o c ie ty - - as you see it ?
How has t h is mission changed in the time
you've known the college? How may t h is m is s io n /ro le change in the
next several years? What would you l i k e the mission of the co lle g e
to be?

Describe the programs o ffe re d by the c o lle g e . Are these the most
Important? Are they good programs, the r i g h t programs, in your
opinion? Are th ere o ther programs? What programs do you th in k
should be added/amended/deleted?

160

CASE CODING

How large 1s the student body, in your estimate? Is t h is "head
count," " f u l l - t i m e e q u iv a le n ts ," what? How is the student body
changing? Describe the " t y p ic a l" student? What type o f student
would you p r e fe r to have e n ro lle d in the co lle g e several years from
now? How does your expectation compare w ith the Admissions O ffic e
expectation?

What would you l i k e t h is c o lle g e to be in 5 to 10 years? What
programs? What kind of campus l i f e ? What kind o f leadership?

As you see them, what are the prospects, the o p p o rtu n itie s f o r the
co lle g e in the next several years? How w i l l o p po rtu nity change
during the next decade? How s ig n if ic a n t are these o p p o rtu n itie s to
the college?

In your op inio n, what problems face your co lle g e today? How do
these problems d i f f e r from the problems of the past? What problems
do you expect to emerge in the c o lle g e 's future? How s ig n if ic a n t
are these problems to the college?

What do you estim ate the strengths of the co lleg e to be today? How
do these strengths compare w ith those of the past? What do you
expect the strengths of the co lleg e to be in the fu ture? How
s i g n i f i c a n t are these strengths to the college?

What do you perceive to be the th re a ts to the college? How are
to day's th re a ts d i f f e r e n t from those of the past? What f u t u r e ,
p o te n tia l th re a ts do you fo re c a s t f o r the college? How s ig n if ic a n t
are these th re a ts to the college?

161

CASE CODING

I f you had the power to change your c o lle g e to s u i t y o u r s e l f , how
would the c o lle g e you'd c r e a te d i f f e r from the c o lle g e as you know
i t today?

Who, in your o p in io n , are involved in shaping the f u tu r e o f your
colleg e? What p o s it io n s , groups, ro le s are involved? Who are
o f f i c i a l l y involved? Who u n o f f i c i a l l y ?
Are the r i g h t persons
Involved in shaping th e fu tu r e of th e college?

What is the " o f f i c i a l ” p ic t u r e of what the c o lle g e w i l l become? How
is the o f f i c i a l statement of the c o lle g e long range plan developed?
By whom? How often? How w id ely known is t h i s " o f f i c i a l ” statement?

In your o p in io n , does discussing th e f u t u r e o f your c o lle g e g ive you
a c le a r e r view of how you i n t e r a c t w ith others on campus? How
w id ely understood is the c o lle g e o rg a n iza tio n ? Who on campus knows
which o f f i c e does what? How w e ll is the power s t r u c tu r e understood
on campus?

Most c o lle g e s include several groups which have v a rie d fe e lin g s
about what the c o lle g e ought to become, where th e c o lle g e ought to
be headed.
How does long range planning a t your c o lle g e handle
d iffe r e n c e s of o p in io n , s it u a t io n s of c o n f l ic t ?

How r e c e p tiv e 1s your c o lle g e to new id eas , new programs, new
procedures, new approaches? How w e ll does long range planning
s tim u la te innovation on your campus? How commonly are new Ideas
In te g ra te d in to your c o lle g e 's planning? Are c e r t a in types o f
innovation r e a d i l y received w h ile o th e r innovations are taboo?

Describe how the c o lle g e is governed and who is running th e college?

162

CASE CODING
What is the Board o f Trustees l i k e in your opinion? What is the
q u a lit y of the Board membership? What is the background o f the
Board membership? How is the Board involved in long range planning?

What is the r o le of the f a c u l t y in running the college? What is the
real power of the fa c u lty ? How would you describe the fa c u lty ? How
large? F u ll-tim e ? P art-tim e? How involved is the f a c u lt y 1n the
long range planning of the college?

What is the p re s id e n t's r o le in planning the c o lle g e 's future?
What, in your opinion, does the president want the co lle g e to
become? How does the president conduct long range planning f o r the
college? Describe the p re s id e n t.
Is he open to new, d i f f e r e n t
ideas? Is he a dominating p e rs onality?

*

What r o le does the a d m in is tra tiv e s t a f f play in planning the fu tu re
of the college? C haracterize the a d m in istra tio n of the c o lle g e .
How would you describe the q u a lit y of the a d m in is tra tiv e s ta ff?
What do you think the a d m in is tra tiv e s t a f f would l i k e the co lleg e to
become?

What b e n e fits /v a lu e s come from long range planning a t your c o lle g e ,
in your opinion? What do you expect long range planning to do f o r
your college? I f you had your way, what long range planning would
you want f o r your college?

How does your long range planning id e n t i f y and ev alu ate fa c to rs and
changes in so cie ty which would a f f e c t your college?

Does long range planning provide c e n tr a liz e d guidance and evalu atio n
of your c o lle g e 's performance? How?

163

CASE CODING
Is planning a t your c o lle g e o fte n r e tr o s p e c tiv e — th a t i s , planning
done to c o rr e c t past decisions and actions?

Is your c o lle g e planning predominantly prospective - - t h a t i s ,
planning d ire c te d a t c r e a tin g a d e sired fu tu re ?

How comprehensive is long range planning a t your co lleg e?

Does your c o lle g e have a w r i t t e n long range plan f o r the next th re e
years or longer?

Does the w r it t e n long range plan include s p e c if ic goals and
o b jec tive s?

Does the w r i t t e n long range plan includ e s t r a t e g ie s , s p e c if ic
courses o f action?

Does the w r it t e n plan include estim ates of f u t u r e resource
requirements?

How does your c o lle g e long range planning a n t ic i p a t e or d e te c t
v a r ia t io n s from the s p e c if ic plan?

How do you f e e l about long range planning a t your college?

164

CASE CODING
What do you regard as the advantages and disadvantages o f long range
planning a t colleges?

What are your opinions on long range planning models and systems
developed f o r colleges?

How do you f e e l about i n s t i t u t i n g a fo rm a liz e d , comprehensive long
range planning system a t your college?

APPENDIX B
GUIDELINES AND TALLEY SHEETS
FOR
RESPONSE INTERPRETATIONS

APPENDIX B -l
GUIDELINES FOR INTERPRETING RESPONSES

Check ILRP Column When . . . .

Check FLRP Column When . . . .

- no planning group 1s des­
ignated

- a planning group is d esig­
nated

- planning group is ad hoc

- planning group is ongoing

- membership in planning
group changes quickly or when
no selection procedure exists

- th e re is a s p e c i f ic proced­
ure f o r choosing planning group
members and th e membership is
sta b le

- the roles and tasks of members
of planning group are unclear

- planning members have
s p e c i f ic ro le s or tasks

- no routine or procedure is
specified fo r the planning group

- a ro u tin e or procedure is
s p e c ifie d f o r the planning group

- there is no known calendar
or schedule

- a calendar or schedule is
known to the planning group

- LRP is conducted irreg u ­
la r ly or in itia te d in response
to a problem or event

- LRP is conducted regu­
l a r l y as p a r t of the normal
c o lle g e r o u tin e

- the focus is on operating
departments, on physical plant
and programs

- LRP focus is on o v e r a ll
i n s t i t u t i o n , comprehensive
changes

- LRP is less than fiv e years

- LRP is f i v e years or more

- LRP draws almost e n tire ly
from inside data sources,
borrows from data generated
fo r other reasons

- LRP draws on same data
sources and augments in sid e
data w ith o u tsid e data and
research done f o r LRP

- LRP aims at improving operating

- LRP aims a t a d ju s tin g to s o c i­
e t a l changes, a t developing
broader understanding w ith in
the c o lle g e , a t developing
consensus as w e ll as improving
operations

e ffic ie n c y , at allo catin g of
resources, at providing
cen tralized control

- LRP generates d i r e c t iv e s f o r
o p e ra tin g departments w it h ­
out de scrib in g in te r a c t io n s
among departments

- LRP generates g u id e lin e s f o r
decision-m aking, describes
the d ir e c t io n o f the c o l ­
leg e, s p e c ifie s in te r a c tio n s

- LRP is known to only key
personnel and not w id ely d is ­
cussed

- when LRP is disclosed to the
e n t i r e c o lle g e community and
discussed

- LRP is revealed by top ad­
m in is t r a t io n "as needed" by
o p eratin g u n its

- LRP is w id ely known, impact
upon decision-m aking, e s p e c ia l­
ly budgeting and s t a f f i n g , is
understood

165

APPENDIX B-2
TALLEY SHEET FOR RESPONSE INTERPRETATIONS
Read a question and I t s
response.
Judge whether t h a t response
suggests a formal (FLRP) or inform al (ILRP) approach to LRP.
Check
th e
a p p ro p ria te
column before going to
the
next
question
and
response. R efer t o the g u id e lin e sheet f o r a s sis tan ce.
Q.

ILRP

FLRP

NOT SURE

Q.

1.

26.

2.

27.

3.

28.

4.

29.

5.

30.

6.

31.

7.

32.

8.

33.

9.

34.

10.

35.

11.

36.

12.

37.

13.

38.

14.

39.

15.

40.

16.

41.

17.

42.

18.

43.

19.

44.

20.

45.

21.

46.

22.

47.

23.

48.

24.

49.

25.

50.

Respondent I d e n t i f i c a t i o n Code
Date of judging__
I n i t i a l s o f judge

166

ILRP

FLRP

NOT SURE

APPENDIX B-3
TALLEY SHEET FOR RESPONSE INTERPRETATIONS
Read a question and I t s response.
Judge whether th a t response suggests
a formal
(FLRP) or informal
(ILRP)
approach to LRP.
Check the
ap prop riate column before going to the next question and response.
R efer to the g u id e lin e sheet f o r assistance.
Q.

1

.

ILRP

FLRP

NOT SURE

Q.

ILRP

FLRP

26.

2.

27.

3.

28.

4.

29.

5.

30.

6.

31.

7.

32.

8.

33.

9.

34.

10.

35.

11.

36.

12.

37.

13.

38.

14.

39.

15.

40.

16.

41.

17.

42.

18.

43.

19.

44.

20.

45.

21.

46.

22.

47.

23.

48.

24.

49.

25.

50.

Respondent I d e n t i f i c a t i o n Code_________

FLRP_______ X{+1) *

Date o f judging__________________________

ILRP_______ X (-1 ) =

I n i t i a l s of judge________________________

NET
NS

167

NOT SURE

BIBLIOGRAPHY

BIBLIOGRAPHY
Books

A ckoff, Russell L. S c i e n t i f i c Method:
D ecisions, W iley, New York, 1962.

Optimizing Applied Research

Ackoff, Russell L. A Concept of Corporate Planning, W iley In te rs c ie n c e , New York, 1970.
A nsoff, H. Ig o r.
"A Q u asi-A n aly tica l Method f o r Long-Range Plan­
ning" in C. W. Churchman and M. Verhulst ( E d i t o r s ) , Management
Sciences: Models and Techniques, Vol. 2, Pergamon, New York,

iwr.

----------------------------------

---------------------------------------- —

Ansoff, H. Igor. Corporate Strategy: An Analytical Approach to
Business Policy fo r growth ana Expansion, McGraw-Hill Book
Company, New York, 1965.
Anthony, Robert N. Planning and Control Systems— A Framework f o r
A na lysis, Harvard U n iv e r s ity , Cambridge, Hassachusettes, 1966.
Armijo, Frank, H a ll, Richard S ., Lenning, Oscar, Jonas, Stephen,
Cherin, E lle n H ., H arrington, Charles. Comprehensive
I n s t i t u t i o n a l Planning: Studies in Implementation, Rational
Center f o r Higher Educational Management Systems, Boulder,
Colorado, 1980.
A rth u r, W illia m
te r in g and
Colleges:
of H ea lth ,

James. The Development of a System of Adminis­
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