Strategic Planning Partnership

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AACSB International 2001 Undergraduate Programs
Conference Academic Leadership Turning Vision
into Reality Michael R. Moore Ernst Young
Foundation
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For a .pdf download michael.moore1_at_home.com F
or a hard copy ellen.glazerman_at_ey.com
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Partnership Schools

• Alabama
• Baylor
• Brigham Young
• California, Irvine
• Case Western Reserve
• Clemson
• Colorado, Denver
• DePaul (Chicago)
• Duke (review)
• Florida (Accounting)
• Hampton
• Lehigh
• Illinois (Accounting)
• Miami (Ohio)

• Michigan State (Accounting)
• Millsaps
• Missouri, Columbia
• Morgan State
• North Carolina Central
• Ohio State (review)
• San Jose State
• Southern California (Accounting)
• Southern
• Syracuse
• Washington
• Washington and Lee
• Wisconsin, Madison (Accounting)

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Leadership
Leadership is the capacity to release and engage
human potential in the pursuit of common
cause. Michael Moore and Michael
Diamond Academic Leadership Turning
Vision into Reality
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Leadership Challenges
Individual vs. Institutional Focus
Isolation vs. Integration Decision Gridlock
vs. Speed-to-Market Structural Forces A
Stable System Academic Cultural Values
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Planning Success Principles
Leadership Attention to the Marketplace
Engagement of Stakeholders A Structured
Framework Facilitated Teamwork
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The Leader as Strategic Planner
Be an enthusiastic sponsor of the process.
Secure the participation of planning team
members. Engender a climate of openness to
change and renewal. Be willing to put
everything on the table. Sustain commitment
to the process through tough times. Sustain
communications keep everyone informed. Know
when to, and be willing to, take the
decision. Be accountable for leading
implementation.
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Multifaceted Leadership
Idea leadership Inspirational leadership
Process leadership Political leadership
Richard Boyatzis, Scott Cowen, David Kolb
Innovation in Professional Education
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You cant tell who the leaders are from
the organization chart. We have developed
an absolutely certain way of detecting
leadership talent. We simply observe who has
followers. A person who has followers is a
leader. William Gore W. L. Gore
Associates
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We hear a great deal of talk these days
about the culture of an organization. But what
we really mean by this is the commitment throughou
t an enterprise to some common objectives and
common values. Without such commitment, there is
no enterprise. Peter Drucker
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One of our trustees says that if he learns that
the end of the world is at hand, he
will immediately come to Duke, because everything
takes a year longer here. Nan Keohane,
President Duke University
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Changing the curriculum has all the physical and
psychological problems of moving
a graveyard. Malcolm Gillis, President
Rice University
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The concepts of security, stability,
academic freedom, and tenure which are
fundamental to the life of the academy may
limit a facultys ability to adapt to changes in
the external environment. Richard Boyatzis,
Scott Cowen, David Kolb Innovation in
Professional Education
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As a practical matter, little has changed in
the way most professors teach and the way
most institutions organize learning
opportunities, despite the indicators that
learning outcomes are not as favorable as had
been assumed. Frank Newman, Director
The Futures Project
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Positioning Preferences

• Conservative
• Risk-Averse
• Short-Term
• Quantity
• Impact on Us

• Innovative
• Risk-Taking
• Long-Term
• Quality
• Service to Others

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Community Preferences

• Compartmental
• The Individual
• The Unit
• Need-to-Know
• Carrot / Stick
• Reward Commitment

• Cooperative
• The Team
• The Organization
• Open Communication
• Shared Commitment
• Reward Performance

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Societies that keep their values alive do so
not by escaping the processes of decay but
by powerful processes of regeneration
Each generation must rediscover the living
elements of its own tradition and adapt them to
present realities. To assist in this discovery
is one of the tasks of leadership. John W.
Gardner On Leadership
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Planning Success Principles
Leadership Attention to the Marketplace
Engagement of Stakeholders A Structured
Framework Facilitated Teamwork
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Shaking the Pillars ofHigher Educations Paradigm
Engine of Knowledge Certification of
Learning The Residential Campus Subsidized
Cost Structure Life-long Learning
Competitive Intensity
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• Corporate Universities
• Virtual Universities
• Consortia of Colleges
• Foreign Schools

Threat ofNewEntrants
Cost pressures
Price pressures
Low entry barriers
BargainingPowerof Customers
BargainingPowerof Suppliers
RivalryamongUniversities
Low growth / shrinkage Excess capacity Degree
proliferation Undifferentiated programs

• Students
• Parents
• Employers
• Funding Sources
• Legislators

• Faculty
• Staff
• Technology
• Outsource services

High exit barriers
Easy to substitute
Threat ofSubstitutes

• Books, video, CD-ROM
• Internet
• Interactive television
• Desktop Computer

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As we all know, our institutions are not
built for speed, rapid change or
just-in-time operations. This is our beauty as
well as our bane. Scott Cowen, President
Tulane University
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The talk you hear today about adapting to change
is not only stupid, its terribly dangerous. The
only way you can manage change is to create it.
By the time you catch up with change, the
competition is already ahead of you. Peter
Drucker
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Planning Success Principles
Leadership Attention to the Marketplace
Engagement of Stakeholders A Structured
Framework Facilitated Teamwork
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The single most important thing to remember about
any enterprise is that there are no
results inside its walls. The result of a
business is a satisfied customer. The result of
a hospital is a healed patient. The result of a
school is a student who learns something and puts
it to work. Peter Drucker
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Engagement of Stakeholders
Dean, department chairs, program directors
Faculty and staff Students and alumni
Student recruitment and career services
Employers and advisory board members
Development, corporate and public relations
Technology, library and other internal services
University administration
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A strategy has power to the extent that
the stakeholders of an organization can
describe the strategy in their own
words, the relevance of the strategy to
their own work, their roles in making
the strategy succeed, and their gain in
making the strategy succeed.
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Never doubt that a small group of
thoughtful, committed people can change the
world. Indeed, it is the only thing that ever
has. Margaret Mead
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Planning Success Principles
Leadership Attention to the Marketplace
Engagement of Stakeholders A Structured
Framework Facilitated Teamwork
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Strategic Framework
Distinctive Capabilities
Measures of Success
Mission
Strategies
People
Shared Purpose Shared purpose provides focus
by driving strategy.
Scholarship
Shared Values Shared values provide control by
guiding execution.
Education Programs
External Relations
Measures of Success Indicators of
mission achievement.
Internal Operations
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Business SchoolDistinctive Capabilities
Information Systems
Management
Marketing
Accounting
Finance
External Relations
Internal Operations
Education Programs
Scholarship
People
Executive Development
Baccalaureate Program
MBA Program
Ph.D. Program
Specialized Masters
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Planning Success Principles
Leadership Attention to the Marketplace
Engagement of Stakeholders A Structured
Framework Facilitated Teamwork
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Why Independent Facilitation?
Established groups bring their existing
interpersonal baggage. New groups do a lot of
sizing up and temperature-taking. Most groups
tend to shy away from engaging on hard issues.
May help to minimize Here we go again!
skepticism.
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Roles of Facilitation
Provide unbiased process management. Help
the team to stay on task. Elicit participation
from all team members. Assist in raising and
engaging on tough issues. Be a catalyst for
challenging current paradigms. Enable academic
leaders to focus on issues. Help the team
reach as much closure as possible.
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Turning Vision into Reality
Attention to Structure Open
Communication Continuous Assessment
Renewal Processes
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Universities today often find it easier
to construct buildings and increase
endowments than to bring about fundamental
improvements in the teaching and learning
processes. Richard Boyatzis, Scott Cowen,
David Kolb Innovation in Professional
Education
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Vision leads to Systemic Structure leads
to Patterns of Behavior lead to Events
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If you have a stable system, then there is
no use to specify a goal. You will get
whatever the system will deliver. A goal beyond
the capability of the system will not be
reached. W. Edwards Deming
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We all know what it feels like to be
facing compensating feedback the harder
you push, the harder the system pushes back We
push harder, faithful to the creed that hard work
will overcome all obstacles, all the
while blinding ourselves to how we are
contributing to the obstacles ourselves.
Peter Senge The Fifth Discipline
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It is a mistake to assume that teaching
and learning are the same thing Our view is that
education has tended to focus on teaching, often
assuming learning rather than promoting it.
Scott Cowen, President Tulane
University
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One might as well say he has sold, when no one
has bought, as to say he has taught, when no one
has learned. John Dewey
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Most educational innovation begins by assuming
the very structures and processes that should be
questioned the course, class, grades,
examinations, classroom, credit hours, lectures,
and so on. Richard Boyatzis, Scott Cowen,
David Kolb Innovation in Professional
Education
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The disciplinary hold on curriculum, a
course- and-credit system of academic
bookkeeping, and the atomism of faculty reward
systems all stand as formal impediments to
the educational renewal to which campuses
aspire. Carol Geary Schneider and Robert
Shoenberg Habits Hard to Break
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Course-Credit Model
Mission-in-use to maximize resources and
reputation. Core process (learning) goals are
ill-defined. The means of learning (courses)
are taken as ends. Learning is not assessed by
operational measures. The core learning
process is not continuously improved. The
model encourages competition not collaboration.
The control structure encourages
independence Ralph Mullin The
Undergraduate Revolution
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University Decision Making
Decision by Committee (committees of
experts) Fluid Participation (participants
wander in and out) An Issues Carousel
(decisions pinned down temporarily) A
Subsidiary Process (burden simple decisions)
Conflict is Common (diverse interest groups)
Result Decision Flow instead of Decision
Making Daniel Julias, J. Victor Baldrige,
Jeffrey Pfeffer A Memo from Machiavelli
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Education Structural ForcesInfrastructure of the
Academy
Socialization of new faculty within Ph.D.
programs Prominence / influence of
single-discipline journals Orientation of
single-discipline academic associations
Accreditation processes State governance and
coordination policies
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Education Structural ForcesWithin Universities
and Colleges
Graduation based on the course-credit system
Academic department structures Faculty
promotion, tenure and reward systems
Discipline-driven Ph.D. programs FTE-driven
resource allocation systems
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Education Structural ForcesWithin Professional
Employment
Professional licensing requirements and
examinations Orientation of professional
practitioner associations Business regulatory
agencies
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Partnership Schools

• Alabama
• Baylor
• Brigham Young
• California, Irvine
• Case Western Reserve
• Clemson
• Colorado, Denver
• DePaul (Chicago)
• Duke (review)
• Florida (Accounting)
• Hampton
• Lehigh
• Illinois (Accounting)
• Miami (Ohio)

• Michigan State (Accounting)
• Millsaps
• Missouri, Columbia
• Morgan State
• North Carolina Central
• Ohio State (review)
• San Jose State
• Southern California (Accounting)
• Southern
• Syracuse
• Washington
• Washington and Lee
• Wisconsin, Madison (Accounting)

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Academic Leadership Turning Vision into Reality