Da, as, R., & Ali, Nohad. (2021). In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills. London Review of Education, 19(1), 1–18.
This article discusses the implications of sociopolitical and cultural challenges and complexity on educational leaders’ use of strategic thinking skills in divided societies, using the case of Israel, a deeply divided society with a hegemonic Jewish ethno-national state and Bedouins – a subculture of the minority Arabs. Jewish principals use the additional strategic skills of reflection and reframing. This article and its propositions open avenues for research into principals’ perceptions in deeply divided contexts and contribute to cognitive characteristics of leadership by explaining the implications of specific contexts for strategic thinking.
El Zein Badawi, S. M. (2020). Transformation of higher institute of education by integrating quality assurance and strategic planning: The experience of Ahfad University for women--Sudan. Ahfad Journal, 37(2), 3.
This article focuses on the concept of integrating quality assurance with strategic planning in higher education institutions in Sudan, with special focus on the experience of Ahfad University for Women (AUW). It attempted to explain the self-assessment process of quality assurance undertaken at AUW. The paper depended mainly on qualitative data extracted from the different document of relevance at AUW such as the minutes of meeting during the period of undertaking the quality assurance process, self-assessment reports submitted the different school and units, the External Assessment committee Report, the Quality Assurance guiding manual, as well as the reviewed literature.
Falqueto, J. M. Z., Hoffmann, V. E., Gomes, R. C., & Onoyama Mori, S. S. (2020). Strategic planning in higher education institutions: What are the stakeholders’ roles in the process? Higher Education: The International Journal of Higher Education Research, 79(6), 1039–1056.
This article classifies and assigns degrees of influence to the stakeholders involved in the implementation of strategic planning at a Brazilian higher education institution. Findings indicate that higher education institution’s focus on the internal and external stakeholders that have the power to control them. In practice, this study provides insight into the stakeholder influences that influence the implementation of strategic planning in a university. Based on the findings, university managers will be able to think more strategically about the institution's objectives, taking into account the degree of influence that stakeholders have on the institution's objectives.
George, B. (2021). Successful strategic plan implementation in public organizations: Connecting people, process, and plan (3Ps). Public Administration Review, 81(4), 793–798.
Strategic planning remains the dominant approach to strategy formulation at all levels of government, and it is an enduring topic of public administration research and practice. This essay provides evidence‐based recommendations from strategic planning initiatives in Flemish municipalities using multi‐informant and multisource survey data. It shows that successfully implementing strategic plans is influenced by the people, process, and plan (3Ps) underlying the plan. Carefully implementing each step involved in the process is critical to implementation. Practitioners are encouraged to consider strategic planning not as a one‐size‐fits‐all solution to strategy formulation, but as an approach in which variation in people, process, and plan influences implementation success.
Inga, E., Inga, J., Cárdenas, J., & Cárdenas, J. (2021). Planning and strategic management of higher education considering the vision of Latin America. Education Sciences, 11, 1-15.
Many universities are employing metrics that are used by other countries as the focus moves towards academic management. A shared vision and collaboration is required to identify evidence based practices. This article proposes an academic management strategy to guarantee student-centered education. This strategy has an emphasis on hierarchical process in layers to optimize and achieve efficiency, reliability, and resilience. In this paper, performance indicators that motivate the effort based on the merit that human capital produces are outlined.
Tichnor-Wagner, A. (2019). District agency in implementing instructional reform: A comparative case study of global education. Journal of Educational Change, 20(4), 495–525.
As instructional reforms are shifting focus from reading and math achievement towards social and emotional learning and challenging coursework that prepares students for college, careers, and citizenship, this study addressed how leaders in two school districts actively served as mid-level implementers of global education, an instructional reform that extends teaching and learning beyond traditionally tested subject areas. This qualitative comparative case study of global education implementation in two school districts found that leaders in both districts strategically supported global education implementation by generating will, building capacity, and re-orienting the organization. The districts differed in specific strategies they deployed based upon preferences for top-down or top-and-bottom approaches to systems change. Common strategies found in both cases point to specific ways that district leaders can exert agency in supporting teaching and learning that prepares students with the twenty-first century skills needed to thrive in a pluralistic, interconnected world, and raises new questions about which district-level implementation approaches are most effective in enacting change in schools and classrooms.
Cooper, H. A., & National Association of State Boards of Education, A. V. (1985). Strategic planning in education: A guide for policymakers, 1-13.
This brief guide for policymakers, strategic planning is the method by which an organization identifies relevant trends in its environment, analyzes their potential implications, and projects an integrated strategy to address these future events and their contingencies. This process differs from formalized planning, based on internal organizational goals and priorities and viewing external forces as obstacles or incentives to their achievement. Strategic planning for education, as for business, can be measured in terms of savings, improved public image, responsiveness to social needs, and effective performance of an important mission. Chapter II helps policymakers identify major trends concerning demographics, economics, technology and lifestyle, and politics and values. Chapter III illustrates a nine-step strategic planning process involving (1) a planning focus; (2) a trend statement; (3) a trend analysis; (4) a need for action statement; (5) a resource audit; (6) an action priority; (7) an organizational response; (8) a strategic plan; and (9) a restatement of mission. Chapter IV provides "starter" exercises on two topics: the computer revolution and the growth of language minorities. Chapter V concludes the paper by outlining planning elements in the policy arena, such as foresight, goal-setting, budgeting, management and evaluation, and leadership.
The Steps of the Strategic Planning Process in Under 15 Minutes
Taylor, A. (2017). The steps of the strategic planning process in under 15 minutes.