definition of strategic planning in education

Ensure your strategic plan succeeds with your educational partners’ input

September 29, 2023

Sarah Mathias

Strategic planning in education – 3 keys to success.

Effective strategic planning is critical for creating positive change in your district. Among the many benefits, strategic plans align educational partners with a shared vision, mission, and values; promote productive decision-making; and help students reach their full potential.

While having a plan in place will usually improve results, strategic planning can present challenges—resulting in endless meetings, countless goal and tactic revisions, and plans that are never fully realized.

In this post, we explore strategic planning in education, touch on some K-12 planning tips, and share three best practices for making strategic planning successful in your school district. With your community’s insights and the right tools, you can win at strategic planning. Here’s how.

In this Article

• What is Strategic Planning in Education?

Strategic planning tips for K12

See thoughtexchange in action — watch the product tour, what is strategic planning in education.

Strategic planning is the process of setting goals, deciding on actions to achieve those goals, and mobilizing the resources needed to take those actions. A strategic plan describes how goals will be achieved using available resources.

While the concept initially stemmed from business practices due to people moving from the private sector into educational leadership positions, many strategic planning tools and paradigms have been adapted to focus on engagement and consensus.

This is because effective strategic planning requires community support at the school district level, both functionally and legislatively. School districts of all sizes use strategic planning to improve student outcomes and respond to changing demographics while staying within the given funding box.

In top-performing schools, leaders have proactively shifted their strategic planning process to include their educational partners. They know that their strategic plans are more likely to succeed with community support and the insights that come with community engagement.

Strategic planning is key to setting students up for success in K-12 and beyond. A solid strategic plan articulates a shared vision, mission, and values, increasing engagement while providing a framework to ensure students’ needs are met so they can reach their full potential.

Your strategic plan will benefit from your district’s input. Here are a few effective ways to engage your district in K-12 strategic planning.

Tap into your educational partners’ wisdom

Your educational partners have valuable insights. Consult teachers, staff, students , parents, and community members throughout the planning process, so your strategy aligns with their perspectives.

Whether you’re setting strategy at the district, school, or department level, consulting diverse participants will uncover unbiased insights, enhance trust and buy-in, and ensure greater success with new strategic directions.

Using ThoughtExchange , leaders can scale their engagement to efficiently and effectively include their community in their district strategic plans.

Use climate surveys

Completed by all students, parents/guardians, and staff, school climate surveys allow leaders to collect participants’ perceptions about issues like school safety, bullying, and mental health and well-being, as well as the general school environment.

ThoughtExchange Surveys get you both nuanced qualitative and robust quantitative data with instant in-depth analysis, ensuring your district understands all angles of school climate. Run surveys independently or combine them with Exchanges for faster, more accurate results.

• Collect benchmark comparisons while tracking and measuring improvements over time
• Gather quality quantitative data for reporting to state agencies or funders
• Identify outliers and trends across demographic groups

Put in some face time with town halls, meetings, or listening tours

In-person gatherings like town halls, meetings, and listening tours are effective ways to understand your educational partners’ wants and needs to ensure they line up with your strategic priorities.

When managed effectively, they give staff and other educational partners the chance to closely interact. In-person gatherings can build trust and morale, promote transparency, and help create a sense of purpose.

Leverage community engagement platforms

Community engagement software lets you streamline your community engagement initiatives. It allows education leaders to gather feedback and get tens, hundreds, or even thousands of people on the same page in just days. It also facilitates candid, collaborative community conversations that help districts realize their goals.

A comprehensive community engagement platform like ThoughtExchange allows you to integrate your strategy with your community and take decisive, supported action in less time. It provides planning, scheduling, and analysis tools to help you quickly set strategy and monitor execution.

3 keys to strategic planning success

1. get everyone on the same page.

Make sure your educational partners are on the same page by allowing them to contribute to and shape your strategy from the start. Lack of alignment about what strategy involves can hinder even the best plans. So the first step in creating a successful strategic plan is getting everyone involved to provide their insights and opinions.

Letting your people know you’re listening and that their insights affect decisions, builds trust and buy-in. Your community will be much more likely to support—not sabotage—a strategy or decision.

2. Be a collaborative leader

According to ThinkStrategic , creating a school strategic plan should always be a collaborative process. Avoiding a top-down approach and getting input from educational partners will help minimize blind spots and unlock collective intelligence. It will also ensure everyone is committed to the plan. Get all community members involved in how to make the most of the school’s possibilities.

Commit to becoming a collaborative leader and put a plan in place to ensure you can achieve that goal. That may include implementing technology that can support scaled, real-time discussion safely and inclusively for students, teachers, and other educational partners.

3. Get a holistic view of your district

Getting a holistic view of your educational partners’ wants and needs helps you build more inclusive, supported strategic plans.

Depend on a platform that meets all your engagement needs in one place—from surveys to Exchanges—and allows you to consult more people in an inclusive, anti-biased environment. You’ll reduce the time and resources spent on town halls and meetings, and reach your district’s goals more efficiently and effectively.

Engagement and survey software has been proven to contribute to more effective strategic planning in education. It empowers leaders to run and scale unbiased engagement initiatives where they can learn what the people who matter really think— explore ThoughtExchange success stories to learn more .

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Review article, strategy and strategic leadership in education: a scoping review.

• 1 Universidade Católica Portuguesa, Research Centre for Human Development, Porto, Portugal
• 2 Universidade de Évora, Évora, Portugal

Strategy and strategic leadership are critical issues for school leaders. However, strategy as a field of research has largely been overlooked within the educational leadership literature. Most of the theoretical and empirical work on strategy and strategic leadership over the past decades has been related to non-educational settings, and scholarship devoted to these issues in education is still minimal. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding strategy and strategic leadership, identifying any gaps in the literature that could inform future research agendas and evidence for practice. The scoping review is underpinned by the five-stage framework of Arksey and O’Malley . The results indicate that there is scarce literature about strategy and that timid steps have been made toward a more integrated and comprehensive model of strategic leadership. It is necessary to expand research into more complex, longitudinal, and explanatory ways due to a better understanding of these constructs.

Introduction

Strategy and strategic leadership are critical issues for school leaders ( Davies and Davies, 2006 ; Davies and Davies, 2010 ; Eacott, 2010a ; Eacott, 2011 ). However, strategy as a field of research has largely been overlooked in educational leadership literature ( Davies and Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Davies and Davies, 2010 ; Eacott, 2011 ). Most of the theoretical and empirical work on strategy and strategic leadership over the past decades has been related to non-educational settings, and scholarship devoted to these issues in education is still very limited ( Cheng, 2010 ; Eacott, 2011 ; Chan, 2018 ).

The concept of strategy appeared in educational management literature in the 1980s; however, little research was produced until the 1990s (cf. Eacott, 2008b ). Specific educational reforms led to large amounts of international literature mostly devoted to strategic planning ( Eacott, 2008a ; Eacott, 2008b ; Eacott, 2011 ). For a long period, the concept of strategy was incomplete and confusing. The word “strategy” was often used to characterize different kinds of actions, namely, to weight management activities, to describe a high range of leadership activities, to define planning, or to report to individual actions within an organization ( Eacott, 2008a ).

Strategy and strategic planning became synonymous ( Eacott, 2008b ). However, strategy and planning are different concepts, with the strategy being more than the pursuit of a plan ( Davies, 2003 , Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ). Both phases of plans’ design and plans’ implementation are related, and the quality of this second phase highly depends on planning’ quality ( Davies, 2006 ; Davies, 2007 ; Eacott, 2008a ; Eacott, 2008b ; Eacott, 2011 ; Meyers and VanGronigen, 2019 ). Planning and acting are related and must emerge from the strategy. As stated by Bell (2004) .

Planning based on a coherent strategy demands that the aims of the school are challenged, that both present and future environmental influences inform the development of the strategy, that there should be a clear and well-articulated vision of what the school should be like in the future and that planning should be long-term and holistic (p. 453).

Therefore, it is necessary to adopt a comprehensive and holistic framework of strategy, considering it as a way of intentionally thinking and acting by giving sense to a specific school vision or mission ( Davies, 2003 , 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ).

The works of Davies and colleagues ( Davies, 2003 ; Davies, 2004 ; Davies and Davies, 2004 ; Davies and Davies, 2006 ; Davies and Davies, 2010 ) and Eacott (2008a , 2008b) , Eacott (2010a , 2011) were essential and contributed to a shift in the rationale regarding strategy by highlighting a more integrative and alternate view. Davies and colleagues ( Davies, 2003 ; Davies, 2004 ; Davies and Davies, 2004 ; Davies and Davies, 2006 ; Davies and Davies, 2010 ) developed a comprehensive framework for strategically focused schools , comprising strategic processes, approaches, and leadership. In this model, the strategy is conceptualized as a framework for present and future actions, sustained by strategic thinking about medium to long term goals, and aligned to school vision or direction.

Strategic leadership assumes necessarily a relevant role in strategically focused schools. Eacott (2006) defines strategic leadership as “leadership strategies and behaviors relating to the initiation, development, implementation, monitoring, and evaluation of strategic actions within an educational institution, taking into consideration the unique context (past, present, and future) and availability of resources, physical, financial and human” (p. 1). Thereby, key elements of strategic leadership can be identified as one that: 1) acts in a proactive way to contextual changes; 2) leads school analysis and response to changing environment; 3) leads planning and action for school effectiveness and improvement in face of contextual challenges and; 4) leads monitoring and evaluation processes to inform decision making strategically ( Cheng, 2010 ). This brings to the arena a complex and dynamic view of strategic leadership as it is a complex social activity that considers important historical, economic, technological, cultural, social, and political influences and challenges ( Eacott, 2011 ).

Along with these authors, this paper advocates a more comprehensive and contextualized view of strategy and strategic leadership, where strategy is the core element of any leadership action in schools ( Davies and Davies, 2010 ; Eacott, 2011 ). Here, strategic leadership is not seen as a new theory, but an element of all educational leadership and management theories ( Davies and Davies, 2010 ). Even so, these concepts can inform and be informed by diverse leadership theories, a strategy-specific framework is needed in the educational field.

Considering all the above, strategy can be identified as a topic that is being researched in education, in the recent decades. Nonetheless, there is still scarce educational literature about this issue ( Davies and Davies, 2006 ; Davies and Davies, 2010 ; Cheng, 2010 ; Eacott, 2011 ; Chan, 2018 ). After 10 years of Eacott’s analysis of literature on strategy in education, it seems that this educational construct is being overlooked as there is still no consensual definition of strategy, different studies are supported in diverse conceptual frameworks and empirical studies about this topic are scarce ( Cheng, 2010 ; Eacott, 2011 ; Chan, 2018 ). Moreover, despite the interest of a multidisciplinary vision of strategy and strategic leadership, we agree with Eacott (2008b) about the need for a meaningful definition of strategy and strategic leadership in education, as it is a field with its specifications. Hence, research is needed for a clear definition of strategy, an integrated and complete framework for strategic action, a better identification of multiple dimensions of strategy and a comprehensive model of strategic leadership that has strategic thinking and action as core elements for schools improvement (e.g., Eacott, 2010a ; Hopkins et al., 2014 ; Reynolds et al., 2014 ; Harris et al., 2015 ; Bellei et al., 2016 ). This paper aims to contribute to the field offering a scoping review on strategy and strategic leadership in the educational field.

A clear idea of what strategy and strategic leadership mean and what theory or theories support it are of great importance for research and practice. This scoping review is an attempt to contribute to a strategy-specific theory by continuing to focus on ways to appropriately develop specific theories about strategy and strategic leadership in the educational field, particularly focusing on school contexts.

This study is a scoping review of the literature related to strategy and strategic leadership, which aims to map its specific aspects as considered in educational literature. Scoping reviews are used to present a broad overview of the evidence about a topic, irrespective of study quality, and are useful when examining emergent areas, to clarify key concepts or to identify gaps in research (e.g., Arksey and O’Malley, 2005 ; Peters et al., 2015 ; Tricco et al., 2016 ). Since in the current study we wanted to explore and categorize, but not evaluate, information available concerning specific aspects of strategy in educational literature, we recognize that scoping review methodology serves well this purpose.

In this study, Arksey and O’Malley (2005) five-stage framework for scoping reviews, complemented by the guidelines of other authors ( Levac et al., 2010 ; Colquhoun et al., 2014 ; Peters et al., 2015 ; Khalil et al., 2016 ), was employed. The five stages of Arksey and O’Malley’s framework are 1) identifying the initial research questions, 2) identifying relevant studies, 3) study selection, 4) charting the data, and 5) collating, summarizing and reporting the results. In the sections below, the process of this scoping review is presented.

Identifying the Initial Research Questions

The focus of this review was to explore key aspects of strategy and strategic leadership in educational literature. The primary question that guided this research was: What is known about strategy and strategic leadership in schools? This question was subdivided into the following questions: How should strategy and strategic leadership in schools be defined? What are the main characteristics of strategic leadership in schools? What key variables are related to strategy and strategic leadership in schools?

Identifying Relevant Studies

As suggested by Arksey and O’Malley (2005) , keywords for the search were defined, and databases were selected. Key concepts and search terms were developed to capture literature related to strategy and strategic leadership in schools, considering international perspectives. The linked descriptive key search algorithm that was developed to guide the search is outlined in Table 1 .

TABLE 1 . Key search algorithm.

Considering scoping review characteristics, time and resources available, inclusion and exclusion criteria were developed. Papers related to strategy and strategic leadership, published between 1990 and 2019, were included. Educational literature has reported the concepts of strategy and strategic leadership since the 1980s ( Eacott, 2008a ; 2008b ). However, it gained expansion between 1990 and 2000 with studies flourishing mostly about strategic planning ( Eacott, 2008b ). Previous research argues that strategy is more than planning, taking note of the need to distinguish the concepts. Considering our focus on strategy and strategic leadership, studies about strategic planning were excluded as well as papers specifically related to other theories of leadership than strategic leadership. A full list of inclusion and exclusion criteria is outlined in Table 2 .

TABLE 2 . Inclusion and exclusion criteria.

The following six electronic databases were searched to identify peer-reviewed literature: ERIC, Education Source, Academic Search Complete, Science Direct, Emerland, and Web of Science. Additionally, a manual search of the reference lists of identified articles was undertaken, and Google Scholar was utilized to identify any other primary sources. The review of the literature was completed over 2 months, ending in August 2019.

Study Selection

The process of studies’ selection followed the Preferred Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement ( Moher et al., 2009 ). Figure 1 illustrates the process of article selection.

FIGURE 1 . PRISMA chart outlining the study selection process.

With the key search descriptors, 1,193 articles were identified. A further number of articles were identified using Google Scholar. However, a large number of articles were removed from the search, as they were duplicated in databases, and 231 studies were identified as being relevant.

The next phases of studies’ selection were guided by the inclusion and exclusion criteria presented above. A screening of the titles, keywords, and abstracts revealed a large number of irrelevant articles, particularly those related to strategic planning (e.g., Agi, 2017 ) and with general ideas about leadership (e.g., Corral and Gámez, 2010 ). Only 67 studies were selected for full-text access and analyses.

Full-text versions of the 67 articles were obtained, with each article being reviewed and confirmed as appropriate. This process provided an opportunity to identify any further additional relevant literature from a review of the reference lists of each article (backward reference search; n = 2). Ultimately, both with database search and backward reference search, a total of 29 articles were included to be analyzed in the scoping review, considering inclusion and exclusion criteria. During this process of study selection, several studies were excluded. As in the previous phase, examples of excluded papers include studies related to strategic planning where the focus is on the planning processes (e.g., Bennett et al., 2000 ; Al-Zboon and Hasan, 2012 ; Schlebusch and Mokhatle, 2016 ) or with general ideas about leadership (e.g., FitzGerald and Quiñones, 2018 ). Additionally, articles that were primarily associated with other topics or related to specific leadership theories (e.g., instructional leadership, transformational leadership) and that only referred briefly to strategic leadership were excluded (e.g., Bandur, 2012 ; Malin and Hackmann, 2017 ). Despite the interest of all these topics for strategic action, we were interested specifically in the concepts of strategy, strategic leadership, and its specifications in educational literature.

Data Charting and Collation

The fourth stage of Arksey and O’Malley (2005) scoping review framework consists of charting the selected articles. Summaries were developed for each article related to the author, year, location of the study, participants, study methods, and a brief synthesis of study results related to our research questions. Details of included studies are provided in the table available in Supplementary Appendix S1 .

Summarising and Reporting Findings

The fifth and final stage of Arksey and O’Malley (2005) scoping review framework summarises and reports findings as presented in the next section. All the 29 articles were studied carefully and a content analysis was taken to answer research questions. Research questions guided summaries and synthesis of literature content.

In this section, results are presented first with a brief description of the origin and nature of the studies, and then as answering research questions previously defined.

This scoping review yielded 29 articles, specifically devoted to strategy and strategic leadership in education, from eleven different countries (cf. Figure 2 ). The United Kingdom and Australia have the highest numbers of papers. There is a notable dispersion of literature in terms of geographical distribution.

FIGURE 2 . Number of papers per country.

A large number of these articles were published by Brent Davies and colleagues ( N = 9) and Scott Eacott ( N = 6). Without question, these authors have influenced and shaped the theoretical grounding about strategy and strategic leadership in educational literature. While Davies and colleagues have contributed to design a framework of strategy and strategic leadership, influencing the emergence of other studies related to these topics, Eacott provided an essential contribution by exploring, systematizing, and problematizing the existing literature about these same issues. The other authors have published between one and two papers about these topics.

Seventeen papers are of conceptual or theoretical nature, and twelve are empirical research papers (quantitative methods–7; qualitative methods–4; mixed methods–1). The conceptual/theoretical papers analyze the concepts of strategy and strategic leadership, present a framework for strategic leadership, and discuss implications for leaders’ actions. The majority of empirical studies are related to the skills, characteristics, and actions of strategic leaders. Other empirical studies explore relations between strategic leadership and other variables, such as collaboration, culture of teaching, organizational learning, and school effectiveness.

How should Strategy and Strategic Leadership in Schools be Defined?

The concept of strategy is relatively new in educational literature and, in great part, related to school planning. In this scoping review, a more integrated and comprehensive view is adopted ( Davies, 2003 ; Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ). Davies (2003) defined strategy as a specific pattern of decisions and actions taken to achieve an organization’s goals (p. 295). This concept of strategy entails some specific aspects, mainly that strategy implies a broader view incorporating data about a specific situation or context ( Davies, 2003 ; Dimmock and Walker, 2004 ; Davies, 2006 ; Davies, 2007 ). It is a broad organizational-wide perspective , supported by a vision and direction setting , that conceals longer-term views with short ones ( Davies, 2003 ; Dimmock and Walker, 2004 ; Davies, 2006 ; Davies, 2007 ). It can be seen as a template for short-term action . However, it deals mostly with medium-and longer-term views of three-to 5-year perspectives ( Davies, 2003 ; Davies, 2006 ; Davies, 2007 ). In this sense, a strategy is much more a perspective or a way of thinking that frames strategically successful schools ( Davies, 2003 ; Davies and Davies, 2005 ; Davies, 2006 ; Davies and Davies, 2010 ).

Eacott (2008a) has argued that strategy in the educational leadership context is a field of practice and application that is of a multidisciplinary or interdisciplinary nature. More than a single definition of strategy, what is needed is a conceptual understanding and articulation of its fundamental features, which removes the need to answer, “what is a strategy?” Understanding strategy as choosing a direction within a given context, through leadership, and articulating that direction through management practices ( Eacott, 2008a , p. 356) brings to the arena diverse elements of strategy from both leadership and management. From this alternative point of view, a strategy may be seen as leadership ( Eacott, 2010a ). More than an answer to “what is a strategy?”, it is crucial to understand “when and how does the strategy exist?” ( Eacott, 2010a ), removing the focus on leaders’ behaviors and actions per se to cultural, social, and political relationships ( Eacott, 2011 ). Hence, research strategy and strategic leadership oblige by acknowledging the broader educational, societal, and political contexts ( Dimmock and Walker, 2004 ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ).

Strategic leadership is a critical component of school development ( Davies and Davies, 2006 ). However, to define leadership is challenging considering the amount of extensive, diverse literature about this issue. Instead of presenting a new categorization about leadership, the authors most devoted to strategic leadership consider it as a key dimension of any activity of leadership ( Davies and Davies, 2004 ; Davies and Davies, 2006 ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ). Barron et al. (1995) stressed the idea of change. As mentioned by the authors, implementation of strategic leadership means change: change in thinking, change in the way schools are organized, change in management styles, change in the distribution of power, change in teacher education programs, and change in roles of all participants ( Barron et al., 1995 , p. 180). Strategic leadership is about creating a vision, setting the direction of the school over the medium-to longer-term and translating it into action ( Davies and Davies, 2010 ; Eacott, 2011 ). In that sense, strategic leadership is a new way of thinking ( Barron et al., 1995 ) that determines a dynamic and iterative process of functioning in schools ( Eacott, 2008b ).

In their model of strategic leadership, Davies and Davies (2006) consider that leadership must be based on strategic intelligence, summarised as three types of wisdom: 1) people wisdom, which includes participation and sharing information with others, developing creative thinking and motivation, and developing capabilities and competencies within the school; 2) contextual wisdom, which comprises understanding and developing school culture, sharing values and beliefs, developing networks, and understanding external environment; and 3) procedural wisdom, which consists of the continuous cycle of learning, aligning, timing and acting. This model also includes strategic processes and strategic approaches that authors define as the centre of this cycle ( Davies and Davies, 2006 , p. 136).

To deeply understand strategic leadership, it is necessary to explore strategic processes and approaches that leaders take ( Davies and Davies, 2010 ). In this sense, strategic leadership, strategic processes, and strategic approaches are key elements for sustainable and successful schools, which are found to be strategically focused. Davies (2006) designed a model for a strategically focused school that may be defined as one that is educationally effective in the short-term but also has a clear framework and processes to translate core moral purpose and vision into an excellent educational provision that is challenging and sustainable in the medium-to long-term (p.11). This model incorporates 1) strategic processes (conceptualization, engagement, articulation, and implementation), 2) strategic approaches (strategic planning, emergent strategy, decentralized strategy, and strategic intent), and 3) strategic leadership (organizational abilities and personal characteristics). Based on these different dimensions, strategically focused schools have built-in sustainability, develop set strategic measures to assess their success, are restless, are networked, use multi-approach planning processes, build the strategic architecture of the school, are strategically opportunistic, deploy strategy in timing and abandonment and sustain strategic leadership ( Davies, 2004 , pp.22–26).

What Are the Main Characteristics of Strategic Leadership in Schools?

Davies (2003) , Davies and Davies (2005) , Davies and Davies (2006) , Davies and Davies (2010) discuss what strategic leaders do (organizational abilities) and what characteristics strategic leaders display (personal characteristics). The key activities of strategic leaders, or organizational abilities, are 1) create a vision and setting a direction, 2) translate strategy into action, 3) influence and develop staff to deliver the strategy, 4) balance the strategic and the operational, 5) determine effective intervention points ( what, how, when, what not to do and what to give up ), 6) develop strategic capabilities, and 7) define measures of success ( Davies and Davies, 2006 ; Davies and Davies, 2010 ). The main characteristics that strategic leaders display, or their characteristics, are 1) dissatisfaction or restlessness with the present, 2) absorptive capacity, 3) adaptive capacity, and 4) wisdom.

Two specific studies explored the strategic leadership characteristics of Malaysian leaders ( Ali, 2012 ; Ali, 2018 ), considering the above-mentioned model as a framework. For Malaysian Quality National Primary School Leaders, the results supported three organizational capabilities (strategic orientation, translation, and alignment) and three individual characteristics of strategic leadership (dissatisfaction or restlessness with the present, absorptive capacity, and adaptive capacity). For Malaysian vocational college educational leaders, the results were consistent with seven distinct practices of strategic leadership, such as strategic orientation, strategic alignment, strategic intervention, restlessness, absorptive capacity, adaptive capacity, and leadership wisdom.

Other studies were also focused on the characteristics of strategic leadership with different populations and countries. Chatchawaphun et al. (2016) identified the principles, attributes, and skills of the strategic leadership of secondary school administrators from Thailand. The principles identified within the sample of principals included appropriate values, modern visionary, future focusing strategy, empirical evidence focus, intention toward accomplishment, decency, and making relationships. The attributes found were strategic learning, strategic thinking, and value push up. The skills were learning, interpretation, forecasting, planning, challenge, and decision making. Chan (2018) explored strategic leadership practices performed by Hong Kong school leaders of early childhood education and identified effective planning and management, reflective and flexible thinking, and networking and professional development as variables. Eacott (2010c) investigated the strategic role of Australian public primary school principals concerning the leader characteristics of tenure (referring to the time in years in their current substantive position) and functional track (referring to the time in years spent at different levels of the organizational hierarchy). These demographic variables have moderating effects on the strategic leadership and management of participants. These five studies seem to be outstanding contributions to solidify a framework of strategic leadership and to test it with different populations in different countries.

Additionally, Quong and Walker (2010) present seven principles for effective and successful strategic leaders. Strategic leaders are future-oriented and have a future strategy, their practices are evidence-based and research-led, they get things done, open new horizons, are fit to lead, make good partners and do the “next” right thing—these seven principles of action seem related to the proposal of Davies and colleagues. Both authors highlighted visions for the future, future long-term plans, and plans’ translation into action as important characteristics of strategic leaders.

One other dimension that is being explored in research relates to ethics. Several authors assert that insufficient attention and research have been given to aspects related to moral or ethical leadership among school leaders ( Glanz, 2010 ; Quong and Walker, 2010 ; Kangaslahti, 2012 ). The seventh principle of the Quong and Walker (2010) model of strategic leadership is that leaders do the “next” right thing. This relates to the ethical dimension of leadership, meaning that strategic leaders recognize the importance of ethical behaviors and act accordingly. For some authors, ethics in strategic leadership is a critical issue for researchers and practitioners that needs to be taken into consideration ( Glanz, 2010 ; Quong and Walker, 2010 ). Glanz (2010) underlined social justice and caring perspectives as required to frame strategic initiatives. Kangaslahti (2012) analyzed the strategic dilemmas that leaders face in educational settings (e.g., top-down strategy vs. bottom-up strategy process; leadership by authority vs. staff empowerment; focus on administration vs. focus on pedagogy; secret planning and decision making vs. open, transparent organization; the well-being of pupils vs. well-being of staff) and how they can be tackled by dilemma reconciliation. Chen (2008) , in case study research, explored the conflicts that school administrators have confronted in facilitating school reform in Taiwan. The author identified four themes related to strategic leadership in coping with the conflicts accompanying this school reform: 1) educational values, 2) timeframe for change, 3) capacity building, and 4) community involvement. These studies reinforce the idea that school improvement and success seem to be influenced by the way leaders think strategically and deal with conflicts or dilemmas. Researchers need to design ethical frameworks or models from which practitioners can think ethically about their strategic initiatives and their dilemmas or conflicts ( Chen, 2008 ; Glanz, 2010 ; Kangaslahti, 2012 ).

Despite the critical contribution of Davies’ models ( Davies, 2003 ; Davies, 2004 ; Davies and Davies, 2006 ; Davies and Davies, 2010 ) and subsequent works, Eacott (2010a) questions the production of lists of behaviors and traits. This is likely one of the main differences between Davies’ and Eacott’s contributions in this field. While Davies and colleagues include organizational abilities and personal characteristics in their model of strategic leadership, Eacott (2010a , 2010b) emphasizes the broader context where strategy occurs. These ideas, however, are not contradictory but complementary in the comprehension of strategy as leadership in education since both authors present a comprehensive and integrated model of strategic leadership. Even though Davies and colleagues present some specific characteristics of leaders, these characteristics are incorporated into a large model for strategy in schools.

What Are Other Key Variables Related to Strategy and Strategic Leadership in Schools?

Other studies investigated the relationship between strategic leadership and other key variables, such as collaboration ( Ismail et al., 2018 ), the culture of teaching ( Khumalo, 2018 ), organizational learning ( Aydin et al., 2015 ) and school effectiveness ( Prasertcharoensuk and Tang, 2017 ).

One descriptive survey study presented teacher collaboration as a mediator of strategic leadership and teaching quality ( Ismail et al., 2018 ). The authors argue that school leaders who demonstrate strategic leadership practices can lead to the creation of collaborative practices among teachers and thus help to improve the professional standards among them, namely, teaching quality ( Ismail et al., 2018 ). One cross-sectional study identified positive and significant relations among the variables of strategic leadership actions and organizational learning. Transforming, political, and ethical leadership actions were identified as significant predictors of organizational learning. However, managing actions were not found to be a significant predictor ( Aydin et al., 2015 ). One other study establishes that strategic leadership practices promote a teaching culture defined as the commitment through quality teaching for learning outcomes ( Khumalo, 2018 ). These three studies provide essential highlights of the relevance of strategic leadership for school improvement and quality. Nonetheless, it is interesting to note that in a research survey that examined the effect of leadership factors of administrators on school effectiveness, the authors concluded that the direct, indirect, and overall effects of the administrators’ strategic leadership had no significant impact on school effectiveness ( Prasertcharoensuk and Tang, 2017 ). These studies introduce important questions that need to be explored both related to strategy and strategic leadership features and its relations and impacts on relevant school variables. Such studies stimulate researchers to explore these and other factors that relate to strategic leadership.

The knowledge about strategy and strategic leadership is still incomplete and confusing ( Eacott, 2008a ; Eacott, 2008b ). From the 29 studies selected, divergent data and multiple concepts of strategy can be identified which reinforces the confusion about these issues. Some integrative clarification is still needed about the concepts of strategy and strategic leadership as about its core features. In this section, it is intended to contribute to the clarification and integration of the concepts considering the studies selected.

The emergence of politics and reforms related to school autonomy and responsibility in terms of efficacy and accountability brings the concept of strategy to the educational literature ( Eacott, 2008b ; Cheng, 2010 ). It first appeared in the 1980s but gained momentum between 1990 and 2000. However, the main focus of the literature was on strategic planning based upon mechanistic or technical-rational models of strategy. Authors have criticized the conceptualization of strategy as a way for elaborating a specific plan of action for schools ( Davies, 2003 ; Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ). These same authors adopted a more comprehensive and holistic model of strategy. The concepts have been developed from a more rational and mechanistic view related to planning processes to a more comprehensive and complex view of strategy and leadership that take into consideration a situated and contextual framework. Considering the contribution of these studies, strategy incorporates three core dimensions, articulated with a schoolwide perspective 1) Vision, mission and direction (e.g., Davies, 2003 ; Dimmock and Walker, 2004 ; Davies, 2006 ; Davies and Davies, 2006 ; Davies, 2007 ; Eacott, 2008a ) 2) Intentional thinking (e.g., Barron et al., 1995 ; Davies, 2003 ; Davies and Davies, 2005 ; Davies, 2006 ; Davies and Davies, 2010 ): and; 3) Articulated decision-making and action (e.g., Davies, 2003 ; Dimmock and Walker, 2004 ; Davies and Davies, 2006 ; Davies, 2006 ; Davies, 2007 ; Eacott, 2008a ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ).

Strategic leaders have an important role in strategy but, even considering this comprehensive and holistic concept of strategy, research poses the question of what are the main characteristics of strategic leaders in schools? From the literature reviewed, specific abilities, behaviors, and other characteristics may be identified. Looking for an integrated picture of strategic leadership, Table 3 represents the main contributions of the studies selected.

TABLE 3 . Strategic leadership: Main features.

Despite the contribution of these studies to deep knowledge about strategic leadership, the discussion here considers whether it is worthwhile to produce lists of behaviors and traits for strategic leaders in the absence of an integrated model that acknowledges the broader educational, societal and political context ( Dimmock and Walker, 2004 ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ). Eacott (2011) argues that strategy, as constructed through analysis, is decontextualized and dehumanized and essentially a vacuous concept with limited utility to the practice that it seeks to explain (p. 426). Without a comprehensive and contextual model of strategy and strategic leadership, supported by research, the topics may still be overlooked and misunderstood. With this in mind, Figure 3 attempts to represent the core dimensions of strategy from a comprehensive perspective.

FIGURE 3 . Strategy and core dimensions from a comprehensive perspective.

As this is a scoping review, we tried to display a general view of the literature that can serve as a basis for a specific strategy theory in education and to more in-depth studies related to strategy and strategic leadership in schools. Nevertheless, we need to identify some methodological limitations of this study. As a scoping review, methods and reporting need improvement ( Tricco et al., 2018 ) and we are aware of this circumstance. Also, our search strategy may have overlooked some existing studies, since grey documents (e.g., reports) and studies from diverse languages than English were not included, that can misrepresent important data. Besides, inclusion criteria focused only on studies specifically devoted to strategy (not strategic planning) and strategic leadership (no other theories of leadership), but we acknowledge important contributions from this specific literature that were excluded. Finally, in our study there is no comparative analysis between the western and eastern/oriental contexts. However, we are aware that these contexts really differ and a context-specific reflection on strategy and strategic leadership in education would be useful. More research is needed to overcome the limitations mentioned.

Besides, the pandemic COVID19 brought new challenges in education, and particularly, to leaders. This study occurred before the pandemic and this condition was not acknowledged. However, much has changed in education as a consequence of the pandemic control measures, these changes vary from country to country, and schools’ strategies have changed for sure. Future research needs to explore strategy and strategic leadership in education considering a new era post pandemic.

With this scoping review, the authors aimed to contribute to enduring theories about strategy and strategic leadership in education. From our findings, it appears that this issue is being little explored. Despite the important contributions of authors cited in this scoping review ( Aydin et al., 2015 ; Chatchawaphun et al., 2016 ; Prasertcharoensuk and Tang, 2017 ; Ali, 2018 ; Chan, 2018 ; Ismail et al., 2018 ; Khumalo, 2018 ), minor advances seem to have been made after 2010. This is intriguing taking into account the leaders’ role in the third wave of educational reform, where strategic leadership pursues a new vision and new aims for education due to maximizing learning opportunities for students through “ triplisation in education’ (i.e., as an integrative process of globalization, localization and individualization in education)” ( Cheng, 2010 , p. 48). It was expected that research moved from rational planning models towards a more complex view of strategy in education ( Eacott, 2011 ). This review brings the idea that some timid and situated steps have been made.

Since the important review by Eacott, published in 2008, a step forward was made in the distinction between strategy and planning. Despite the significant number of papers about planning that were found during this review, the majority were published before 2008 (e.g., Nebgen, 1990 ; Broadhead et al., 1998 ; Bennett et al., 2000 ; Beach and Lindahl, 2004 ; Bell, 2004 ). Also, most of the papers selected adopt a more integrative, comprehensive, and complex view of strategy and strategic leadership (e.g., Eacott, 2010a ; Eacott, 2010b ; Davies and Davies, 2010 ; Eacott, 2011 ; Ali, 2012 ; Ali, 2018 ; Chan, 2018 ). More than identifying the “best of” strategy and strategic leadership, alternative models understand strategy as a way of thinking ( Davies and Davies, 2010 ) and a work in progress ( Eacott, 2011 ).

This also resonates with the educational literature about loosely coupled systems . There is evidence that loosely coupled educational organizations continue to exist and that resistance to change is a characteristic of school organizations ( Hautala et al., 2018 ). Strategic leadership gains relevance since leaders need to consider how to manage their loose and tight configurations and, hence, reinforce simultaneous personal and organizational dimensions related to school improvement. It is time to expand the research into more complex, longitudinal, and explanatory ways due to a better understanding of the constructs. This scoping review was an attempt to contribute to this endeavor by integrating and systematizing educational literature about strategy and strategic leadership.

Author Contributions

MC-collected and analyzed data, write the paper IC, JV, and JA-guided the research process and reviewed the paper.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

The authors are grateful to the Fundação para a Ciência e Tecnologia (FCT) for the support to this publication (Ref. UIDB/04872/2020).

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2021.706608/full#supplementary-material

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Keywords: strategy, strategic leadership, school leadership, scoping review, education

Citation: Carvalho M, Cabral I, Verdasca JL and Alves JM (2021) Strategy and Strategic Leadership in Education: A Scoping Review. Front. Educ. 6:706608. doi: 10.3389/feduc.2021.706608

Received: 07 May 2021; Accepted: 23 September 2021; Published: 15 October 2021.

Reviewed by:

Copyright © 2021 Carvalho, Cabral, Verdasca and Alves. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Marisa Carvalho, [email protected]

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Fumasoli, T. (2020). Strategic Planning in Higher Education. In: Teixeira, P.N., Shin, J.C. (eds) The International Encyclopedia of Higher Education Systems and Institutions. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8905-9_530

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Strategic planning is a method used in various industries to deliberately guide decision-making. In education, strategic planning provides leaders with guidance to keep the institution operating, carry out its missions and comply with regulations. Educational strategic planning focuses on the future of a college or university, providing an intentional way to reflect on performance and determine where to implement initiatives to make positive changes for the future.

To create effective university strategic plans, administrators and stakeholders must understand the ins and outs of how they work and how they can apply them.

In This Article

• Lack of Ownership
• Poor Strategic Alignment
• Poor Communication
• Slow Plan Adoption
• Improve Efficiency
• Engage Stakeholders and the Community
• Form a Focus
• Plan a Future
• Test Your Hypotheses
• Use Specific Language
• Make Implementation a Priority
• Hold Team Members Accountable

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The challenges of strategic planning in education.

Universities and colleges face several pressures and challenges that can complicate strategic planning in educational environments. Understanding some of these challenges can help you overcome them to create an impactful approach.

1. Lack of Ownership

While strategic plans involve feedback and participation from all of your institution’s departments and entities, you should limit ownership of the plan and documentation to one person. Without explicit ownership over the strategic plan, initiatives are more likely to be lost, forgotten or overlooked. With one person in charge, your school is more likely to achieve success.

2. Poor Strategic Alignment

Alignment and representation across your university are crucial to success. Universities and colleges often experience a lack of strategic alignment because the church and state divisions typically have different goals for schools. These clashing perspectives lead to poor strategic alignment and a stand-still in decision-making.

3. Poor Communication

Many educational institutions also struggle with strategic planning due to poor organizational communication. Effectively implementing a strategic plan requires institutional-wide teamwork. Poor communication significantly increases the difficulty of agreeing upon and executing effective solutions and setting attainable goals.

4. Slow Plan Adoption

With a significant focus on innovation and growth, universities may make numerous changes in a year. Constant changes often lead to low motivation to adopt new plans. The longer your teams take to implement a strategic plan, the more likely it is to become outdated. When this situation happens, the plan becomes irrelevant to your current processes.

Why Education Institutions Need Strategic Planning

Despite the inherent challenges, educational strategic planning is necessary for a successful institution operation. A strategic plan can help you improve several aspects of your educational institution through intentional goal-setting and initiative implementation. Strategic planning for colleges and universities helps students, staff and the community progress toward a better future.

Here are a few reasons you should use strategic planning in education:

1. Improve Efficiency

One of the biggest reasons to begin strategic planning is the opportunity for improved efficiency in numerous areas of your organization. The challenges of educational planning often lead to a lack of efficiency. Strategic planning for schools allows leaders to determine more effective ways to streamline processes.

For example, your decision-making teams may take significant time to agree on new policies or procedures. Strategic planning helps your institution use time more efficiently because it allows you to form decision-making strategies.

Improved efficiency also results in better cost-effectiveness. The less time is wasted, the more money you’ll save, especially over time.

2. Engage Stakeholders and the Community

Strategic planning involves more people than only the primary decision-makers — your planning should involve your community and stakeholders. Feedback from these entities can help you develop a more beneficial and strategically targeted plan based on what these entities want or need from you. Engaging the stakeholders and community also shows you value their input and want to create an environment where they want to be.

3. Form a Focus

Determining a focus for the school year ahead can be challenging without clear objectives. Without focus, your institution will struggle to grow and attract students and staff. For example, you may have vague expectations for the upcoming school year, which prevents decisions and progress from being made. A strategic plan allows you to determine your goals and focus for the upcoming year and beyond while also helping you track your progress.

4. Plan a Future

Strategic planning is ideal for planning a successful future for your institution. Developing a plan for your future helps ensure your school can grow and continue benefiting from its offerings. Rather than being unprepared for the next year and future school years, you can effectively strategize to make the most of your school year.

Strategic Planning Tips for Education Institutions

While every school’s strategic plan will look different depending on its goals and resources, the strategic planning process is often similar for colleges and universities. Explore a few tips for educational strategic planning to help you get started:

1. Test Your Hypotheses

You’re ultimately hypothesizing the outcome when you set initiatives in your strategic plan. These hypotheses are often based on assumptions, though it’s typically best to experiment to determine what would work and what may not. For example, if you ask your faculty to begin submitting weekly reports, conduct a quick test to ensure they can do so and have time to do so.

2. Use Specific Language

Using vague or wordy language increases the risk of confusion and the possibility of initiatives being misunderstood and ignored. Swapping out complicated words for simpler, more specific words can help ensure everyone understands your plan. It can help to have someone review the language you use to ensure nothing is confusing and everyone is on the same page.

3. Make Implementation a Priority

Because schools involve numerous departments and divisions, implementing a plan can be difficult without prioritization . Make your plan a priority to ensure it’s properly implemented. Doing so is often easiest when leaders promote and require implementation.

4. Hold Team Members Accountable

Another way to make university strategic plans stick is by holding team members accountable. School performance management software allows you to track reports and other strategy-related information to determine who’s completing their duties so you can keep them accountable.

Educational institutions require significant planning to ensure a successful school year. Strategic planning software for higher education can help you focus your strategy despite your institution’s challenges. Software like AchieveIt has features that help your team turn ideas into actions.

A few things you can do with our software include:

• Solve common implementation challenges: AchieveIt makes connecting members of your team and various initiatives easy. You can track projects, keep everyone on the same page and quickly send updates.
• Gain comprehensive visibility: Our platform lets you see every initiative in real time, providing comprehensive visibility over progress.
• Consult with our experts: Our strategic plan experts help you execute your plan effectively. Draw on our expertise for inspiration or customize one of our templates to create your plan.

Let’s actually do this. Request a demo of AchieveIt to see what we can do for you today.

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In education, evolution and adaptation are constants. Academic institutions must stay up to date with technology and teaching methods to succeed, while also managing students' social, emotional, and academic needs. With all of these considerations in addition to budgetary constraints, It's easy to see why ensuring student and institutional success requires a dynamic strategic plan.

This blog post will outline the best practices academic institutions should consider when developing an effective strategic plan to address these challenges. To create an effective strategic plan, we need to eliminate the disconnect between leadership's high-level vision and employees' tactical work. Leading academic institutions, growing companies, and organizations adapt to change through dynamic strategic planning. 

A dynamic strategic plan breaks down an organization's long-term vision into short-term goals and then builds a roadmap to achieve those goals. As part of this process, the organization's plan should be reviewed and revised regularly to ensure relevance and alignment with its mission. Academic plans are typically written as multi-year plans and organizations often face challenges in developing effective strategic plans that are easy to understand and execute. Here are a few suggestions to help address these challenges:

• Clearly define your vision: The first step in developing an effective strategic plan is to define the vision for the school. This should be a clear, concise statement that articulates what the school hopes to achieve. 
• Identify key objectives: Once you have a clear vision, identify the key objectives that will help you achieve them. These should be specific and measurable goals that align with your vision.
• Create measurable, outcome-focused key results: With your objectives in mind, it is important to focus on creating key results that drive outcomes, not outputs to help you reach your targets. Schools that focus on driving actionable objectives with outcome-based key results will ensure they stay aligned on what truly matters.
• Prioritize and allocate resources: It's essential to prioritize your strategies and allocate resources accordingly. Determine which strategies are most critical to achieving your objectives and ensure that you have the resources (e.g., time, budget, personnel) to implement them effectively.
• Monitor and evaluate progress: Finally, monitor and evaluate progress regularly to ensure that you are on track to achieving your objectives. This will help you identify areas where you may need to adjust your strategies or allocate additional resources.

By following these steps, academic institutions can develop a strategic planning framework and process that is effective, simple, and links vision to tactical execution. So now that we have the steps needed to build our strategy, let's start to bring it to life.

Take a field trip: host an annual Strategic Planning Offsite 

Before each academic year, we recommend holding a strategic planning meeting offsite with your leadership team. This is dedicated time to focus on the priorities for the upcoming year. Before diving into where you're headed, set aside time for a retrospective to discuss the previous year. In addition, discuss the current education landscape.

To build a future-focused and tailored plan for your academic institution, the team should reconfirm your mission and values, set your vision, and define your top strategic priorities. 

As you head into your offsite, we recommend the following best practices that lead to success:

• Get Outside of the Office : Find space outside of the work environment to reduce distractions and encourage collaboration.
• Set a Clear Agenda : Agree ahead of time on the purpose of each day, the deliverables, and actionable next steps. 
• Make Space to Think: Carve out time for free thinking vs. relying on group thinking to encourage new ideas. If you need a template, we recommend using this worksheet to guide the conversation .

Simplify the strategic plan: align your high-level strategy with tactical execution

Academic plans are typically written as multi-year plans (5-year plans are most common) which can lead to a very detailed and dense plan. Given the complexity and length of the strategic plan, it can feel overwhelming and difficult to break the plan down and prioritize what’s most imperative to execute and focus on. We recommend breaking the larger multi-year plan into digestible annual plans that are more manageable. 

We recommend identifying 3-5 main themes in your strategic plan, often referred to as pillars or rallying cries. Once you have core themes, you can prioritize and bucket the most critical initiatives and objectives. Every theme will have specific supporting objectives and key results. We recommend using consistent nomenclature when creating themes, objectives, and key results so any team member can easily understand why the work is significant. 

Once we have the multi-year plan broken into annual plans and themes identified, we recommend defining short-term objectives (quarterly or semi-annually) and measurable metrics to drive key results. Breaking down the plan into quarters will feel more approachable and attainable. In addition, it will provide clarity and transparency for the executing team. When the strategic plan is broken down into actionable items, small wins can be celebrated along the way. This boosts motivation, engagement, and morale.  

Consistency is key to a successful strategic plan

When individuals understand how their work aligns with the high-level strategy and vision, they can prioritize their initiatives. Establish clear, measurable objectives and key results that are easy to track and provide consistent nomenclature. Keep these three tips in mind when writing your strategic plan objectives:

• Objectives should be aspirational and push people outside their comfort zone.
• Each objective should have 2-3 measurable and quantifiable results.
• Have a clear, defined owner responsible for recurring status updates. 

The best way to write objectives is to start by asking, “Why is this initiative important?” When you understand the why, you can create measurable outcome-driven results. Let’s walk through an example objective with key results laid out in Elate.

Theme: Develop and retain a diverse educator workforce.

Objective: Strengthen and diversify the educator pipeline and workforce.

Objective Purpose Statement: Increase mentoring and leadership development programs to retain educators, particularly educators from under-represented backgrounds. 

Key metrics: 

• Increase mentoring program engagement by 50% 
• 96% educator retention rate 

Implement rituals and track success with dynamic strategic planning

After your plan is built, it is imperative to establish rituals to stay on track and measure progress against the strategic plan. Rituals are defined as a rhythm, cadence, and process for reviewing objectives and strategic plans. Establishing strong rituals allows critical conversations to happen proactively. When objectives are stuck in limbo or fall off track, proactive discussions can happen. However, many academic institutions have different rituals for different teams. Implementing consistent rituals regularly will help you stay aligned, measure progress, and ensure you’re having the right conversations at the right time.

To keep everyone on the same page and connect tactical execution to strategic vision, we recommend objective owners provide bi-weekly updates. Across many academic institutions, strategy, and operations leaders spend countless hours tracking down updates that become outdated quickly. With Elate, reminder notifications are automatically sent to team members so they can focus more on execution and less on chasing down updates. 

We recommend spending a few minutes in executive team meetings reviewing objectives that are off-track or not making progress to create an action plan moving forward. This ritual of reviewing the plan early often brings awareness to the leadership team about objectives that need attention or are falling behind. It also allows space to celebrate accomplishments and wins. 

This makes it easy to ensure the strategic plan lives and breathes. Setting and clearly defining rituals for how the plan progresses, updates are made and reviewed, and addressing red flags is key to success. 

Focus on the right metrics to measure your strategic plan's success

With key results, objectives, and business-as-usual metrics all in one place, Elate keeps the strategic plan organized with a consolidated view. In Elate, scorecards provide an essential view of business-as-usual metrics and progress. Create specific scorecards for the board, enrollment, grant, and donor activity. 

Elevate your strategic plan with Elate

Strategic planning is critical for academic institutions that want to stay competitive, adapt to change, and achieve their goals. By following these best practices, higher education and academic institutions can achieve their goals and stay competitive in an ever-changing environment. 

Strategic planning has never been easier with Elate. Our platform simplifies and streamlines the strategic planning process, taking the stress out of it. We make it easy to stay on track with transparent reporting, simple collaboration, and one-click integrations with Salesforce, Google Sheets, Microsoft Teams, and Slack. Your vision can finally meet your strategy.

Learn more about our strategic planning tools and services, or contact us today to learn more about how we specifically work with other Academic Institutions!

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Strategic Planning

3 exceptional examples of strategic planning in higher education.

By Mary King

25 october 2023.

• 1 Strategic Plan Example 1: Data-Driven Strategy for Equity with Green River College, WA
• 2 Strategic Plan Example 2: Strategic Innovations in Accessibility with Gallaudet University, DC
• 3 Strategic Plan Example 3: Best Practices Measuring Performance with NEOMED University, OH
• 4 Get the Guide↓

The landscape of higher education is one of rapid change and innovation. Institutions are constantly challenged to adapt and plan strategically to ensure that they stay relevant, on-mission, and competitive. While current and prospective students are critical stakeholders for higher-education institutions, there is also a board of governors, a complex internal employee system of both educators and administrators, and the broader local community. All of these entities interact and form an ecosystem of needs, hopes, ambitions, and goals: balancing so many differing entities and groups (sometimes with competing interests) is where strategic planning in higher education comes in.

An educational institution’s strategic plan plays a pivotal role in guiding positive, sustainable, inclusive, and student-focused growth. From embracing strategic planning software for education and nuanced data to support ground-up change, to improving overall accessibility and work opportunities, let’s explore three examples of strategic planning in higher education that have set benchmarks and best practices for other higher education institutions—whether they are universities or colleges—to follow.

Strategic Plan Example 1: Data-Driven Strategy for Equity with Green River College, WA

In the spring of 2020, Green River College initiated an Equity-Centered Strategic Visioning and Planning process . The primary objective was to create a comprehensive equity-centered strategic plan that would serve as a guiding light for the college’s future endeavors. This plan aimed to articulate a vision, mission, and core values that would shape the college’s path, emphasizing the importance of building a more equitable community. To ensure the inclusivity of all stakeholders invested in the college’s success, a meticulous 10-month community engagement process was conducted. They collected data as part of an Environmental Scan initiative, which offered a thorough overview of both external and internal trends, and provided valuable insights, suggestions, and points of interest from both Green River College and community stakeholders. All of this input played a crucial role in shaping the college’s Equity-Centered Strategic Plan .

The resulting strategic plan stands as a blueprint guiding the entire college forward over the next five years. It delineates clear goals for this period, shows areas for improvement, and details the ways the strategic plan can remain agile and evolve in tandem with the college’s growth and aspirations.

The six strategic pillars of focus (and their success metrics) are:

1. Success for All Students: Green River College has specific KPIs and deadlines to measure the progress made towards this strategic pillar. By 2026, Green River College will have established an extensive student onboarding procedure, ensuring that all students develop educational, financial, and career transition plans within their first two quarters of enrollment. Green River also aims to diminish or eradicate opportunity gaps in students’ retention, progression, and completion by 2026. Finally, they’re aiming to raise the student completion rate from 38% to 43% in that same time period.

2. Excellence in Teaching and Learning: By 2026, every faculty and staff member will have undergone training in anti-racist, equity-focused, and Diversity, Equity, and Inclusion principles. The objective is to reduce or eradicate instructional opportunity gaps associated with race, gender, economic status, and other demographic factors.

3. Responsive Educational Programs and Support Services: There is a targeted goal to increase the percentage of students who experience a “sense of belonging” at Green River by five percentage points annually. The college is measuring this through student surveys, to help them determine whether or not this objective is being met.

4. Integrated and Effective Organizational Structure, Systems, and Processes: By 2026, Green River College is aiming to have established an equity-focused approach for employee recruitment, hiring, and onboarding. They’re also working towards implementing a comprehensive organizational framework, which employs equity-centered principles in shared governance, planning, resource allocation, assessment, and policy development. Included under this strategic pillar is also an effort to increase the representation of faculty and staff of color, aiming to match or surpass the levels in neighboring colleges by 2026.

5. Accessible and Responsive Facilities and Technology​​: One of the success metrics for this pillar is the goal that by 2026, they will have implemented a Facilities Master Plan and a Technology Plan designed to promote accessibility and equity-centered teaching and learning.

6. Impactful Community Connections : By 2026, Green River will be the foremost institution of higher education in the region; one of the ways they are doing this is by building strategic community connections. They are making inroads with the local food bank, strengthening connections with veteran services, visiting and volunteering at local high schools (in fact, all educational institutions—from K-12), establishing artist and speaker series’, and uplifting partnerships with the City of Kent, and South King County, Washington.

Strategic Plan Example 2: Strategic Innovations in Accessibility with Gallaudet University, DC

Located in Washington, D.C., Gallaudet is the world’s only university that specifically caters to Deaf, Hard-of-Hearing, Deaf-Disabled, and Deaf Blind people, of all backgrounds and identities.

Gallaudet’s strategic plan spans an impressive 10 year vision that will situate them as a “beacon” for the community’s values and vision for their student community. This vision will offer improved opportunities for work, career advancement, and an accessible student experience that affirms the value of their diverse student body. In their “Gallaudet Promise,” they aim to uplift the “lives and experiences of all Deaf people of different intersectional identities, wherever they are.”

The “Gallaudet Promise” is the university’s strategic focus built around five action areas:

• 1. Transformational Accelerators
• 2. Anti-Racism
• 3. Bilingual Mission
• 4. Academic Reimagining
• 5. Creativity Way, Including the Memorial Project

Watch an explanation of Gallaudet’s new Envisio-powered public dashboard in ASL! Click “CC” on the video player for closed captioning.

Gallaudet’s strategic plan has made a particular effort to embrace innovation as a tool across all of their pillars. This makes sense: accessibility and innovation go hand in hand. Assistive technology, as well as improved online access and tools, are a component of the first action item, but relates to the other areas as well.

In general, when it comes to higher education strategy and accessibility, higher education institutions are a great place to implement changes around accessibility. They are (typically) moving to be more welcoming to assistive technology, and may even be involved in the development of innovative approaches to education, accessibility justice, and the role technology can play. All students with all sorts of access needs attend universities or colleges—ensuring accessibility to higher education is critical for those with disabilities to be prepared for the workforce and (ideally) achieve a better degree of upward economic mobility and access.

A strategic plan in higher education related to accessibility should include a comprehensive needs assessment. It should also work carefully to ensure a budget that allocates adequate resources to the students, while providing training and raising awareness among faculty and staff, ensuring physical and digital accessibility, offering tailored academic support services, collaborating with disability support organizations, and implementing a feedback mechanism, so they can evaluate and improve their services on an on-going basis.

Gallaudet University is working on all of these areas. They are measuring progress by establishing new customer service operating models, establishing an online platform to disseminate research, lectures, films, and other content produced by The Center for Black Deaf Studies , and restructuring entire sections of the university learning management systems that are able to accommodate a truly bilingual (ASL and English) experience, to better create opportunities for their students and help other sign language economies grow.

Strategic Plan Example 3: Best Practices Measuring Performance with NEOMED University, OH

Best practices for strategic planning in higher education include getting very clear on what objectives are being measured, and why. Understanding the definition of success and identifying priority areas for action are crucial. Without a clear understanding of the problems to be addressed, it’s challenging to initiate a strategic action plan in higher education. As we see across the public sector, higher education strategic objectives can often involve a mix of the more abstract, impact-oriented metrics (measuring a “sense of belonging”), and tangible, output-focused goals (“Increase number of mobile clinics in low-income areas by 15%”). As a best practice, it’s good to be granular and specific about what kind of performance measurement program you’re using, sharing how success is measured, and making sure your goals are all SMART : S pecific, M easurable, A chievable, R elevant, and T ime-Bound.

At Northeast Ohio Medical University (NEOMED) in Portage County, Ohio, they do exactly that!

At NEOMED, success is measured across six pillars through forty-two strategic initiatives. Their strategic plan emphasizes promoting diversity, equity, and inclusion among students, staff, and employees. Given NEOMED’s role as a leading medical research institution training future medical professionals, these values are also very practical metrics. For instance, the university tracks performance measures such as gender demographics and specific actions aimed at reducing disability stigma as outlined in their Strategic Plan: Creating Transformational Leaders Dashboard. Whether it’s a broad, impact-focused goal like fostering a more inclusive environment or a specific, output-oriented objective like establishing a low-cost tutoring center in the library, a well-structured strategic plan provides the necessary steps to initiate and maintain progress toward these goals.

For instance, we can see with regards to their financial aid banner optimization, they are measuring the performance of this project against data regarding financial aid and tuition. Financial aid is a pressing matter for NEOMED–they want to ensure people from diverse backgrounds, including economically disadvantaged backgrounds, are able to attend medical school. They want to become experts in financial aid content, utilizing their expertise to educate NEOMED faculty, staff, and students about the available student aid policies and possible funding opportunities. Tracking data over time—such as seeing how many scholarships have been awarded over time—demonstrates how often these resources are being used, and can indicate how accessible they are.

It’s important for higher education institutions to strategize effectively to maintain their relevance and competitiveness. Embracing progressive, innovative processes and being meticulous with data is a great way to lay down a strategic plan that also balances the complex network of relationships of internal educators, students, administrators, and the wider communities served. A higher education institution’s strategic plan plays a pivotal role in the growth of the institution and the wellbeing of students! We love to see these strategic plans that embrace data to drive equity, make changes around accessibility, and push for better, more meaningful performance measures.

“All of the metrics related to our strategic plan live in Envisio, and we have assigned the ownership and agency of those data points to certain people. It’s helped us develop a common lexicon, and it is the tool in which we demonstrate our progress. Oftentimes, the focus of it is really to celebrate all of the people who contribute to our strategic plan. All of those contributors, the 90 plus folks that are in Envisio, deserve to be recognized and congratulated and to see the impact of the work that they’re doing. It’s important to show the collective impact on driving the mission forward.” — Lacey Madison, VP Strategy and Transformation, NEOMED.

Get the Guide↓

So you’ve got your plan, but how can you go from strategy to operationalization? What about aligning your budget with your strategy? Our free, comprehensive guide From Strategy to Action: A Guide to Operational Planning for Local Governments & Public Sector Organizations , contains insights gathered from the experiences of over 150 public sector organizations, including higher education institutions.

Download now for practical guidance on operational planning now!

Mary King is a professional writer and researcher based in Toronto. She comes to Envisio with a Masters Degree, where she researched the relationship between the disappearance of urban public spaces, and high level decision-making processes in local governments. For nearly a decade, Mary has worked as a community organizer, promoter, and supportive researcher in a variety of nonprofits and think-tanks, and her favorite area of focus was in connecting local artists with marginalized youth. Since 2017, her writings and research on policy, local governance, and its relationship to public art and public space has been presented at conferences internationally. She has also served as both a conference chair and lead facilitator on professional and academic conferences across Canada on how to better bridge academic research with local change-agents, policy makers, artists, and community members. Envisio’s mission of excellence and trust in the public sector maps onto Mary's interest in local government and community mobilization. She loves working at Envisio because she cares about having well organized, strategic, and transparent public organizations and local governments. Mary is also a creative writer and musician and has been supported in her practice by the Canada Council for the Arts. Her stories can be found in literary journals across Canada.

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New Strategic Planning Process

Stockton will embark on a new strategic planning process to help chart the course for our University’s success in the coming years.

The planning journey will be a collaborative effort, drawing upon the collective expertise and aspirations of all members of the Stockton community.

The process will integrate essential elements of President Joe’s commitment to the Stockton community:

• Transparency
• Collaboration
• Relationship-focused

Your ideas, perspectives, and insights will be invaluable as we take this journey together.

Get Involved

Volunteer to be a part of the process.

Interested in volunteering for Stockton’s new strategic planning process? Sign up by Wednesday, May 15th.

Complete a survey

Complete a quick survey to help us gather ideas about Stockton’s future and how we might prepare for the opportunities and challenges that lie ahead (survey open through Wednesday, May 15th).

Participating in this survey is voluntary and confidential. Although access to the survey is granted by entering your portal username and password , this process only verifies your eligibility and ensures duplicate surveys can’t be completed by the same individual.  Login information: (1) will not be coupled to responses in any way; and (2) will be expunged at the end of the survey period.

Attend an Open Forum

Participate in an open forum. Details coming soon. 

Submit any questions or feedback about the planning process to [email protected] . This email is monitored by the co-chairs of the Steering Committee. 

Steering Committee (as of April 19, 2024)

• Dr. Michael Palladino, Provost and Vice President for Academic Affairs, Co-Chair
• Dr. Peter Baratta, Chief Officer for Strategic Planning and Effectiveness, Co-Chair
• Dr. Lee Bryant, Assistant Dean of the School of Health Sciences 
• Dr. Christopher Catching, Vice President for Student Affairs
• Emari DiGiorgio, Professor of Writing & First-Year Studies, Stockton Federation of Teachers (SFT) President
• Todd Doughty, Painter, Interim President of the International Federation of Professional and Technical Engineers (IFPTE)
• Lauren Fonseca, Tutoring Center Specialist/Coordinator of Academic Support, Staff Senate President
• Dr. Ariane Hutchins-Newman, Associate Provost for Academic Success
• Dr. Claudine Keenan, Interim Vice Provost & Tenured Professor of Instructional Technology
• Dr. Michael Law, Associate Professor of Biology, Faculty Senate President
• Dr. Ian Marshall, Dean of the School of Arts and Humanities
• Dr. Amanda Norvell, Dean of the School of Natural Sciences and Mathematics
• Geoffrey Pettifer, Associate Vice President for University Relations and Marketing
• Jennifer Potter, Vice President for Administration & Finance and Chief Financial Officer
• Andrea Sandoval, Senior Environmental Studies Student, President of the Student Senate
• Robert Wallace, Assistant Supervisor, President of the Communications Workers of America (CWA)

Aascu’s strategic plan collaborative.

Stockton is one of five institutions nationwide selected for the Strategic Plan Collaborative sponsored by the American Association of State Colleges and Universities (AASCU). This unique opportunity will allow our University to partner with AASCU to incorporate nationwide promising practices into our strategic planning process. More information will be available in the coming months.

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