Strategic Planning Resources at SMC


SMC Office of Institutional Research

District Planning and Advisory Council (DPAC)
Including agendas, minutes, and documents

Relevant Databases

RAND California
An extensive demographic database on California and its cities and counties. Includes information on California public policy issues, statistics on business, employment, population, real estate, and crime rates, school test scores and monthly reports on the California economy.

Professional Development Collection
Over 550 full-text journals of interest to professional educators, librarians and education researchers. Offers information on a wide variety of educational topics ranging from children's health and development to pedagogical theory and practice. This database also contains more than 200 educational reports.

ERIC, the Educational Resource Information Center contains more than 2,200 digests along with references for additional information and citations and abstracts from over 980 educational and education-related journals.

Books in the SMC Library

Relevant Library of Congress Subject Headings

community colleges
educational planning
educational innovations
educational change


1,001 exemplary practices: in America's two-year colleges.
Call Number: LB2328 .O54 1994
Location: Faculty Reserve        
California Community Colleges. Task Force for the Chancellor's Consultation Council. 2005 : a report of the Task Force for the Chancellor's Consultation Council.
Call Number: LB2328 .C345 1998   
Location: Faculty Reserve
McClenney, Kay. Building communities through strategic planning : a guidebook for community colleges.
Call Number: LB2328 .B9 1991     
Location: Stacks
Common ground : exemplary community college and corporate partnerships / Larry Johnson, ed.
Call Number: LC1085.2 C66 1996   
Location: Stacks
Community colleges : policy in the future context / edited by Barbara K. Townsend and Susan B. Twombly.
Call Number: LB2328.15 .U6 C655 2001                   
Location: Stacks
Santa Monica College (Santa Monica, Calif.) Master plan for education : achieving the Santa Monica College vision.
Call Number: LA245 .S263 2002    
Location: Faculty Reserve
Preparing our schools for the 21st century [electronic resource] / edited by David D. Marsh.
Call Number: ELECTRONIC BOOK     
Location: Online
Sustaining financial support for community colleges / Stephen G. Katsinas, James C. Palmer, editors.
Call Number: LB2342 .S97 2005    
Location: Stacks

Relevant Journals Held by the SMC Library

Community college journal
Latest 5 years to present in SMC Library's Print Holdings

Community college journal of research and practice
From 01/01/1997 to 1 year ago in Academic Search Premier and Professional Development Collection

Community college review
From 03/01/1990 to present in Academic Search Premier, MasterFILE Premier and Professional Development Collection

Community college times
From Latest year to present in SMC Library's Print Holdings

Community college week
From 07/29/1996 to present in Academic Search Premier, MasterFILE Premier and Professional Development Collection

Chancellor's Office Resources

Chancellor's Office Systemwide Strategic Plan

Chancellor's Office Strategic Planning Background Documents

Chancellor's Office Inventory of Approved and Projected Programs

Environmental Scan: A Summary of Key Issues Facing California Community Colleges Pertinent to the Strategic Planning Process
(July 2005)

Strategic Planning at Other Colleges

Los Angeles Community College District Environmental Scans

Pasadena City College Strategic Directions and Annual College-wide Goals

CSU-LA Strategic Planning Coordination Committee

Maricopa Strategic Plan

Articles on Strategic Planning

Strategic planning in higher education. By: Dooris, Michael J.; Kelley, John M.; Trainer, James F.. New Directions for Institutional Research, Fall2004 Issue 123, p5-11, 7p
Abstract: The authors present an overview of strategic planning, examine its history and mystique, and conclude that planning, if properly implemented, can have a powerful impact on advancing and transforming colleges and universities.

Applying ad hoc institutional research findings to college strategic planning. By: Clagett, Craig A.. New Directions for Institutional Research, Fall2004 Issue 123, p33-48, 16p
Abstract: Environmental scanning, enrollment forecasting, budget analyses, and institutional effectiveness assessment are examples of the explicit contributions institutional research offices make to campus strategic planning.

Strategic planning at Carroll Community College. By: Clagett, Craig A.. New Directions for Institutional Research, Fall2004 Issue 123, p113-119, 7p
Abstract: Guided by clear planning principles, and under the custodial care of a governance council, the model strategic planning process at Carroll Community College is evidence-driven, connected to budget decisions, and continuously refreshed.

Models and tools for strategic planning. By: Trainer, James F.. New Directions for Institutional Research, Fall2004 Issue 123, p129-138, 10p
Abstract: The authors present an overview of strategic planning, examine its history and mystique, and conclude that planning, if properly implemented, can have a powerful impact on advancing and transforming colleges and universities.

Integrating Accreditation into Strategic Planning. Barker, Thomas S.; Smith, Jr., Howard W.; Community College Journal of Research and Practice, v22 n8 p741-49 Dec 1998 (EJ578003).
Abstract: Examines strategic-planning models developed for higher education and compares them with accreditation models. States that accreditation can be integrated into the institution's strategic-planning process to add unity to the institution's efforts to effectively serve both internal and external constituents.

Strategic Planning in Schools: an oxymoron? By: Davies, Brent; Ellison, Linda. School Leadership & Management, Nov98, Vol. 18 Issue 4, p461-473, 13p, 3 diagrams
Abstract: This paper argues that traditional approaches to school planning no longer serve the needs of schools. In particular, it puts forward the view that strategy, as applied to school planning, is only of partial use. It argues that there should be a new way forward for schools seeking to meet the challenge of effective leadership and management in the new millennium. This would utilise the concept of 'strategic intent' encapsulated in a new model which replaces the limited 'school development planning' framework.

Linking Strategic Planning, Institutional Assessment, and Resource Allocation: Paradise Valley Community College's Model. Kranitz, Gina; Hart, Kenneth R., 1998 (ED421195)
Abstract: As an institution having undergone many changes over the past 13 years in the Maricopa Community College District, Paradise Valley Community College (PVCC) in Arizona has developed and implemented its strategic planning process, institutional effectiveness and student outcomes assessment model, and resource allocation (budget) process over the last 5 years. The introduction to this paper notes the structure and size of both the Maricopa District and PVCC, and provides a summary of PVCC's 10-year accreditation by the North Central Association. The paper explains the relationship between the strategic planning process and assessing institutional effectiveness and student outcomes, and ties these processes back to the budget allocation process. In addition, the content describes the functions of key personnel in the development and implementation of the strategic planning and budgeting processes and the model assessing institutional effectiveness and student outcomes over the past 5 years, as well as the evolving activities of these personnel. The conclusion provides lessons learned and still being learned from the development and implementation of these processes.

Strategic Planning in Practice: An Analysis of Purposes, Goals, and Procedures. Conley, David T., 1993 (ED358530)
Abstract: Findings of a study that examined the application of strategic planning in American school districts are presented in this paper. Methodology involved content analysis of the strategic plans of 79 school districts throughout the United States, focussing on their mission statements, core beliefs and parameter statements, and objectives and strategies. Findings indicate that school districts do not distinguish in practice among the technicist, political, and consensual planning processes. Conclusions, supplemented by a survey of the school districts, are that: (1) interactive planning methods need an organizational context that supports continued dialog; (2) strategic planning appears to be a useful tool for school-community communication; (3) most districts' interactive planning models exhibited an incongruence between mission statements and strategies; (4) the planning process contained inherent conflicts of interest; and (5) a fine line exists between political and rationalist elements in strategic planning. Six figures are included.

Making Strategic Planning Work with Numbers: Responses to Enrollment Decline. Halfond, Jay; Diffenbach, John, 1992 (ED359855)
Abstract: This paper addresses the problem of shaping new strategies in the face of current enrollment declines at many colleges and universities. It describes an approach that applies a long term planning model that can incorporate the short-term realities of lower enrollments and budget constraints with projections for new strategic initiatives. The paper notes that too often the immediate budget pressures pushes creative strategic planning aside, therefore, it is necessary to have some sort of linkage in the planning process between long range strategic alternatives and the immediate market demands and budgetary realities. This article describes an approach to linkage that focuses on attaching numbers to strategic ideas. The paper argues that ideas are empty if not grounded in a pragmatic context where enrollment and financial projections can be intermingled with strategic factors to simulate a variety of future scenarios. The planning model presented assists a dean in anticipating the college's future while forcing a disciplined and comprehensive perspective of strategic alternatives. A sample simulation is provided following discussions of the model's construction, usage, and outcomes.

Results of the Survey of RP Group Members: An Element in Strategic Planning for the Research & Planning Unit. Hom, Willard; California Community Colleges, Sacramento. Office of the Chancellor., 2003 (ED475981)
Abstract: This document focuses on a stakeholder survey for a research unit. Although it covers just one part of the overall planning process that the Research & Planning (RP) Unit at the California Community Colleges Chancellor's Office, the researchers did survey other groups in the strategic planning effort. The stakeholder survey focused on four general propositions relating to RP's strategic planning: (1) factors that contribute to overall satisfaction with RP Unit performance; (2) simple performance ratings of the RP Unit; (3) institutional researchers at the community colleges perceive many different system-level needs; and (4) institutional researchers at the community colleges perceive specific areas of research need that the RP can or should address. RP staff created a brief questionnaire for implementation as an e-mail survey. The questionnaire had six items to be rated and three open-ended questions. The six items were (1) credibility; (2) responsiveness; (3) analytic capability; (4) clarity of communication; (5) relevance; and (6) overall satisfaction. The numeric ratings came from 30 to 34 respondents, depending on which of the six ratings dimensions is considered. The responses came from a listserv of approximately 200, for a response rate of 19.5%.

Strategic Planning for a New Century: Process over Product. ERIC Digest. Howell, Elaine; ERIC Clearinghouse for Community Colleges, Los Angeles, CA., 2000 (ED447842)
Abstract: This digest compares long range planning with strategic planning in the community college, focusing on examples of colleges' strategic planning processes and on the future of strategic planning. Long range planning tends to be static, focusing on developing a plan based on what has already happened, while strategic planning emphasizes process over product, focusing on long-range thinking rather than a long-range plan, exploiting new and different opportunities as they emerge. Strategic planning starts with environmental scanning, a process of studying the external environment via newspapers, literature and periodicals for emerging issues that pose threats or opportunities to an institution. Evaluation of these issues is followed by trend forecasting, goal setting, and implementation and monitoring of results. The strategic planning process of the future will require a new organizational culture--one with decentralized decision making, collaborative governance, structure and systems aligned with institutional values and goals, and the ability to thrive on chaos. Contains 13 references.

A Strategic Planning Workbook. Austin, William; Salem Community Coll., Carneys Point, NJ., 1999 (ED425791)
Abstract: This workbook outlines the Salem Community College's (New Jersey) Strategic Planning Initiative (SPI), which will enable the college to enter the 21st Century as an active agent in the educational advancement of the Salem community. SPI will allow college faculty, staff, students, and the local community to reflect on the vitality of the college and its current and future relationship with all of its stakeholders. The strategic planning process will establish a set of eight planning teams: (1) academic assessment and program review; (2) community/customized education; (3) enrollment management and recruitment; (4) facilities; (5) financial planning; (6) information technology; (7) institutional advancement; and (8) student retention. Included in the workbook are four sections: (1) overview of the strategic planning process; (2) vision, mission evaluation and development; (3) meeting guidelines for strategic planning, which include information gathering and exploring, identifying and assessing alternative actions, creating criteria for choosing alternatives for action, and proposal development and planning; and (4) strategic plan format (template). Appendices A through D provide general expectations and principles that guide the planning process, a glossary of SCC strategic planning, tips on writing proposals and plans, and a sample meeting evaluation form.

Strategic Planning in Community and Technical Colleges: A Survey of Four Southern States. Greer, Linda Bartlett, 1999 (ED464676)
Abstract: This study analyzes some of the factors and processes which may influence strategic planning at technical and community colleges within four southern states: Florida, North Carolina, South Carolina, and Texas. The investigation examined 59 colleges in terms of four areas: (1) demographics of the institutions; (2) policies, practices, and size of planning teams; (3) software tools used in strategic planning; and (4) characteristics of the chief executive officer (CEO). Approximately half of the colleges used software tools for strategic planning (41%) and the other half was either in the process of obtaining them (8%) or did not use them at all (51%). There was an extremely wide range in the size of colleges, the size of planning teams, and the CEO scores. Most colleges claimed to do college-wide planning every year or every two years and had strategic planning goals that were closely aligned with the mission and vision of the college. An analysis of variance for CEO scores indicated no significant differences among the institutions in terms of goal attainment. The only statistically significant finding was that colleges with well-written strategic planning guidance documentation tended to exhibit a higher goal attainment level. (Contains 17 tables, 2 figures, and 55 references.)

Strategic Planning Process Resource Manual. Mohammadi, John; Capital Community-Technical Coll., Hartford, CT., 1997 (ED431442)
Abstract: Capital Community-Technical College (CCTC) (Connecticut) has developed a comprehensive institutional effectiveness model that will guide the college toward the year 2002. Its primary purposes are to improve the quality of decision making, to enhance the quality of its students' outcomes, and to improve the effectiveness of the institution in fulfilling its stated goals and missions. This document provides comprehensive factual trends and information about the state of Connecticut, CCTC's service region, the student population, and the curriculum profile at the college. The report includes six major sections: (1) an overview of institutional strengths and concerns; (2) CCTC's mission, vision, strategies, and priorities for the 21st century; (3) CCTC's approved planning, assessment and evaluation process; (4) summary results from an environmental scanning workshop held to identify critical trends that will impact the college in the next five years; (5) comprehensive data on the social and economic status of the state and the college's service region; (6) detailed information on student demographics. This document is a tool for the strategic planning committee to use in examining the socioeconomic and demographic changes over time and to help identify patterns for the future of Capital Community-Technical College.

A New Paradigm for Community Colleges: A Strategic Planning Issue. Barr, Robert B., 1993 (ED359997)
Abstract: California's community colleges face tremendous challenges, from diminishing fiscal resources to increasing student diversity. To meet these challenges, community colleges may have to transform how they think about themselves. Organizational restructuring in two-year colleges requires the adoption of a new paradigm about the nature of community colleges. The key assumption in the existing paradigm is that the purpose of community colleges is "to provide instruction." The proposed new paradigm is based on the declaration that "to produce learning" is the purpose of community colleges. Under the old paradigm, community colleges are judged not on the basis of their output, but on the basis of inputs. The focus on instruction, rather than on learning, has made educational innovation suspect. Once this key assumption of the old paradigm is recognized, it becomes easier to recognize and undo the corollary assumptions. Under the old paradigm, faculty were primarily teachers providing classroom-based instruction. Under the new paradigm, faculty become designers and managers of learning experiences and environments. The new paradigm calls on colleges to judge their success not on the quality of instruction but on the quality of learning, allowing for fulfillment of the student outcomes accountability movement. Under the old paradigm, productivity is defined as cost per hour of instruction per student, while under the new paradigm, it is defined as cost per unit of learning per student. A table lists and compares assumptions of the old and new paradigms in the seven categories of mission, purposes, criteria for success, structures, means to ends, nature of roles, and learning context.

Strategic Planning, Operational Planning, and Measures of Effectiveness: An Integrated Model. Donsky, Aaron P., 1992 (ED353026)
Abstract: While various paradigms exist for planning in two-year colleges, from master planning to quality circles, three major elements invariably appear in planning activities: strategic or formal planning, operational planning, and effectiveness measures. Strategic planning attempts to systematically assess an institution's relationship with its external environment, relating internal strengths and weaknesses to external threats and opportunities. Operational planning, or planning at the level of organizational units, attempts to channel institutional activities in the areas of finance, facilities, enrollment, human resources, and organization. The institutional effectiveness element measures how well a community college performs its missions relative to the needs of its constituency, making effectiveness measures unique to each institution. However, these three elements cannot be pursued separately. One approach to combining them is the Integrated Planning Effectiveness Model (IPEM), producing a methodology that avoids duplication of effort and leads to one all-encompassing effectiveness document for an institution. In an IPEM, the institutional mission statement is the initial point of departure, linking the separate processes of strategic and operational planning. Further, each organizational unit performs both types of planning. Both strategic effectiveness measures, as well as operational effectiveness measures, become incorporated into one institution-wide effectiveness/action document. A review of planning paradigms and a list of references are included.