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It supports institutional strategic planning committees by delivering feedback throughout the planning cycle, particularly during vision or core-strategy shifts, and across varied institution types. The rubric frames strategic plans into four core components—informative inputs, strategic direction, strategic actions, and design—enabling holistic or analytical assessment to strengthen strategic thinking and outcomes.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-formative-tool-and-approach-to-assessing-strategic-plans-in-higher-education/603036/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-formative-tool-and-approach-to-assessing-strategic-plans-in-higher-education/603036.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What problem does the article address about assessing university strategic plans?","Question",{"text":113,"@type":114},"It addresses the lack of tools that evaluate strategic plan products effectively, while also responding to critiques that current strategic planning efforts can be overly linear, data-heavy, and weak in communication or stakeholder prioritization.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the proposed rubric differ from a summative approach?",{"text":118,"@type":114},"The rubric is formative, providing feedback throughout the strategic planning process rather than evaluating the plan only at the end.",{"name":120,"@type":111,"acceptedAnswer":121},"What four core components does the rubric use to frame strategic plans?",{"text":122,"@type":114},"It frames plans into informative inputs, strategic direction, strategic actions, and design, aiming for alignment across these components.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},603036,1792193231,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A FORMATIVE TOOL AND APPROACH TO ASSESSING STRATEGIC PLANS IN HIGHER EDUCATION  \nAMELIE D. SMUCKER  \nLESLIE W. GRANT  \nWilliam and Mary, USA  \nABSTRACT  \nAs an alternative to Hunt et al. ’s (1997) general guidelines for strategic planning and Chance and William’s (2009) summative rubric for evaluating university strategic plans, this article proposes a new rubric, the Rubric for Formatively Assessing Strategic Plans in Higher Education. The purpose of this new rubric is to provide institutional strategic planning committees with feedback throughout the strategic planning process to help colleges and universities strengthen their strategies and strategic plans. This formative approach is especially supportive of colleges and universities who are seeking to or who are in the process of changing their vision or core strategies. Additionally, the rubric is designed to meet the diverse needs of colleges and universities, including large and small schools, private and public, and community college through graduate programs, who create a similarly wide range of strategic planning products (e.g., websites, booklets, briefs) that serve varied audiences (e.g., administrative teams, faculty and staff, students, alumni, the public) by framing strategic plans into four core components: informative inputs, strategic direction, strategic actions, and design. Finally, the rubric provides institutions with the opportunity to assess their plans holistically or analytically, thereby providing an efficient multi-use tool. By applying this rubric formatively, institutions may improve their strategic plans by gaining added insights to their strategic planning process, strategic thinking, and strategies.  \nOVERVIEW  \nFor over a decade, researchers, policy makers, business leaders, higher education leaders, faculty, staff, and students have called for change in higher education (Baer & Druin, 2020; ChamorroPremuzic & Frankiewicz, 2019; Taylor & Machado, 2006) . These calls reverberated across colleges, universities, and our society during the multiple crises faced over the past year and several months, including the pandemic, structural and systemic racism, mounting student debt, budget shortfalls due to antiquated funding models, and an overall inability of higher education institutions to quickly respond to changing internal and external environments. As Kurshan (2020) stated,“we now see clearly that the campus model of post-secondary education, with its deep structural problems highlighted by the pandemic, is neither sustainable nor scalable”(para. 1) . Strategic planning has been viewed as a catalyst or a vehicle for change in organizations. However, the result has often been an entrenchment and maintenance of the status quo, resulting in institutions that continue to be out of touch with societal needs (Kurshan, 2020). As Taylor and Machado (2006) explained,  \nThus, over time, the HEI [Higher Education Institution] gets farther out of equilibrium with the external reality with which it must interact. In time, this disconnect reaches a point where institutional change becomes inevitable and unavoidable. At this point, a crisis management mode of response is generated. In some cases, it is only partially effective and fails to fully align the HEI with its environment. (p. 153)  \nThe recent pandemic and social crises brought to the breaking point the disconnect and disequilibrium reflected in Taylor and Machado’s perspective from 2006. Additionally, strategic planning efforts have been criticized for being too linear, relying heavily on hard data, being too structured, ignoring  \nEducational Planning | Fall 2022 7 Vol. 29, No. 3  \ncontext and culture, and discouraging creativity (Bryson, 2018) . Furthermore, strategic planning and the resulting processes and products fall short because universities do not communicate plans effectively (Fleuriet & Williams, 2015), do not prioritize stakeholders who are not in positions of power (Falqueto et al., 202","cbCaiuVHRu0Ua3Ni","https://ap.wps.com/l/cbCaiuVHRu0Ua3Ni","pdf",234997,15,"English","# Overview\n## Rationale for change and limits of current planning\n## Purpose and contribution of the new rubric","[{\"question\":\"What problem does the article address about assessing university strategic plans?\",\"answer\":\"It addresses the lack of tools that evaluate strategic plan products effectively, while also responding to critiques that current strategic planning efforts can be overly linear, data-heavy, and weak in communication or stakeholder prioritization.\"},{\"question\":\"How does the proposed rubric differ from a summative approach?\",\"answer\":\"The rubric is formative, providing feedback throughout the strategic planning process rather than evaluating the plan only at the end.\"},{\"question\":\"What four core components does the rubric use to frame strategic plans?\",\"answer\":\"It frames plans into informative inputs, strategic direction, strategic actions, and design, aiming for alignment across these components.\"}]","A Formative Tool and Approach to Assessing Strategic Plans in Higher Education | PDF",1792095614,38]