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Results showed 75% agreed or strongly agreed on faculty involvement and 66% viewed the process as meaningful. A correlation of 0.563 linked involvement and meaningfulness. Factors related to using prior planning insights and holding faculty accountable explained 67.1% of variation in responses.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-exploration-of-faculty-involvement-in-and-attitudes-toward-strategic-planning-in-their-institutions-research-findings/602642/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-exploration-of-faculty-involvement-in-and-attitudes-toward-strategic-planning-in-their-institutions-research-findings/602642.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main focus of the study?","Question",{"text":63,"@type":64},"The study examined faculty attitudes toward strategic planning activities in their institutions, including how involved faculty members felt and how they judged the plans and the process they generated.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The research covered four tertiary institutions with a targeted sample of one hundred lecturers; fifty-three responded. 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THOMPSON  \nABSTRACT  \nThis study examined the attitudes and perspectives of members of faculty towards strategic planning activities of their institutions. The study was conducted across four tertiary institutions and had a targeted sample of one hundred lecturers. A total of fifty-three (53) lecturers responded. The instrument used was a self-designed questionnaire consisting of thirty-five items, twenty-six (26) of which were on a Likert scale and the other nine focused on demographics. The study found that 75% of faculty members either agreed or strongly agreed that they are involved in strategic planning activities, while 66% agree or strongly agree that the process is meaningful. The study found a correlation of .563 between the variables ‘involvement’ and ‘meaningful’. Two factors, namely ‘use of insights from previous planning activities’ and ‘holding faculty members accountable for deliverables’ (in relation to the strategic plan) accounted for 67.1%(45.8% and 21.3% respectively) of the variation in the data, while a third factor which contributed significantly to the variation in the data relating to the meaningfulness of the process accounted for 10.1% of the variation in the data. The findings ofthe study suggest that faculty members can be persuaded to participate in strategic planning activities provided they are satisfied that the process is structured and purposeful and is not merely done out of formality. The findings further suggest that among the ways by which the leadership of the institution can signal to faculty that the strategic planning process is to be taken seriously are by the involvement of the leadership in the planning process and the holding of faculty members accountable for deliverables. The study has implications for how strategic planning activities are undertaken and suggest that the credibility of strategic planning activities and the plans they generate, rests largely on what they infact accomplish.  \nINTRODUCTION  \nTertiary institutions are characterized by a certain level of looseness in their operations arising in large part from the culture of academic freedom for which higher education is known (Messah & Mucai, 2011) . Vroom (1984) goes even further by suggesting that higher educational institutions are also characterized by vagueness and a tendency toward anarchy.  \nThe level of academic freedom is sometimes expressed in indifference or lack of interest shown by faculty towards non-academic activities, including leadership of committees and engagement in strategic planning activities of the institution. Despite the ethos of academic freedom, the involvement of faculty in the strategic planning process is critical given the crescendo of criticism against public tertiary institutions of rising costs and declining quality as claimed by Immerwahr (2004) and Symonds (2003) .  \nThis study seeks to examine the attitudes and perspectives of faculty members towards the overall strategic planning process and implementation of the strategic plans of their institutions. The study also focuses on faculty members’ perceptions ofthe extent of their involvement in the exercise, and their assessments of what makes the planning process and the plans they generate, credible and valuable.  \nThe thrust of some educational institutions to engage in strategic planning is taking place ina context of a tendency towards anarchy, wherein faculty members are often indifferent towards the process. Altbach, Reisberg and Rumbley (2009) contended that an academic revolution has taken place in higher education in the past half century. This revolution, they suggest, is marked by transformations unprecedented in scope and diversity, triggered by factors such as globalization. Globalization, while serving as a catalyst for innovation, has also created increased inequity, global compression, and thus more ","cbCaiioepYW7jmzn","https://ap.wps.com/l/cbCaiioepYW7jmzn","pdf",152521,15,"English","# Abstract\n# Introduction\n# Statement of the Problem","[{\"question\":\"What was the main focus of the study?\",\"answer\":\"The study examined faculty attitudes toward strategic planning activities in their institutions, including how involved faculty members felt and how they judged the plans and the process they generated.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The research covered four tertiary institutions with a targeted sample of one hundred lecturers; fifty-three responded. Data were collected using a self-designed questionnaire with thirty-five items, most on a Likert scale.\"},{\"question\":\"Which factors influenced the meaning faculty attached to strategic planning?\",\"answer\":\"The findings highlighted the use of insights from previous planning activities and holding faculty accountable for deliverables as accounting for 67.1% of variation, with a third factor tied to the meaningfulness of the process contributing 10.1%.\"}]","AN EXPLORATION OF FACULTY INVOLVEMENT IN AND ATTITUDES TOWARD STRATEGIC PLANNING IN THEIR INSTITUTIONS - Research Findings | PDF",1792095011,38]