[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603182-105":3,"doc-detail-603182-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","organizational-design-barriers-of-using-scenario-planning-for-program-development-in-higher-education-authors-experiences-and-recommendations","ORGANIZATIONAL DESIGN BARRIERS OF USING SCENARIO PLANNING FOR PROGRAM DEVELOPMENT IN HIGHER EDUCATION - Authors' Experiences and Recommendations","","This article shares the authors’ learning experiences with organizational design barriers they perceived when using scenario planning for program development in higher education. The discussion covers misalignment between culture and change intervention, organizational reality and meaning-making, knowledge creation and knowledge transfer, and tensions between short-term and long-term outcomes. The retrospective analysis explains the complexity of change in bureaucratic, hierarchical settings and offers constraints and recommendations for transformational, future-oriented educational planning.",{"@graph":14,"@context":72},[15,34,55],{"@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/organizational-design-barriers-of-using-scenario-planning-for-program-development-in-higher-education-authors-experiences-and-recommendations/603182/",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/organizational-design-barriers-of-using-scenario-planning-for-program-development-in-higher-education-authors-experiences-and-recommendations/603182.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What barriers did the authors perceive when using scenario planning for program development in higher education?","Question",{"text":62,"@type":63},"They perceived barriers in cultural and change misalignment, challenges in constructing organizational reality and meaning-making, issues in knowledge creation and transfer, and difficulties in balancing short-term versus long-term outcomes.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why do the authors argue scenario planning is constrained in higher education settings?",{"text":67,"@type":63},"They note that their experiences contradict the assumption that scenario planning can be used in any context, especially within bureaucratic and hierarchical organizational structures.",{"name":69,"@type":60,"acceptedAnswer":70},"What recommendations does the article provide for using scenario planning at the program level?",{"text":71,"@type":63},"The article provides recommendations for implementing scenario planning as a forward-thinking intervention to support transformational change and more effective future-oriented educational planning.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603182,1792119596,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"ORGANIZATIONAL DESIGN BARRIERS OF USING SCENARIO PLANNING FOR PROGRAM DEVELOPMENT IN HIGHER EDUCATION  \nTABITHA COATES  \nDIANE FOUCAR-SZOCKI  \nRANDELL SNOW  \nJames Madison University, U.S.A.  \nABSTRACT  \nIn this article we share our learning experiences on the organizational design barriers we perceived to have encountered with scenario planning in higher education for program development. Our perceived barriers discussed include misalignment of culture and change intervention; constructing organizational reality and meaning making; knowledge creation and transfer of knowledge; and short term versus long term outcomes. Our retrospective analysis contributes to the understanding of the complexity of change in higher education and adds to the knowledge base on using scenario planning in a bureaucratic, hierarchical context. Our experiences are incongruent with implicit assumptions that scenario planning can be used in any context (Balarezo et al., 2017), and illustrate some important constraints to consider before using this type of forward-thinking intervention. We provide recommendations for using scenario planning and for transformational change in higher education. These changes have implications for more creative, future-oriented educational planning processes for improving higher education teaching and learning experiences.  \nINTRODUCTION  \nUniversities increasingly need to be adaptable and able to evolve to meet the demands of society (Petersen & Bartel, 2020; Spanier, 2010) . Current challenges facing universities include expanding expectations for productivity, technological advances, lack of public funding, reliance on external financial support, and serving multiple functions and missions (Greer & Shuck, 2020; Petersen & Bartel, 2020) . Higher education increasingly functions in an unpredictable and uncertain landscape, suggesting that large-scale transformational change may be needed. However, change in higher education is difficult (Petersen & Bartel, 2020), requiring the old guard to embrace paradigmatic shifts (Greer & Shuck, 2020) and implement forward-thinking change interventions that expose, critique, and even change, if necessary, underlying assumptions, beliefs, and values about the function and purpose of higher education (Greer & Shuck, 2020; Petersen & Bartel, 2020) . Research is lacking on how universities are responding to disruptive changes in our society (Hall & Lulich, 2021) . Over twenty years ago, Rieley (1997) recommended that higher education institutions use interventions such as scenario planning to better understand multiple, plausible futures, as strategic decisions can often be based on bias and overconfidence that keeps university structures and systems from evolving. In a follow-up response twenty-one years later, Rieley (2018) posited that not much progress in planning for higher education’s future has been made.  \nIn this time of increasing demands on higher education the need for questioning our assumptions, values, and belief systems at the department and program levels of universities matters. Researchers recommend supporting and promoting high quality, innovative graduate programs because students are entering a dramatically different job market than in prior years (Hakkola & King, 2016; Spanier, 2010) . In alignment with these recommendations, our graduate program responded to the findings of an external review team to position our program to better reflect the field and be a competitor in the marketplace. The external review findings suggested the  \nEducational Planning | Summer 2024 9 Vol. 31, No. 3  \nmain obstacle to the program’s potential growth and impact was an ambiguous program identity that impacted other foundational factors including core competencies and capabilities. We needed an intervention that forced us to question our biases and assumptions as a program situated within a mid-size university. We also sought a process that incorporated and supported strategic plannin","cbCairxhRPjbyvem","https://ap.wps.com/l/cbCairxhRPjbyvem","pdf",164899,14,"English","# Introduction\n# Our Context\n# Scenario Planning Process\n# Organizational Design and Underlying Assumptions\n# Perceived Barriers\n## Misalignment of Culture and Change Intervention\n## Constructing Organizational Reality and Meaning Making\n## Knowledge Creation and Knowledge Transfer\n## Short Term vs. Long Term Outcomes\n# Recommendations\n# Implications for Educational Planning Initiatives","[{\"question\":\"What barriers did the authors perceive when using scenario planning for program development in higher education?\",\"answer\":\"They perceived barriers in cultural and change misalignment, challenges in constructing organizational reality and meaning-making, issues in knowledge creation and transfer, and difficulties in balancing short-term versus long-term outcomes.\"},{\"question\":\"Why do the authors argue scenario planning is constrained in higher education settings?\",\"answer\":\"They note that their experiences contradict the assumption that scenario planning can be used in any context, especially within bureaucratic and hierarchical organizational structures.\"},{\"question\":\"What recommendations does the article provide for using scenario planning at the program level?\",\"answer\":\"The article provides recommendations for implementing scenario planning as a forward-thinking intervention to support transformational change and more effective future-oriented educational planning.\"}]","ORGANIZATIONAL DESIGN BARRIERS OF USING SCENARIO PLANNING FOR PROGRAM DEVELOPMENT IN HIGHER EDUCATION - Authors' Experiences and Recommendations | PDF",1792095850,35,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]