Strategic Planning in Academic and Clinical Education Programs

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Strategic Planning in Academic and Clinical
Education Programs

• Colleen M. ORourke, Ph.D.
• Georgia State University Atlanta, GA
• C. Frederick Britten, Ph.D.
• Fort Hays State University Hays, KS
• Debra Schober-Peterson, Ph.D.
• Georgia State University Atlanta, GA

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Learning Objectives

• Why are you here?
• What do you want to learn from this seminar?

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Learning Objectives

• Understand different types of plans
• Selecting the most appropriate plan
• Outline the steps in the strategic planning
  process
• Determine strategies to involve stakeholders
• Develop long term goals and objectives
• Formulate implementation plan

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Strategic Planning Defined Even if youre on
the right track, youll get run over if you just
sit there. Will Rogers

• Strategic planning determines where an
  organization is going over the next year or more
  and how its going to get there.
• Carter McNamara

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Components of Strategic Planning

• Strategic Analysis
• Setting Strategic Direction
• Action Planning
• Objectives
• Budgetary Planning
• Operational Planning
• Responsibilities

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Strategic Planning

• ASHA has used strategic planning for many years.
• Through careful strategic planning, they were
  able to move into this building--debt-free with
  money left over.
• Renting the top floor as non-dues revenue.

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Strategic Planning in University Settings

• Has rapidly become an important component of
  accountability within the university.
• There is no ONE set model for strategic planning
• Board of Regents or upper Administration set the
  tone for strategic planning within the university
  setting

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Use of Affinity Diagrams at FHSU

• Characteristics of Speech-Language Pathology M.S.
  Program
• Expected Learning Outcomes for Entry Level
  Professionals
• Curriculum
• Assessment Approach and Methods
• Results
• Curricular and/or Pedagogical Changes

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Affinity Diagram for M.S. in Speech-Language
Pathology Program FHSU
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Example of Affinity Diagram FHSU
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FHSU and GSU
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Benefits of Strategic Planning

• Maintains focus on the mission of the program
• Ensures effective use of resources
• Provides additional opportunities to interact
  with and educate administrators
• Enhances relationships with stakeholders
• Uses a formal process for developing and
  analyzing a plan
• Provides support for the program as an integral
  part of the university
• Documents program improvements

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Types of Strategic Planning

• Basic Model
• Examines mission, sets goals, and develops plan
• Issue-Based Model
• Focuses on a specific issue or concern
• Scenario Planning Model
• Determines potential effects of changes

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Strategic Planning in Academic Education

• CAA Standard 1.3 states
• The program develops and implements a long-term
  strategic plan
• Implementation Language states
• Congruent with the mission of institution
• Goals and measureable objectives
• Mechanism for regular evaluation
• Share with stakeholders

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Strategic Planning in Clinical Education

• Clinical Education should be part of the Academic
  Programs strategic plan
• Identify areas of concern (e.g., students have
  difficulty getting hours in a specific area)
• Identify new, innovative ideas to consider
• Identify needs in on-campus practicum, off-campus
  practicum, internships and externships
• A Clinic might have some unique goals separate
  from the academic program

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Goals/Objectives for Univeristy Clinic and
Clinical Education

• Development of clinical rating document for
  evaluating student skills in clinic
• On-going and systematic evaluation of clinical
  services rendered by the program
• Evaluation of clinical preceptors
• Evaluation of clinical sites
• Use these data to identify areas of need and
  develop implementation plans

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Affinity Diagram for Clinical Education FHSU
Speech and Hearing Clinic
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Example of Affinity Diagram for Clinical
Education FHSU
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Strategic Planning Process

• Develop (or reaffirm) Vision, Values, and Mission
• Complete a Strategic Analysis SWOT
• Involve Stakeholders
• Determine Long-Term Goals
• Specify Objectives
• Support from Stakeholders
• Evaluation of the Plan

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Vision Strategic plans are worthless unless
there is first a strategic vision. Naisbitt

• An articulated view of an improved world and the
  organizations role in its creation.
• A compelling description of how the organization
  will or should operate in the future.
• An organizations picture of future success.
• A vision is idealistic by its very nature.

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Developing a Vision Statement

• What will the discipline of communication
  sciences and disorders look like in the future?
• What will the Program of the future be like?
• What role should the Program play in the future?
• How should the Program be different than it is
  now?

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Vision

• Does your program have a vision?

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Examples of Vision Statements

• To be the model upon which other departments,
  both internal and external, set their standards.
• To emerge as one of the nation's preeminent
  comprehensive land-grant universities in the 21st
  century.
• To be the heart of the University's academic and
  research culture, and to substantially contribute
  to the intellectual activities of the University.

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More

• To be known for outstanding scholarship,
  leadership, collaboration, contribution, and
  excellence in education in order to revitalize
  education and learning and promote the general
  welfare of a democratic society.
• To be a destination university internationally
  recognized as an inquiry-driven, ethically
  engaged, and diverse community, whose members
  work collaboratively for positive transformation
  in the world through courageous leadership in
  teaching, research, scholarship, health care, and
  social action.

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Example of Vision Statement FHSU

• The department will be recognized as a dynamic
  regional leader in communication sciences and
  disorders.

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Example of Vision Statement Georgia State
University

• To be the most sought out urban-based
  Communication Disorders in the southeast.

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Values

• The overall priorities in how the organization
  will operate
• The organizations guiding principles
• Attributes and beliefs that will influence all
  decisions and activities

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Values

• What are your programs values?

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Values

• Values can be
• Moral values e.g., integrity, honesty,
  respect, compassion.
• Belief values e.g., diversity, student-
  centered, scientific foundations,
  professionalism.
• Operational values e.g., efficiency,
  transparency, accuracy.

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Examples of ValuesGeorgia State University

• Student-centered
• Diversity
• Academic and clinical excellence
• Opportunities
• Science
• Professionalism

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Mission Statement

• Accreditation standards require the programs
  strategic plan to fit the mission of the college
  and university.
• Development of the mission is done by the faculty
  within the program.
• The mission is the purpose of the program why
  does it exist?
• The mission is unique to your program.

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Developing the Mission Statement

• Why does the Program exist?
• What makes the Program different from other
  programs?
• Who are the Programs primary customers/users?
• What services does the Program want to deliver to
  the customers/users?
• What does the program want to have happen as a
  result of providing such services?

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Example of Mission Statement Georgia State
University

• The mission of the CD Program is to offer a high
  quality masters degree which educates students
  to implement evidence-based services across the
  scope of practice in SLP. The program will
  achieve this goal through the continual pursuit
  of excellence in academic and clinical education
  by the infusion of research and scholarly
  experiences appropriate to a masters degree
  program. We will use the unique strengths of our
  communitys diverse population and our numerous
  affiliated sites to prepare fully-certified SLPs
  who are exceptionally well-qualified to work in
  schools, hospitals, private clinics and rehab
  programs throughout the state.

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Example of Mission Statement FHSU

• The Department of Communication Sciences and
  Disorders provides a quality academic and
  clinical educational program in an environment
  that embraces diversity and effective performance
  with the goal of preparing students to meet
  current professional standards. These activities
  will alllow the department to serve as the
  resource for communication disorders throughout
  western Kansas.

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Relate Mission to College/UniversityGeorgia State

• University Statement

• Program Statement

• The overarching aspiration of Georgia State
  University is to become one of the nation's
  premiere research
• universities in focused areas that maximize our
  unique strengths.

• the continual pursuit of excellence in academic
  and clinical education by the infusion of
  research and scholarly experiences appropriate to
  a masters degree program.

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Relate Mission to College/UniversityFHSU

• College Statement

• Program Statement

• The university has a mission to serve as a
  resource for this geographic region of the state.

• These activities will allow the department to
  serve as a resource for communication disorders
  throughout western Kansas.

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Complete a Strategic Analysis

• Thoughtful review and discussion of program
• Identify driving forces
• Identify strengths and weaknesses and
  opportunities
• What are we trying to achieve, preserve, avoid,
  eliminate?
• What do we want that we dont have?
• What do we have, but dont want?
• Where do we want to be?
• Gather base-line data to develop focus of the
  strategic plan.

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SWOT Analysis FHSU

• Strengths

• Weaknesses

• Faculty interested in student recruitment.
• Dedicated students
• High pass rate on PRAXIS
• Dept. highly regarded within the University
• Administrative support

• Geography makes it difficult to attract faculty
• Lack of time for research and sabbaticals
• Impending retirements
• Students lack of extensive experience with
  diversity
• Lack of time for faculty mentoring

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SWOT Analysis FHSU

• Opportunities

• Threats

• Expand cooperation with outside agencies
• Increase some .5FTE to 1.0
• Faculty recruitment with administrative support
  for doctoral education
• Increase graduate clinical involvement with wider
  diversity

• Lack of finances
• Changes in dynamics of students and their
  expectations from faculty
• Stress related illnesses among faculty
• Difficulty placing students in health care
  externship

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Involve Stakeholders

• Faculty
• Adminstration
• Students
• Alumni
• Employees
• Clinical patrons
• May do through
• Surveys
• Website postings
• Meetings

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Determine the Goals

• Link goals with the vision and mission
• May focus on any aspect of the program
• Academic Curriculum
• Clinical Education
• Recruitment/Retention of students
• Advisement Process
• Equipment
• Fundraising
• Resources

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Develop Long Term Goals

• Limit the number of goals.
• Goals must be specific, concrete, and measurable.
• Be realistic about what you can accomplish.
• Set a time frame for achieving goals.
• If conflicts exist among faculty, let the vision
  and mission statements help decide which goals
  are included.

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Specify Objectives

• How will you accomplish your goals?
• Strategies to reach your goals
• Be specific
• Objectives need to be measureable
• Consider the verbs from Blooms Taxonomy

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Blooms Taxonomy 1956
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Sample Goals

• Goal 1 for 2006 2008
• To increase the number of well qualified
  applicants to the program who are males and
  individuals from ethnic minority groups from 29
  to 40 and to increase the enrollment rate of
  well qualified males and minority students from
  27 to 40.
• (Faculty leaders MR COR)
• Baseline data 2002-2005

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Sample Goals contin.

• Goal 2 for 2006 2008
• To increase the number of students involved in
  experimental research.
• (Faculty leaders LF JLG)
• Baseline data 2004-2005

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Sample Goals contin.

• Goal 3 for 2006 2008
• To explore opportunities for individuals to
  pursue the doctorate in degree programs currently
  available in other Colleges and Departments
  across the University.
• (Faculty leaders LF JLG)

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Sample Goals contin.

• Goal 4 for 2006 - 2008
• To provide additional opportunities for
  students to gain knowledge and experience in the
  area of prevention and to increase the number of
  clock hours they earn in this area.
• (Faculty leaders MWR DSP)
• Baseline data 2004-2005

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Formulate an Implementation Plan

• Identify who will do what, how, and when for each
  objective.
• Meaningful roles for individuals must be clearly
  delineated.
• Determine how to track the results.
• Expect leadership from everyone.

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Sample Implementation Plan

• Goal - Increase male minority enrollment
• Establish scholarship through our Clinic
  Foundation Fund (2006)
• Work with Admissions Office to include CD in
  recruitment activities (2007)
• Participate in Career Day with Dept. of
  Communication (2007)

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Implementation contin.

• Form a student focus group for recruitment
  suggestions (2007)
• Follow-up with minority applicants (2007)
• Attend recruitment workshop (2008)

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Sample Implementation Plan

• Goal - Increase prevention opportunities
• Educate students and faculty about prevention
  experiences (2006 2007)
• Develop opportunities to include prevention work
  in on-campus clinic (2006 2007)
• Implement a prevention program in phonemic
  awareness at Partner School (2006 2007)

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Share with Stakeholders
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Evaluation of the Plan

• Review the plan on a regular basis---at least
  annually
• Provide updates on data collected to all faculty
  and other stakeholders
• Use data to assess the success of strategies
• Change strategies if goals are not being met

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Strategic Planning is not meant to be a storm
within a program
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Questions / Comments

• What else do you want to know that we havent
  talked about?

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Collaboration in Strategic Planning

• Fort Hays State University

• Georgia State University