strategic planning at iupui 2012-13 steering committee

Strategic Planning at IUPUI 2012-13 Steering Committee, Strategic Planning Committee

and Deans

Agenda 10:00–10:40 am

• Welcome and Introduction

• What we hope the IUPUI Plan will do

• Review of August Deans’ Retreat

• The IUPUI strategic planning process

• Structure, roles and responsibilities

• Introduce Dr. Brent Ruben-Consultant/Coach,

BDR 7-2012 1

IUPUI Vision (First Pass): For What Do We Want to Be Known?

• Integrated with the city; engaged with the world

• Ready for the present; prepared for the future

• Locally engaged, globally competent

• Two great universities; one world-class city

• Academic health and life sciences campus

• We graduate success stories

• Great education, good value, excellent place to live and work

• An independent, innovative institution; meeting personalized needs in an efficient, agile, flexible, affordable way

• Other possibilities ??

BDR 7-2012 2

IUPUI Themes/Goals (First Pass): How the Vision Can Be Achieved?

1. City/community engagement (helping Indianapolis become the healthiest city in the U.S., integration with downtown initiatives, catalyst for making Indianapolis a world-class knowledge center, contributing to revenue, creating hubs of learning)

2. Global education/internationalization

3. Excellence in research and application/translation

4. Teaching/learning excellence/innovation (addressing student current needs/graduating success stories, personalized approach, career-focus)

5. Efficient and effective organizational processes

6. Others?

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Strategic Planning Committee

Steering Committee

Strategic Planning Task Teams

Chancellor

External Communities

Campus Community Deans, Faculty, Staff, Students

Strategic Planning Structure

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Strategic Planning Steering Committee (SC) • Assumes overall responsibility for the planning process and content • Oversees development and review of plan documents • Identifies and secures needed resources, approvals, etc. • Guides and coordinates the activities of the Strategic Planning Committee • Identifies SPC tasks and responsibilities, and determines appropriate division of labor. • Plans communication with Chancellor and SPC • Develops communication strategy and plan for engaging campus and external

constituencies • Plans consultant engagement

• Others?

Consultant/Coach Role • Advises on the Strategic Planning Process • Develops and provides planning materials, guides and outlines • Provides “behind the scenes” advice and counsel to the SPC and SC on process,

strategy, content • Provides guidance on design and approach for introductory session on strategic

planning need, approach and IUPUI process • Reviews process documents and handouts developed by Steering Committee and/or

Strategic Planning Committee • Provides advice and counsel on plan implementation • Other assistance as needed/requested

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Strategic Planning Committee (SPC) Responsibilities

•Collects, represents and integrates perspectives of key constituencies •Provides input and assumes ownership of planning process and plan •Guides and implements planning, leadership, communication, assessment, drafting and logistic tasks and activities, working through strategic planning task teams as necessary and appropriate

•Coordinates work of task assignments. •Others?

Strategic Planning Tasks/Teams •Communication (disseminating information about SP) •Campus community engagement (involving campus in SP process) •External community engagement (involving external community) •Website design and maintenance •Editorial/drafting (Editorial work on SP document) •Assessment (Evaluating and monitoring SP process) •Logistics •Others?

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Questions? Comments?

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Strategic Planning Basics

Brent Ruben, Ph.D. 10:45 -11:00 am

BDR 7-2012 8

What is a Strategic Plan and Why Do One?

• Translates strategic thinking into a plan of action • Specifies directions that are meaningful and mobilizing for

faculty, staff, students and other key stakeholder groups • Identifies initiatives/goals which are ambitious but

achievable, clear and measurable • Articulates strategies that describe operational

responsibilities, deliverables, and deadlines for achieving goals

• Organizes and focuses aspirations into a unified and unifying way of thinking for an entire institution

• If developed through an inclusive process, promotes ownership of—and commitment to—the plan and its realization

BDR 7-2012 9

Steps in Creating and Implementing the Content of a Plan

3. Environmental Scan

4. Themes/Goals

5. Strategies and Action Plans

6. Plan Creation

7. Outcomes and

Achievements

Creating and Implementing the Plan

From: Tromp, S. A., Ruben, B. D. Strategic Planning in Higher Education (SPHE) Washington, DC: National Association of College and University Business Officers, 2004, p. 7.

1. Mission, Vision, Values 2. Stakeholders,

Audiences, Beneficiaries

10

Steps to Make Certain the Process is Successful

1. Mission, Vision, Values


4. Themes/Goals


6. Plan Creation

7. Outcomes and

Achievements

A. Leadership

B. Communication

C. Culture

D. Assessment

Makin

g t

he P

lan

Wo

rk


From: Tromp, S. A., Ruben, B. D. Strategic Planning in Higher Education (SPHE) Washington, DC: National Association of College and University Business Officers, 2004, p. 7

2. Stakeholders,


11

What’s Ahead?

• Meet with Steering Committee and Strategic Planning Committee today

• Review strategic planning model and process

• Review “takeaways” from August Retreat

• Working sessions on vision, key audiences to consider, environmental scan, SP themes/goals, and strategies

• Develop plan for engaging key audiences

• Establish communication plan

• Plan next steps (timetable, name, identify other tasks/teams)

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Questions? Comments?

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Steering Committee &

Strategic Planning Committee Meeting 11:00 am - 3:30 pm

• Overview of the meeting

• Transformational change: Implications for higher education

• Strategic planning: What is it; why do it?


• SP Roles and responsibilities

• Getting started: Working sessions on vision, key audiences to consider, environmental scan, SP themes/goals, strategies

• Plan next steps: Develop plans for drafting SP, circulating and engaging key audiences, web site, timetable, task/teams

BDR 7-2012 14

Transformational Change in Higher Education: Implications for Strategic Planning

Brent D. Ruben, Ph.D.

Professor II and Executive Director

University Center for Organizational Development and Leadership

Rutgers University

Presented at the

Strategic Planning Launch Retreat

Indiana University - Purdue University Indianapolis

September 26, 2012

For permission to use this presentation or portions of it for other purposes or with other audiences please contact: [email protected].

National Challenges Facing Higher Education Institutions – Ten Years Ago

Meeting increasing demands with few new resources

Responding meaningfully to external critiques

Creating a shared sense of purpose and direction that unites faculty and staff and bridges academic and administrative cultures

Learning from the best practices of other educational institutions and organizations in other sectors

Developing enhanced leadership capability

Responding proactively to accountability and performance measurement pressure

Creating a culture of ongoing self-assessment, planning, and improvement

Developing a guide to institutional effectiveness and excellence for leaders

Creating distinctive visions of institutional excellence spanning academics, student life, and campus services.

Source: Brent D. Ruben, Pursuing Excellence in Higher Education: Eight Fundamental Challenges (San Francisco:

Jossey-Bass, 2004). www.josseybass.com/WileyCDA/WileyTitle/productCd-078796204X.html.

16 BDR 7-2012

The Current National Scene: Same Challenges, New Urgency, New Language,

New Ways of Thinking

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“Despite [its many] achievements... this Commission believes U.S. higher education needs to improve in dramatic ways....”

“[Higher education’s] past attainments have led our nation to

unwarranted complacency about its future….”

“It is time to be frank. Among the vast and varied institutions that make up U.S. higher education, we have found much to

applaud, but also much that requires urgent reform.…”

Source: The Spellings Commission Report. http://www.ed.gov/about/bdscomm/list/hiedfuture/reports.html

BDR 7-2012 18

The Spellings Commission—A Test of Leadership: Charting the Future of U.S. Higher Education

State FTE Appropriations and Tuition Trends

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• Average tuition and fees at public four-year colleges rose by 16% beyond inflation from 2009-11.

• State appropriations per FTE student declined by 23% in inflation-adjusted dollars over the decade from 2000-01 to 2010-11.

Source: Trends in College Pricing, 2011, Trends in Higher Education Series. http://trends.collegeboard.org/downloads/college_pricing/PDF/Trends_in_College_Pricing_2011_Public_ Appropriations_over_Time.pdf. College Boards Advocacy and Policy Center http://trends.collegeboard.org/

http://trends.collegeboard.org/downloads/college_pricing/PDF/Trends_in_College_Pricing_2011_Public_Appropriations_over_Time.pdf





http://trends.collegeboard.org/

http://trends.collegeboard.org/

Decline in HE Access

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From: “Succeeding in Turbulent Times: Challenges and Strategic Growth Opportunities,” David Finegold, Senior Vice President, Lifelong Learning and Strategic Growth, Rutgers University, 2012. Used with permission

Rise in Online Instruction: Percentage of Students Taking at Least One Course Online

• 2003 – 10%

• 2008 – 25%

• 2009 – 30%

• 2014 – 50% projected

BDR 7-2012 21

Source: Elaine Allen and Jeff Seaman, “Class Differences: Online Education in the United States” (Newburyport, MA, The Sloan Consortium, 2010) p. 8.

The Latest: President Obama’s FY13 Higher Education Budget Proposal: Five Key Elements

1. Reforming campus-based aid Distribution of federal campus-based aid-specifically the Supplementation Opportunity

Grants and the Work-Study program—to be tied to three principles: setting responsible tuition policy, providing good value to students, and serving low-income students.

2. Creating a “Race to the Top” for higher education A $1 billion investment in an initiative to encourage states to create conditions conducive to education innovation and reform.

3. Funding a First in the World competition A $55.5 million grant program that would ‘develop, validate, or scale up innovation and

effective strategies for boosting productivity and enhancing quality on campus’

4. Providing new online consumer-information tools A proposed College Scorecard and an updated Financial Aid Shopping Sheet, with collaboration between the Department of Education and the Consumer Financial Protection Bureau (CFPB).

5. Continuing and increasing support for existing programs. A one-year reprieve for students from the year’s Stafford Student Loans rate hike: the American Opportunity Tax Credit made permanent; and the number of work-study jobs doubled.

Source: Business Officer, March 2012, pp. 11-12.

BDR 7-2012 22

Discontent with Current Models is Intensifying

– Capital-intensive delivery model – Declining public subsidy – Losing money on each student, but making it up in volume – Limited evidence of learning value-added (Arum, 2010) – Graduates struggling to find work

• Short- or long-term problem?

– Decline in HE affordability – Growing pressure for accountability – Etc.

BDR 7-2012 23

Adapted from: “Succeeding in Turbulent Times: Challenges and Strategic Growth Opportunities,” David Finegold, Senior Vice President, Lifelong Learning and Strategic Growth, Rutgers University, 2012. Used with permission.

Change Strategies in Higher Education In Transition:

From Talk of the Need for “Continuous Improvement” to Talk of the Need for “Transformative, Disruptive Change”

From an emphasis on…

• Inputs, efforts, opportunities, and anecdotes

• Localized process improvement projects

• Unit-level activities

• Particular tools and techniques

• Self-reliance, internally-led change initiatives

• Technology as add-on

• Incremental, continuous change

BDR 7-2012

24

To an emphasis on …

• Documented and measured outcomes

• Broadly-based structural and strategic change projects

• Institution, system-level activities

• Generalized organizational change models and methods

• Utilization of external expertise

• Technology as integral

• Transformative, innovative, “out of the box,” “disruptive,” “dislodging” change*

“disruptive” – Clayton Christensen, Disrupting College; “dislodging” – Robert Zemsky, Making Reform Work

A Period of Paradigm Change*

• Dynamics Creating Paradigm Change – Periods of the “normal” – customary, accepted views prevail. – Success breeds complacency. – Anomalies emerge which cannot be well accommodated by existing, accepted

practices and models. – Denial is the default response. – Pioneering leaders create and promote alternative models, approaches,

directions. – A tipping point eventually is reached, leading to the emergence of a new

paradigm.

• Necessary Conditions for Paradigm Change: – Recognition that “more of the same” won’t solve the presenting problems. – Pioneering leaders and change agents put forth new models. – Earlier risk-takers experiment with, and others implement, these innovations. – New paradigms, practices, and models become the accepted view. – In higher education, we seem to be at a point, where more of the same

doesn’t hold the promise it once did. – Failure of higher education and our institution to provide bold leadership or

adopt the innovations of others may have disastrous consequences.

Source: T. S. Kuhn, The Structure of Scientific Revolutions, 1st. ed., Chicago: Univ. of Chicago Pr., 1962; E. M. Rogers, The Diffusion of Innovations, New York: Free Press, 1962, 2003.

BDR 7-2012 25

New Models to Address Anomalies

• Technology • Collaborations, alliances, partnerships • Operational and structural change • Reshaped mission and vision • New functions – offering badges, certificates, and

certifying competencies rather than/in addition to courses/degrees

• Others?

http://epic2020.org/

BDR 7-2012 26

http://epic2020.org/

Technology:

Changing Ways To Access and Disseminate

Information and Knowledge

27


BDR 7-2012

Enter: MOOCs (Massive Open Online Courses)

• Coursera, Udacity, and World Education University offer free courses provided by faculty from multiple universities encourage students to organize study groups through

• Meetup.com, a website that facilitates local gatherings.

• Both companies have created mechanisms on the site to organize student-led gatherings in different parts of the world

BDR 7-2012 28

B. Pokross, “Students in Free Courses Form Groups to Study and Socialize,” Chronicle.com. Aug 16, 2012. See www.cousera.org and www.udacity.com; and http://chronicle.com/blogs/wiredcampus/students-in-free-online-courses-form-groups-to-study-and-socialize/38887?cid=at&utm_source=at&utm_medium=en.

https://www.coursera.org/course/ml

https://www.coursera.org/course/bigdata

http://www.cousera.org/

http://chronicle.com/blogs/wiredcampus/students-in-free-online-courses-form-groups-to-study-and-socialize/38887?cid=at&utm_source=at&utm_medium=en





















Technology and Organizational Structure: India School of Business

• Founded in 1999

• Doesn’t offer a degree

– Post-grad 1-year certificate =

billed as equivalent to MBA

• First Indian Business School to

crack the FT’s Global Top 100

rankings

– Top 20 last 3 years

• How did they do it?

– Leveraged brand names of

leading global B-schools: Kellogg,

Wharton, later LBS

– Boards filled with top employers

BDR 7-2012 29


Collaboration Across Disciplines & Institutions: BioScience Research Collaborative

Rice University and Texas Medical Center

The BioScience Research Collaborative is an innovative space where scientists and educators from Rice University and other Texas Medical Center institutions work together to perform leading research that benefits human medicine and health. The BRC is designed to facilitate and encourage interdisciplinary interactions among interinstitutional researchers, and is equipped for cutting-edge laboratory, theoretical and computational investigations. More than just a building, the BRC is a catalyst for new and better ways for researchers to collaborate, explore, learn and lead.

BDR 7-2012 30 http://brc.rice.edu/home/

BDR 7-2012 31

Based on a shared goal of easing students’ transition between Rogue Community College and Southern Oregon University, the institutions embarked on a jointly owned multimillion-dollar building. A detailed commingling model melds the activities of each institution into a seamless unit. Business Officer, March 2012, 32-34

Collaboration Across Higher Ed Levels

Organizational and Operational Change: University of California, Berkeley

Operational Excellence focuses on improving the operations of the University. Out of scope are aspects of the content of teaching and research that are under faculty governance, and revenue options that include registration or education student fees

The Steering Committee (composed of representatives from UC Berkeley’s faculty, staff, students, and alumni) is making recommendations and new efficiencies, cost saving measures, and new organizational structures with significant input from the broader campus community through interviews, focus groups, meetings, surveys, and email contacts

The analysis in this report was primarily prepared by a Working Group of more than twenty UC Berkeley employees, guided by UC Berkeley leadership and supported by Bain & Company

BDR 7-2012 32 http://www.uh.edu/af/budget/UCB.pdf

http://berkeley.edu/oe

http://www.uh.edu/af/budget/UCB.pdf

http://berkeley.edu/oe

Reshaped Mission and Vision: Globalization

Globalization has a number of implications for higher education: Global competition for students, for faculty, professional staff

The need for global curricula to correspond global placement of students, faculty and professional staff

An innovative idea for exploiting these trends –already being considered or adopted by some institutions —is to internationalize curricula and faculty.

BDR 7-2012 33

Things to Consider: College and University “Disruptions”

• Most colleges and universities have operated several “different businesses” for years—with several different “value propositions” – knowledge creation (research); learning (teaching), and preparation for life and careers. “These are fundamentally different and incompatible” according to C. Christensen, et. al.

• A typical state university today is the equivalent of having merged

consulting firm McKinsey with Whirlpool’s manufacturing operations and Northwestern Mutual Life Insurance Company: three fundamentally different and incompatible business models all housed within the same organization.

Source: By Clayton M. Christensen, Michael B. Horn, Louis Soares, Louis Caldera | February 8, 2011 DC, page 3, Executive Summary. Disrupting College. www.americanprogress.org.

BDR 7-2012 34

http://www.americanprogress.org/

Critical Decisions in a Time of Turbulence, Paradigm Challenge and Change

What is the appropriate portfolio of core “business(es)” for a college/university for the future?

– Providing instruction?

– Supporting learning?

– Generating new knowledge?

– Disseminating and transferring knowledge/technology?

– Community service and development?

– Networking?

– Personal development?

– Providing continuous professional development?

– Developing leaders?

– Others?

BDR 7-2012 35

Guide to Strategic Thinking

• What is the vision and “value proposition” for each potential business?

• How do these businesses address well-defined needs, be distinctive, provide value, attract an audience, generate revenue?

• Key questions: – What talents and resources are required? – What unique and distinctive talents and resources do we have

available now? – Which will need to be developed, acquired or partnered? – What do we give away and what do we sell—and to which

constituencies? – What current activities should we deemphasize or discontinue?

• The kind of questions that provide a very useful foundation for strategic planning

BDR 7-2012 36

Agenda

Progress Check Overview of the day

Transformational change: Implications for higher education

• Strategic planning: What is it; why do it?


• SP roles and responsibilities

• Getting started: Working sessions on vision, key audiences to consider, SP themes/goals, strategies

• Plan next steps: Develop plans for drafting SP, circulating and engaging key audiences, web site, timetable, task/teams

BDR 7-2012 37

Steps in Creating and Implementing the Content of a Plan


4. Themes/Goals


6. Plan Creation

7. Outcomes and

Achievements





38

A Plan Should…

• Define aspirations

• Be focused—not all inclusive

• Articulate approximately 5-7 themes/goals

• Be clear and meaningful to internal and external audiences

• Establish clear priorities

• Be unique and differentiating—Not a generic, “fill-in-your institution name” approach

• Be “summarizable” in 1-2 pages

BDR 7-2012 39

Getting Started: Vision for the Future


4. Themes/Goals


6. Plan Creation

7. Outcomes and

Achievements

Creating and Organizing the Plan




40

Where to Begin: Articulating Aspirations, A

Vision for the Future Thinking ahead five years . . .

• For what would you like IUPUI to be known?

• How would you like to be able to complete the statement: “IUPUI is a state/regional/national leader in …. “

Vision statements should be:

BDR 7-2012 41

• Clear • Bold • Distinctive • Innovative • Energizing for faculty

and staff

• Meaningful to external audiences

• Future-oriented • Unifying • Ambitious but achievable • Measurable

Leadership • Distinctive/differentiating leadership practices or styles within the institution (e.g., interdisciplinary

models, innovative approaches) • Distinctive/distinguished institutional approaches to leadership, leadership practice, and governance

within the community, region, state, disciplines)

Purposes and Planning • Distinctive/differentiating approach to planning (frequency, cycle time, engagement, inclusion of

multiple constituencies in process). • Distinctive approaches to engaging faculty and staff in the creation of creating shared sense of

aspirations, values, priorities, and goals.

Beneficiaries and Constituencies • Distinctive/differentiating approaches to identifying/prioritizing constituencies and to

defining/serving particular constituencies (e.g., focusing on particular demographic student groups) • Distinctive/differentiating collaborations, partnerships or alliances (e.g., among disciplines,

communities, other institutions, other public or corporate entities)

Programs and Services • Distinctive/differentiating academic programs in teaching, research, or service/outreach (e.g.,

individual disciplines, interdisciplinary, inter-institutional). • Distinctive/differentiating services in teaching, research, or service/outreach or support in these

areas. • Distinctive/differentiating approaches to operational excellence (e.g., innovations in efficiency,

organizational structure, revenue generation, outsourcing, insourcing, cost-cost control, etc.).

Based on: B. D. Ruben, Excellence in Higher Education: An Integrated Approach to Assessment, Planning and Improvement (Washington, DC: National Association of College and University Business Officers, 2009/2010).

BDR 7-2012 42

Available Paths to Distinctiveness and Excellence:

Aspirations/Themes/Goals

Faculty/Staff and Workplace

• Distinctive/differentiating characteristics of the IUPUI faculty and staff (e.g., quality, geography, employee satisfaction, etc.).

• Distinctive/differentiating characteristics of the IUPUI facilities, locale and culture as a place to work (e.g., city-situated, faculty/staff support programs, superior work climate, defined focus on particular value set, etc.)

Assessment and Information Use

• Development of distinctive/differentiating metrics for assessing, creating, communicating IUPUI unique contributions as an institution, and/or through its programs or services, productivity, effectiveness/efficiency, or value added.

• Distinctive/differentiating focus on creating an institutional culture of assessment (e.g., clearly defining institutional indicators and using these to advance mission, creating and using aligned indicators for all academic and administrative units, etc.)

• Distinctive focus on peer benchmarking and Information use throughout the institution to analyze, review, and improve performance relative to our vision, plans, and goals.

Outcomes and Achievements

• Distinctive focus on documentation indicating institutional success in achieving outcomes in achieving our mission, vision, plans, and goals, or other core features.

• Emphasis on documenting, using and publicizing outcomes in all categories above.

Based on: B. D. Ruben, Excellence in Higher Education: An Integrated Approach to Assessment, Planning and Improvement (Washington, DC: National Association of College and University Business Officers, 2009/2010). BDR 7-2012 43

More Paths to Distinctiveness and Excellence:

Aspirations/Themes/Goals

Go Beyond (But Don’t Ignore) the Obvious Mission Category Themes and Language

• Excellence in Education

• Excellence in Scholarship, Research, and Creative Work

• Excellence in Civic Engagement

• Excellence in the Student Experience

In what ways will IUPUI be unique, differentiated, a leader??

BDR 7-2012 44

Vision Statement: An Illustration

• Become a national model for undergraduate education by demonstrating that students from all backgrounds can achieve career success at high rates

• Be a leader in understanding the complex challenges of cities and developing effective solutions

--Georgia State University, Atlanta, GA, 2012

BDR 7-2012 45

IUPUI Vision Elements (First Pass): For What Do We Want to Be Known?

• Integrated with the city; engaged with the world • Ready for the present; prepared for the future • Locally engaged, globally competent • Two great universities; one world-class city • Academic health and life sciences campus • We graduate success stories • Great education, good value, excellent place to live and work • An independent, innovative institution; meeting personalized needs in

an efficient, agile, flexible, affordable way • Others possibilities? (Break-out discussions)

End Point: One or two sentence statement summarizing IUPUI’s unique and differentiating guiding vision

BDR 7-2012 46

Stakeholders, Audiences, Beneficiaries


4. Themes/Goals


6. Plan Creation

7. Outcomes and

Achievements





47

BDR 7-2012 48

Key Audiences/Stakeholders/Beneficiaries Key Audiences

1. Faculty 2. Academic peers 3. Staff 4. Employers 5. Community leaders 6. Legislators 7. Policy makers 8. Indiana Commission on

Higher Education

9. ??

Sequence Best Ways to Engage in SP

The Next Step: An Environmental Scan


4. Themes/Goals


6. Plan Creation

7. Outcomes and

Achievements





49

SWOT Analysis – Factors That Could Affect Accomplishing Your Vision/Aspirations

S W

O T

Organizational assets that

could be used to advantage in the

accomplishment of your

plan/initiative

Organizational liabilities that

could undermine the


plan/initiative

Opportunities or possibilities

that could be leveraged to

facilitate the accomplishment

of your plan/initiative

Threats or risk factors that

could interfere with the


plan/initiative

From: Tromp, S. A., Ruben, B. D. Strategic Planning in Higher Education Washington, DC: National Association of College and University Business Officers, 2004, p. 54. 50

SWOT Analysis – Break-Out Exercise

S W

O T

51 BDR 7-2012

Identifying Themes/Goals


4. Themes/Goals


6. Plan Creation

7. Outcomes and

Achievements





52

Primary Sources and Suggested Further Reading Christensen, C. M., and Eyring, H. J., The Innovative University. (San Francisco, CA: Jossey-Bass, 2011).

Christensen, C. M., Michael B. Horn, M. B., Louis Soares, L., Louis Caldera, L. “Disrupting College: How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education.” Center for American Progress, Feb 8, 2011. http://www.americanprogress.org/issues/2011/02/disrupting_college.html.

Feingold, D. “Succeeding in Turbulent Times: Challenges and Strategic Growth Opportunities,” Office of Lifelong Learning and Strategic Growth, Rutgers University, 2012. New Brunswick, NJ: Rutgers University.

Lynley, M., “Elon Musk Wants To Invent A Fifth Mode Of Transportation Called 'Hyperloop'” Business Insider. , July 13, 2012. http://www.businessinsider.com/elon-musk-is-kicking-around-an-idea-that-would-send-you-from-san-francisco-to-los-angeles-in-30-minutes-2012-7

Ruben, B.D., Understanding, Planning, and Leading Organizational Change. Indianapolis, IN: The College Network/Washington, D.C.: National Association of College and University Business Officers, 2012 (in press).

Ruben, B. D., Hanes, M., Sandmeyer, L., Levin-Stankevich, B., and Brukardt, M. J. “Innovating, Restructuring, Reinventing, and … Stopping: Strategies for Leveraging Limited Resources,” Annual Conference of the American Council on Education, Los Angeles, CA, March 2012,

Ruben, B. D., Excellence in Higher Education Guide: An Integrated Approach to Assessment, Planning and Improvement in Colleges and Universities. Washington, D.C.: National Association of College and University Business Officers, 2010.

Ruben, B. D., L. Lewis, L. Sandmeyer, T. Russ, S. Smulowitz, and K. Immordino. Assessing the Impact of the Spellings Commission: The Message, The Messenger, and the Dynamics of Change in Higher Education. Washington, D.C.: National Association of College and University Business Officers, 2008. Also available: http://www.nacubo.org/documents/business_topics/full%20study.pdf.

Ruben, B. D., Pursuing Excellence in Higher Education: Eight Fundamental Principles. San Francisco: Jossey-Bass, 2004, 420 pp.

Woodyard, C., “Elon Musk's rocket soared; how about his electric Tesla?” USA Today, June 27, 2:13. http://www.usatoday.com/money/autos/story/2012-06-25/tesla-luxury-sedan-elon-musk/55846148/1

Zemsky, R., Making Reform Work, New Brunswick, NJ: Rutgers University Press, 2010. BDR 7-2012

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http://www.americanprogress.org/issues/2011/02/disrupting_college.html

http://www.businessinsider.com/elon-musk-is-kicking-around-an-idea-that-would-send-you-from-san-francisco-to-los-angeles-in-30-minutes-2012-7











































http://www.nacubo.org/documents/business_topics/full study.pdf

http://www.usatoday.com/money/autos/story/2012-06-25/tesla-luxury-sedan-elon-musk/55846148/1













strategic planning at iupui 2012-13 steering committee

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