college or university planning an especiallydifficult venture, a fact not always suffi-ciently acknowledged. And it means
higher education planning requires an
usual degree of mutual understanding andrespect, of diplomacy, and of generosity ofspirit.
higher educationplanning will always
different in its pro-cedures and unusual in its style.To get the
cultures to agree on onecollaborative course of strategic action for
institution requires an exceptional un-derstandingofthe historyandnatureoftheuniversity and a special kind of leadership.
to view universities mainly asbusiness organizations, as pieces of the$140-billion, 3400-institution
highereducation industry, delivering educationand training to clients at a price they can
ford. Persons in this culture point out thatuniversities have substantial capital assetsand
operating budgets. (Major
universities today have annual budgets of ahalf billion to one billion dollars a year.)Many colleges and most universities con-tain residence halls, scientific laboratories,restaurants, parking garages, sports arenas,libraries, offices, theaters, student centers,classroom buildings, religious chapels, andpower plants.
campus police force atsome suburban and rural institutions can beas large as the law enforcement division oftheir surrounding towns.People of this culture are mindful thatmodern colleges and universities have ahighly differentiated workforce: experts inaccounting and finance, personnel, psycho-logical counseling, institutional research,admissions and financial aid, constructionand maintenance, alumni relations, pur-chasing, fundraising, government lobby-ing, athletic coaching, public relations,computer programming, information andrecords management, mail distribution,and book acquisition, not to mention
house legal counsel and job placement
fices (Rehder 1979). Almost none of theseprofessionals has anything direct to do withteaching and learning. And among
staff persons unruly students and outspo-ken professors are often mentioned as asource of problems for
smooth func-tioning of the college.
corporate community is involvedwith
research and publicity, gov-
aid programs, classroom designand furniture, competitive strategies andcomparative advantages, serving
cus-tomer, and cost-efficiency ratios. They areresponsive to outside publics:
press,school guidance counselors, legislators andother politicians, alumni, minority leaders,
courts, potential employers, parents,church officials. They experiment with totalquality management to improve their ser-vices; they accept measurable performancetargets and administrative hierarchies; theyuse outside experts, from architects to audi-tors. Many in this culture believe
university's scholarship and teachingwould collapse in a
years without theirdiligence.
In this culture, central planning, andcontinuous change and adaptation are nec-essary, supervision is normal, the financialcondition of the institution is of vital inter-est, and
physical appearance and work-ing condition of the facilities are important.
university usually is viewed as a busi-ness
a significantly differentkind.
corporate community may boast
"our university is one of
largestemployers in our region,"
that "ours is awell-run organization."
the college as a near-sa-cred institution with a special and indis-
FOR HIGHER EDUCATION