University Administration Support Program

A Case Study of Strategic Planning at Kent State University

Mikhail Pevzner
(Novgorod State University, Russia)

The program developed by IREX (International Research & Exchange Board), and funded by Carnegie Corporation of New York and Starr Foundation

October 10 November 30, 2006

A Case Study of Strategic Planning at Kent State University

Mikhail Pevzner
(Vice President for International Relations, Novgorod State University, Russia)

Directed by Dr. Prof. Steve O. Michael

(Vice Provost, Kent State University, Kent, Ohio, USA)

1. Introduction
1.1 Excellence in Higher Education and Strategic Planning Nowadays higher education worldwide faces conflicting views and assessments related to higher education: both very positive and absolutely critical. According to Brent P. Ruben, Higher education is a vital and indispensable sector within society and those of us who work in colleges and universities have some of the most important jobs anywhere. The academy contributes in fundamental, pervasive and lasting ways to the personal and professional lives of the more than thirteen million students enrolled annually in degree granting programs, and more generally to the cultural, intellectual, and economic vitality of our communities and our society. (NASULGC, 2001; NCES, 2002a) According to Frank Rhodes, president emeritus of Cornell, higher education informs public understanding, cultivates public taste, and contributes to the nations well-being (Rhodes, 2001, PXI) At the same time higher education in different countries of the world (including Russia and USA) has become the object of public criticism. Complaints abound about perceived problems of rising tuition costs, accountability, classroom crowding, differentto-understand teachers, outdated facilities, getting the courses needed to graduate in four years, faculty tenure, graduates unprepared for the workplace, inadequate advising, inaccessible faculty, inappropriate courses, unconcerned staff, cumbersome bureaucratic proceduresthe list goes on. There is, as Kennedy (1997, p.2) has observed, a kind of dissonance between the purposes our society foresees for the university and the way the university sees itself. To be successful in the increasingly complex, demanding, and competitive setting, the academy in many countries, including USA and Russia, must recognize the leadership

This case study was made possible by a grant from IREX (the International Research & Exchanges Board). The statements made and views expressed are solely the responsibility of the author.

challenges it faces and devote increasing attention to expectations and concerns articulated by the external stakeholders that provide the moral and financial support necessary to functioning of universities. The list of such groups is a long one: present and potential students, parents, alumni, members of advisory and oversight groups, employers, public official, community groups, taxpayers, funding agencies, donors, and the general public. From this perspective, colleges and universities are viewed as providers of educational services. As with other service providers, changes in marketplace needs and expectations create demands and emerging opportunities. To examine and to respond to all these needs, expectations and opportunities from environment higher education institutions need strategic planning, which includes creating mission and vision statements, formulating core principles of activities. An important challenge from this point of view is the integration of assessment, planning and improvement activities (Figure1). Such integration allows the university to identify organizational strength and needs, helps define priorities, encourages immediate and continuous for dialogue among faculty, staff and administrators how to foster institutions development and how to achieve collective excellence. To my mind, higher education excellence can be regarded as most important and attractive goal of strategic planning. In this context universities must pay attention not only to academic excellence, high quality of teaching and research, but also to the service excellence. The term service excellence can be used to refer to the complex set of communication processes through which we create and maintain relationships with those with whom interact through our instruction, research, public outreach, and also through our administrative, student life, service, and other activities. Service is a way of talking about all forms of interaction between the academy and its many constituencies what the Kellogg Commission has called engagement (Kellogg Commission, 1999b).

Planning

Mission Vision Values Goals

Improvement

Assessment

Figure 1 Integrating Planning, Assessment, and Improvement within Units

1.2 Significance, Goals and Methods of the Case Study The following case study represents the process of strategic planning at Kent State University. Data for this case study was collected from October to November, 2006. Theory and practice of strategic management offer comprehensive information explaining the need for strategic planning, regarding the outcomes of this process in the private sector, in some non-profit organizations and partly in higher education. But the essential gap exists as to the benefits attributed to strategic planning and frustrations that planners actually encounter. One of most crucial challenges is the distraction between strategy formulation and implementation. According to Mockler (1995) though strategy formulation is very central to understanding strategic management, it does not sufficiently provide a concrete direction for action. This can only be provided by strategy implementation. This view suggests that strategy implementation poses even more difficulties than strategy formulation. However, a basic framework can be derived to serve as a road map to strategy formulation (Mezias, Gringer and Gruth 2001; Hills and Jones 1995; Mockler 1995). But literature on strategic management indicates a gap in sources about creating mission, vision, strategic plans of an organization and information about the results of their implementation in higher education institution. Therefore the researcher hopes, a case study of this nature will contribute toward the reduction of information gaps. The focus of this study is to examine strategic planning efforts in higher education institutions, using KSU as an example, to determine the extent to which an American university is capable to develop a strategic plan and to create the universitys mission which is attractive for local community, the university, its international partners and which makes the university more competitive in the market. By focusing on KSU, which has outstanding outcomes of implementing strategic plans, our study contributes to understanding benefits and problems, advantages and frustrations, connected with this process. While higher education institutions have accepted the fact that good academic planning is essential to developing a competitive advantage for their institutions, there is scarce information on how strategic planning has been carried out to achieve this. In this connection we have three groups of goals. The first group is typical for comparative studies about strategic planning at higher education institutes. To observe how the American university overcomes the typical university inertia and the business as usual approach, which cannot persist in an environment characterized by rapid and unpredictable changes. Thats why the intent is to investigate how KSU makes vision and mission statements in its strategic plan which is broad enough to permit the university to change and adapt to a rapidly transforming environment. The first group of goals includes investigations, how the organizations strengths and weaknesses, environmental opportunities and threats are considered and analyzed. A special issue of this case study is to research training and retraining of experts, who are responsible for different types of strategic analysis. The results must be compared with the situation in Novgorod and other Russian universities and the mechanism must be determined, how to disseminate American experience, if it would be recognized positive, in Russia. The second group of goals is connected with the research of implementation strategic plan in activities and programs which are conducted at KSU and its subdivisions. The intension is: to find out the support mechanism created by the university

administration to make the strategy, the mission and the related activities and programs successful and effective. In this connection researcher would like to examine the personal relevance of Kent State official mission statement to faculty, staff and administrators of the university, in what way the strategic plan of KSU is connected with implementation plans of the subdivisions (at the example of one of them ). Because my investigation before (see p.10) showed that KSU is known internationally because of the events May 1970, a special point of our research will be to learn if these events really influence a strategic planning process today or they can be considered only historical heritage. The third group of goals is connected with internationalization of higher education as an important strategy of universities development. Thats why a specific goal of this case study is to observe how American university uses international cooperation as a tool of internationalization, to research the role that internationalization plays in fulfilling the universities mission and strategic goals. Methods to be used for studying the case are both of quantitative and qualitative design. They include observation, interviews, questionnaires (soft sources), as well as using data from documents (hard sources of information).

2. Case description
2.1 Definition of Terms 2.1.1 Planning Planning is a formalized procedure to produce an articulated result, in the form of an integrated system of decisions. Thinking about and attempting to control the future are important components of planning (Mintzberg, 1994). Planning is required when the future state we desire involves a set of interdependent decisions; that is a system of decisions (Mintzberg, 1994). 2.1.2 Strategic Planning Strategic planning is a complex and a participatory process designed to scan the environment and create mission, vision and strategies, capable to enhance institutional capacity and make university more attractive and competitive in the market. The following definitions, when combined, characterize a comprehensive strategic planning process. Strategic planning is: a rational analysis of the opportunities offered by an environment and of strengths and weaknesses of the firm, and selection of a match (strategic) between the two which best satisfied the objective of the firm (Ansoff, 1976). the process of determining what an organization does, what it will do in the future, and how it will manage to do it. (Bryson, 1988). disciplined effort to produce fundamental decisions and actions that shape and guide an organization, what it does and why it does it (Bryson, 1988).

the continuous process of making present entrepreneurial (risk-taking) decisions systematically and with the greatest knowledge of their futurity; organizing systematically the efforts needed to carry out these decisions; and measuring the results of these decisions against the expectations through organized, systematic feedback (Drucker, 1974) . the systematic and purposeful determination of objective, sloughing off past practices, being willing to systematically abandon various elements to reach new goals, look for new and different ways to attain objectives rather than to believe that doing more of the same will suffice; and finally, to think through the time dimensions and as, when do we start work to get results when we need them (Drucker, 1974) . one which develops and maintains a strategic fit between the organization and its changing marketing opportunities (Koter and Murphy, 1981). motivated by the desire for selectively rational and focused institutional decision-making, and concentrates on key operating decisions facing the institution in the intermediate future (Neufeld, 1993). the goals of strategic planning are broadly defined such that institutions can flexibly respond to changing conditions and demands. Options are defined with an appreciation of internal and external environmental constraints and opportunities (Neufeld, 1993). the process of determining what an organization intends to be in the future and how it will get there (Barry, 1986) a process of developing and maintaining a strategic fit among the mission of the organization, the strengths and weaknesses of the organization, and opportunities and challenges in the organizations external environment (Yankey, 1995). 2.1.3 Strategy Strategy is an integrative pattern of long-term objectives, decisions, action programs and resources allocation priorities, which reveals mission and purposes of the organization. According to Arnoldo C. Hax and Nicolas S. Majluf (1996), strategy 1) selects the businesses the organization is in, or is to be in; 2) attempts to achieve a long-term sustainable advantage in each of its businesses by responding appropriately to the opportunities and threats in the firm's environment, and the strengths and weaknesses of the organization; 3) identifies the distinct managerial tasks at the corporate, business, and functional levels; 4) defines the nature of the economic and non-economic contributions it intends to make to its stakeholders; 2.1.4 Stakeholders Stakeholders are individuals and organizations that have interest and influence in the affairs of a particular institution of higher education. Generally, this group includes students, faculty, administrators, government officials, alumnus, taxpayer, etc.

2.1.5 Internationalization Internationalization of higher education is the tendency and strategy in the development of higher education institutes, which includes: international orientation of educational programs; international cooperation in education and research; international strategic planning. Internationalization can be characterized as: the social experiences and learning process through which individuals acquire and change their image of the world, perceived as a totality, and their orientation toward particular components of the word system (Becker, 1969; Krane, 1994). intellectual, experiential, dynamic, and interactive process of internationalizing new word views, resulting in new ideas, attitudes, and behavior toward the world as a whole or its components, including the leaders own cultural milieu (Krane, 1994). participatory intervention among the equal international partners (International Association of Universities, 2000).

2.2 A Review of the Literature There is a number of studies of strategic planning in higher education organizations as well as internalization of education and research in contemporary universities. Literature sources to these issues could be divided into five main groups: The first one reviews the process of strategic planning, its steps, methods and tools, outlines different theoretical conceptions of strategic planning as a framework for understanding its use in higher education organizations. The second group of sources is dedicated to the history of strategic planning in American universities. The third group presents different case studies of higher education institutes strategic planning in USA and abroad, shows national context and brief social political circumstances under which change take place. Literature from the fourth group includes criticism about real outcomes of strategic planning process and focuses on difficult problems of implementation strategic plans in universities and their subdivisions. The fifth group of sources reveals internationalization as a very important tendency and strategy in the development of higher education. In the early 1900s, Henri Fayol, a parent of organizational theory, described planning as assessing the future, setting goals, and devising ways to bring about these goals. Mintzberg and Quinn were thinking along these same lines when, speaking about strategy as plan, they specified two essential characteristics about strategy: it is made in advance to the actions to which it applies, and it is developed consciously and purposefully (Mintzberg, 1996). According to Dooris, planning concerns an ability that is awakened by the human appetite to better our condition. In the business world, bettering ones condition includes capturing market share and improving profits. In higher

education, bettering ones condition includes hiring better faculty, recruiting stronger students, upgrading facilities, strengthening academic programs and student services, and acquiring the resources needed to accomplish these things. Since most institutions of higher education share a similar mission and compete for these same objectives, an essential part of strategic planning involves shaping the institution in ways that ensure mission attainment by capturing and maintaining a market niche in the quest for resources, faculty, and students. Thus strategic planning has both external and internal features (Dooris, 2004). According to Chan (1993), higher education institutions utilizing strategic planning have five characteristics: a shared and inspiring vision that defines an institutions identity and desired position in the marketplace; a well-done strategic framework that directs institutional energies and activities; an institutional commitment to enrich external environments through manifesting its values; a widespread strategic thinking capability that prevails over a rigid, formal and centralized planning process; a supportive value system and climate that emphasizes participatory governance and empowers participants within the institution. Cyert (1963) explains that strategic planning is a method for dealing with and making decisions about the basic nature of the institution. Chan (1993) asserts that planning efforts allow for an evolution in decision-making by higher education leaders. As college and universities begin to respond to external demands, there will be a shift in their decision-making. Initially, institutional decisions are driven by the organizational factors. Subsequently, they will be based on external or environmental aspects. The prospect of utilizing strategic planning in higher education suggests such an integrated plan based on an institutions culture and how it relates to its environment. Strategic planning will provide colleges and universities with a vehicle for establishing a vision of their futures, realizing the relationship between their capabilities, their values, opportunities and environmental needs (Steeples, 1988). The author continue by pointing out the two common results of all successful strategic planning efforts: clarity of purpose and direction, and the specification of action steps required to accomplish the overall purpose. It is important to define the nature and objectives by elaborating the mission and goals that justify the existence of the organization. This includes how it intends to satisfy its customers in terms of value for money and social responsibility. Universities might define such missions and goals to reflect the needs of their internal and external stakeholders (Sallis, 1992). The internal stakeholders include the academic, administrative staff and support staff. The external stakeholders are the students, the local community, the state and international community. The mission and goals of the institution are viable in pointing to the direction to which resources will be concentrated or the proportion of resource allocation. Hunger (2003) suggests that all strategic planning involves at least four distinct steps: environmental scanning, strategy formulation, strategy implementation, and evaluation and control. These steps are portrayed in Figure 2 (Hunger, 2003).

Environmental Scanning

Strategy Formulation

Strategy Implementation

Evaluation and Control

Figure 2 Basic Elements of the Strategic Management Process

Considered in the context of human thought, planning is certainly not new. On the contrary, it is as old as humankind. On the other hand, when one views the strategic planning as a structured management discipline and practical, it is basely out of its infancy. Thats why a number of books and articles are devoted to the history of strategic planning. According to Dooris (2004), the date on the birth certificat of strategic planning is smudged, but it seems safe to say that it emerged as a distinct methodology sometime between the 1950s and 1970s. Steiner (1979) asserted that formal strategic planning with its modern design characteristics was first introduced under the rubric of long-term planning in the mid1950s by large companies and conglomerates; Mintzberg (1994) wrote that it arrived on the scene in the mid-1960s when corporate leaders embraced it as the one best way to devise and implement strategies that would enhance the competitiveness of each business unit. Others attribute the emergence of strategic planning to the turbulent environment of the 1970s when, with the energy crisis and other unanticipated events, organizations scurried to find a more pertinent planning system (Rosenberg, 1985). Many would argue that searching for the birthstone of strategic planning is chimerical since planning is an evolutionary process. Certain dating stones can be located, but strategic planning possesses no single event of origin. What is clear, however, is that the last several decades have been a boom period for strategic planning - a development in which higher education has shared. The literature shows a number of colleges and universities having successfully undergone strategic planning initiatives. Wagener (1993), Descrochers (1994), Brown (1996), Dooris (2004), Clagett (2004), Marginson (2006) provide case study examples of administrators facing their institutions, opting for strategic planning and using this process as a rational tool for systematic advancement of the academic enterprise. The research hopes that this case study, with its example of strategic planning at KSU, will contribute to enrichment of the knowledge about contemporary higher education. Strategic planning is not uniformly applauded. Sometimes it becomes a object of public criticism. William writes that strategic planning lies still and vapid like a tired old fox terrier on the couch. An occasional bark, but no bite (2000). The question of Cowbuin Is Strategic planning in higher education fact or fiction is typical for many authors, who dont know how to take the strategic plan off the shelf and to move it into action (Paris, 2004). The researchers rail against such defects in the planning process as mechanical treatment of the environment, separation of planners from operators, and resistance of organizational cultures (Rosenberg, 1985). Seviers recent words are scorching: There
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are probably few phrases that cause a greater group groan on most campuses than strategic planning. The fact is, most colleges and universities look at strategic planning as a path to pain, rather than a path to plenty (Sevier, 2003). But the most authors are confident that the central lesson from such critical observers is not, that strategic planning does not work, a more defensible conclusion that planning can be done poorly or it can be done well, strategic planning can produce success. Literature considers internationalization an important part strategic planning, a process involving all facts of university life (Adler, 1997; Dobbert, 1998). According to Bartell, Universities, in respect to their primary functions of teaching and research and their secondary function of service to the surrounding community, are confronted to the scope and intensity of transnational connections at all levels of society. Students require global competence to understand the world they live in and to function effectively as citizens and in their work lives (Bartell, 1984). Thats why the researchers regard internationalization as an integral part of the universitys mission and strategic plan. 2.3 General Information about KSU and Expectations of the Researcher It should be useful to give general information and description of specific features of the main object of the research - Kent State University for understanding the context of this investigation and the expectations of the researcher (Information was obtained from KSUs website www.kent.edu). Kent State University, founded in 1910, is maintained by the state of Ohio. It is controlled by a Board of Trustees appointed by the governor, subject to confirmation of the state senate, and is supported by legislative appropriations and by student fees. Kent State earns national recognition by the Carnegie Foundation for the Advancement of Teaching for its breadth of high-quality undergraduate programs balanced with innovative research and graduate studies in selected areas and is ranked among the nations 77 public research universities demonstrating high-research activity. Kent State offers 15 degrees in 215 programs at the masters level, one degree for educational specialist in eight areas and two doctoral degrees in 59 areas. The universitys physical plant has been expanded significantly to meet the needs of growing student enrollments of more than 23,250 on the Kent Campus. Those enrollments include a graduate student population of nearly 5,000 students. In addition, the university has seven Regional Campuses with an additional student enrollment of more than 11,240 students. Kent State Universitys graduate programs are located in nine academic divisions: the College of Architecture and Environmental Design, the College of Arts and Sciences that also includes the School of Biomedical Sciences, the College of Business Administration, the College of Communication and Information, the College of Education, Health, and Human Services, the College of the Arts, the College of Nursing, and the College of Technology. The Division of Research and Graduate Studies provides assistance and oversight for all graduate programs. Kent State University utilizes the semester system for academic programming. There are 119 buildings on the Kent Campus. Among these are versatile facilities to meet a variety of academic and recreational needs. Kent State University is accredited by The Higher Learning Commission and is a

member of the North Central Association. The university offers a wide array of associate, baccalaureate, masters and doctoral degrees. Its programs provide a balance of academic and professional preparation in accordance with the highest national standards. Kent State fosters collaboration and articulation with community colleges and four-year institutions as well as cooperative efforts with secondary and elementary schools to further facilitate successful transition to and within higher education. The university is committed to providing a living-learning environment that encourages individual growth and promotes the successful and timely completion of degrees. The expectations of the researcher were connected with some special features of KSU: comprehensive experience in strategic planning and implementation strategic goal and plans; rich tradition in the preparation of teachers. KSU is among the leaders nationwide in research related to teaching and learning; internationalization of higher education, internationally related activities, participation in a number of study abroad programs and exchanges of students and faculty, intercultural courses and programs offered by many academic units; activities of Gerald H. Read center for international and intercultural education; unique leadership role in promoting the peaceful resolution of conflict through education. Historical events on May 4, 1970 are interesting to any visitor to KSU regardless of the specific goal of his visit or issue of his research. After getting a placement in KSU, together with Dr. Wang, the IREX visiting scholar from China, we conducted a survey among the faculty of Russian, Chinese and German universities about their knowledge of KSU. The questionnaire included only two questions: Do you know something about KSU, Ohio, USA? If yes, what information do you have and from what sources (Personal contacts, publications, scholars or students from your country)? Most of the participants (85%) had no information about KSU. From those who knew something about this university, most connected their knowledge with the events, when the people were killed. Thats why the main questions for the researcher were: What happened on May 4, 1970 and what influence do these historical events have on the situation and development of KSU today. Kent State University was placed in an international spotlight after a tragic end to a student demonstration against the Vietnam War and the National Guard on May 4, 1970. Shortly after noon on that Monday, 13 seconds of rifle fire by a contingent of 28 Ohio National Guardsmen left four students dead, one permanently paralyzed, and eight others wounded. Not every student was a demonstration participant or an observer. Some students were walking to and from classes. The closest wounded student was 30 yards away from the Guard, while the farthest was nearly 250 yards away. History, sorrow and healing remain a part of Kent State University. The university Library has dedicated a Memorial Room containing books, papers, studies and other materials relating to the events. In addition, the university has established an academic program designed to help students and others employ peaceful conflict resolution to resolve disputes. On May 4, 1990, the university community dedicated a permanent memorial.
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The university will continue to remember the four students who died - Allison Krause, Jeffrey Miller, Sandra Scheuer and William Schroeder - through scholarships in their names and in the words inscribed on the May 4 Memorial: Inquire, Learn, Reflect.

2.4 Methodology The researcher used a case study approach to investigate strategic planning process and internationalization of higher education at KSU. According to Borg, the case study in its simplest form includes an investigator who makes a detailed examination of a single subject or group of phenomenon (Borg, 1988). The situational analysis type of case study will be used to obtain exclusive data from the main object of investigation KSU. This type of study will concentrate attention on the way administrators, faculty and staff of university confront specific problems strategic management, taking a holistic view. While it examines a particular event (strategic planning), situational case study also illuminates a broad scope of problems (internationalization). This can suggest some structure for future research on the prospects of strategic management in higher education to the audience. The research reflected in this case study was based on data derived from different sources of evidence: direct and participant observations, connected with strategic planning and internationalization of higher education at KSU; interviews with administrators of different levels at KSU (in the case study were used different types of interviews: an open-ended nature, focused interview, structured interview, e-mail interview); documentation about strategic planning, mission of KSU and different implementation plans in units of the university (strategic plan, constitution of KSU, self-studies, annual reports, etc.); descriptive survey. Documentary evidence included reports of workshops on strategic planning, the KSU strategic plans (1994, 2004), implementation plans of subdivisions, annual report of Gerald H. Read Center for International and Intercultural Education for 2005-2006, Internationalization Implementation Plan for 2006-2010, prepared and submitted by the International Affairs Advisory Council, newsletters and other internal publications. Using constant comparison, the author of the case study derived the premises on which the arguments in this paper are based. A descriptive survey design was used in this study in spite of the fact some authors regard case study and descriptive survey as different research strategies, different ways of collecting and analyzing empirical evidence, following its own logics. In this case a descriptive survey is designed as part of a case study, which produces quantitative data. Sources of evidence used in the case study are demonstrated in Figure 3. Both the soft sources and hard sources were aimed at establishing an authentic narrative of the key issues in the strategic planning process and internationalization of higher education. The most important component of a research design is the questions of a research. This case study includes both exploratory how-questions and explanatory who-

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questions, because the case study strategy is used for three purposes - exploratory, descriptive and explanatory. Nevertheless, the author focuses more on conducting an exploratory study to develop pertinent propositions for further inquiry and implementation outcomes of research at home university. The research design of the study includes both general research and specific subresearch questions. The general research questions are related to main support mechanism to implement the strategic plan and personal relevance of official mission to faculty, staff of the university.

Descriptive survey

Documents about strategic planning

Direct observations in institutions

Open-ended interviews with key-respondents

Case strategic planning at KSU

Participant observations of events Focused interviews with administrators

Structured and E-mail interviews with faculty, staff, and administrators

Figure 3 Sources of evidence used in the case study

The specific sub-research questions are: What factors led to the adoption of strategic planning at KSU? Are strategic plan, vision and mission really capable to make university more attractive and competitive in the market? For whom is the mission established? the faculty and staff of the university, students and their parents, local community, stakeholders, international partners or authorities? What actors are involved in the strategic planning process? Who provides leadership for the strategic planning meetings: - Outside facilitator/consultant, - administrative leader, - in-house facilitator, - president, faculty leader.
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Who leads staff members in setting objectives, developing action plans and conducting performance appraisals? How are the organizations strengths and weaknesses, environmental opportunities and threats considered and analyzed? Who is responsible for different types of strategic Analysis: administration faculty teams or special experts? How are such experts trained and retrained? What kind of training and retraining of the university administration and the heads of the institutions subdivisions in strategic management and planning have taken place at KSU? Did they manage to improve the skills and competencies of administrators in strategic planning, analyzing of the university environment? How is the strategic plan implemented? What is the main support mechanism to make the strategy, the mission and the related activities and programs successful and effective? Our investigation showed that KSU is known internationally because of events May 1970. Do these events influence a real strategic planning process today or they can be considered only historical heritage? How important is international cooperation in the strategic plan? What role does the internationalization of higher education play at KSU in fulfilling the universities mission and strategic goals? What problems and benefits are associated with strategic planning? To what extent could these problems be solved and benefits realized? What recommendations would you give to institutions attempting to begin the strategic planning process?

2.5 Findings 2.5.1 Analysis of Data from Documents Using data from official documents Strategic plan of KSU (June 1994), Strategic plan of KSU (May 2004, commitment to changing lives), annual report of Center for International and Intercultural Education, 2005-2006, dedicated to the memory of Dr. Gerald H. Read, Internationalization Implementation plan, 2006-2010 helped the researcher to gain history and context of strategic planning at KSU as well as structure of strategic plans of different years and determine changes in general approach to strategic management during 10 years. Data from documents were useful for understanding: how mission, core values, vision and strategic principles are formulated; in what way the strategic plan of KSU is connected with implementation plans of subdivisions (at example of Gerald H. Read Centers for International and Intercultural Education); what role does the internationalization of higher education at KSU in fulfilling the universities mission and strategic goals. The strategic plan of KSU from 1994 represents the culmination of a two-phase process that began in late summer of 1993. The first phase of the strategic planning

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process concluded when Part I, the academic and student affairs portion of the strategic plan, was endorsed by the Faculty Senate and the Kent State University Board of Trustees in January of 1994. Part I was then forwarded to the Chancellor of the Ohio Board of Regents as the Kent State University response to a Regents mandate that public colleges and universities in Ohio develop Functional mission statements. The second phase of the strategic planning process was completed in June of 1994 after the Faculty Senate and the Kent State University Board of Trustees endorsed Part II of the plan, a part focusing on the service and the support divisions of the university and on intercollegiate athletics. Dr. Carol A. Cartwright, tenth president of Kent State University writes about this time: Its no secret that Kent State University has gone through difficult times painful times lean times. We have come through those times because we functioned as a community. We rose above those times because we acted with a higher purpose. We will keep our mission intact and honor our disciplines. But students must always come first. Each of us must put students at the center and we must all become students students of change. Using our mission as a guide, we can continue to learn in this community as well as teach. Using the lessons of our history, we can move this learning community toward greater service, deeper involvement and even more significant contributions. One of the reasons Kent has evolved into a major academic institution has been our recognition that we do not operate in a vacuum. What we do here has consequences for the world around us. Those who fund us have expectations of us. We must be a community within these walls. But we must not forget that there is a community beyond these walls. Kent has grown from a Normal School with a single focus and purpose to our present role as a university with a much more complex mission. We are a major regional academic partner, a national research institution and an international resource. Throughout all of our changes and challenges, staff and faculty members have created the kind of learning community that challenges and inspires students. Our students know they can grow here if they do their part. This educational partnership has created more than 100000 graduates who have left our learning community capable of contribution and service to their communities. But the road to our present success has not been straight nor smooth. In June 2003, a new period of strategic planning process for the university was begun. The Strategic Planning Steering Committee (SPSC), under the leadership of President Carol A. Cartwright and Provost Paul Gaston, met twice during the summer in day-long sessions that have set the foundation for a university-wide consultative process. Comparison of the old and the new strategic plans definitely shows the change in approach to elaborating this kind of documents. The strategic plan from 1994 includes 107 pages and consists of two parts: academic and student affairs, service and support divisions and intercollegiate athletics. It seems to be a detailed guideline for subdivisions, their administrators, faculty and staff related to such fields as teaching, research and creative activity, outreach and community service, campus environment and co-curricular activities, university image, human resources, internal and external communication, etc.
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This strategic plan tries to answer not only the question where to go, but also the question how to achieve goals. The new strategic plan is, on the contrary, not a glossy publication for external relation. Instead, it is a working document on 10 pages, which describes the university mission statement, core values and vision, four strategic principles. The strategic principles serve to guide units in their planning and implementation of this plan. The process to implement the strategic plan encourages unit autonomy for more detailed planning aligned with the four strategic principles to follow. At the level of execution one should encourage diversity, flexibility and innovation, because decentralizing the decision process and activities means that institutions must decide how to achieve institutional goals. The structure of the strategic plan (see Appendix A) and its connection with implementation plans of subdivisions are demonstrated in Figure 4.

Core values Strategic principles

Encourage innovation in learning Focus on those we serve Engage with the world beyond our campuses Build and sustain relationships that Foster Success

The context for planning

Figure 4 The structure of the strategic plan and implementation plan of subdivisions

A relevant document, which played an explicit role in data collection for doing this case study, was Annual Report 2005-2006 of Gerald H. Read Center for International and Intercultural Education, this document is a graphic example, how the university unit can synchronize its activities to work toward the strategic principles clarify Kent States vision for the next 3 to 5 years. The organization of this annual report can be considered a evidence that the Gerald H. Read Center for International and Intercultural Education is deeply committed to alignment with university strategic plan and vision. According to the report, Center for International and Intercultural Education plans a number of activities for implementing each four strategic principles defined in the May 2004 Kent State University Strategic Plan. To implement strategic principle Encourage innovation in

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Implementation plan of subdivisions

Mission Visions

learning, Center for International and Intercultural Education promotes for example internationalization of curriculum and undergraduate opportunities through a variety of methods during the years study abroad fairs. Read Review articles, Brown Bag Seminars, sponsoring faculty members to explore international activities, creating competitions in international education and travel design, communication to the Faculty Advisory Council, the presence of visiting scholars, and the Read Distinguished Lecture Series. A very important document for this case study which could provide other specific details to corroborate information from other sources about internationalization of higher education at KSU, was Kent State University Internationalization implementation Plan 2006-2010 prepared and submitted by the International Affairs Advisory Council. Analysis of documentary information in this plan was very relevant for this investigation and helpful in understanding such issue as: goals for American higher education institutions moving their international agenda from conceptualization to implementation; objectives, strategic and guidelines that facilitate the process of internationalization at KSU during the next 5 years; implications for international affairs of four strategic principles of KSU strategic plan, adopted in 2004; benefits and importance of internationalization; institutional structural of international affairs at KSU. But the most relevant information, obtained from the analyzed document, relates to specific strategies for internationalization, which are capable to accomplish four goals for 2006-2010. According to the document, these goals are: to increase and retain KSUs international students; expand and diversify international opportunities for students and faculty; to increase and retain KSUs international faculty; to enhance the international dimension of the undergraduate and graduate. Detailed analyzes of the contents of this document helped the researcher to determine connections between goals, objectives and special strategies of internationalization (see Appendix B) Analysis of documents clarified the factors led to the adoption of strategic planning at KSU, the actors involved in the strategic planning process and gave graphic examples how the strategic plan is implemented. Synchronizing the activities of each unit to work forward the common mission, vision and principles creates the main support mechanism for successful implementation of KSU strategic plan. 2.5.2 Analysis of Data from Interviews The author of the case study used different types of interviews (open-ended interviews, focused interviews, structured and E-mail interviews) to clarify most important issues related to strategic planning and internalization of higher education. The selection of the interview type depended on the goal of the researcher, content of the questions, which were to clarified and on position of the respondent chosen for the interview. After review of KSUs strategic plan, the researcher interviewed a series of

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administrators of different levels on how they implement the strategic objectives and how they evaluate the strategic planning process at KSU to see vertical and horizontal integration of the strategic objectives. The following key respondents for investigating the general research and most important sub-research questions were selected: Dr. Steve O. Michael, Vice Provost; Harold Goldsmith, Vice President for Enrollment Management & Student Affairs; Dr. Frederick Schroath, Associate Dean of Graduate School of management; Dr. David A. England, Dean of college and Graduate School of Education, Heath, and Human Services; Dr. A. Raj Chowdhury, Dean of College of Technology. For the conversation with the key-informants the researcher used interviews of an open-end nature, because he has interviewed to ask the key-respondents not only about history and context of strategic planning process at KSU, but also about problems connected with implementation strategic plans in subdivisions of the university. The key respondents not only provided the researcher with insights into a matter but also gave recommendations for successful strategic planning in home university of the researcher. Interviews, each of about one hours duration, were tape-recorded and transcriptions sent in some cases to interviewees for corroboration or correction. Another type of interviews, the researcher used, were focused interviews and structured interviews with a numbers of respondents who could not be interviewed a long period of time but could give their personal perceptions of mission, vision and strategies at KSU and in their departments. Informants took part in focused and structured interview were both representatives of faculty at KSU and administrators of different level: Dr. Linda F. Robertson, Director of Gerald H. Read Center for International and Intercultural Education; Dr. Kenneth Cushner, Executive Director of International Affairs of office of the Provost; Dr. Peter C Tandy, Acting Vice President for Research; Dr. Gregory B. Wilson, Associate Vice President, Economic Development and Strategic Partnerships; Dr. Charmaine Streharsky, Licensing Coordinator, Technology Transfer Research and Graduate Studies;; Dr. Michael I. Kalinski, Professor of Exercise Physiology, Applied Physiology Research Laboratory School of Exercise, Leisure & Sport; Dr. Eunsook Hyun, Professor of Teaching, Leadership and Curriculum Studies; Dr. Vilma Seeberg, Associate Professor, Department of Educational Foundations and Special Services; Debra Lyons, Immigration Assistant of International Student & Scholar Services; Rose Onders, Senior Secretary, Gerald H. Read Center for International and Intercultural Education; Vanessa J. Earp, Liaison Librarian for Education Libraries and Media Services; Craig Simpson, Special Collections Librarian of Special Collections and Archives Libraries and Media Services; etc. Our goal was to compare different points of view to formulate objective and comprehensive conclusions related to the topic of our research. All the respondents expressed their confidence, that strategic plan, vision and mission are really capable to make university more attractive and competitive an the market because they take into account main factors led to the adoption of strategic planning at KSU. The respondents mentioned such factors as rapid changes in environment, radical technological, economic, cultural shifts embracing all social institutions, growing role of knowledge and information, a broad scope of universitys functions/teaching, research, service, function of entrepreneurs university/globalization and internationalization of higher education, mobility for students and faculty, etc.

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According to Dr. A. Raj chowdhury, the twenty-first century promises to be a time of dramatic and rapid technological change and knowledge-based economic growth. Human resources must have the skills and training necessary to place us well ahead of the global competition. In that environment of intense global competition, the challenge of preparing change agents and the deployment of innovative technology is becoming the strategic battlefield of the international marketplace. With this in mind, KSUs School of Technology is deeply committed to work in partnership with business, industry, labor, and government to make Northeast Ohio more competitive. The respondents characterized main actors involved in the strategic planning process at different levels: providers, participants in data discussions and process leaders. The interviewees stressed a particular role of the president of university, who must lead the team and at the same time encourage the people to participate in open discussions about strategic goals and objectives and the ways of their implementing. The respondents attached great importance to contribution of the dean and the chair of the department to implementing mission and strategic plans of university. According to Dr. Michael, three groups of leaders lead staff members in setting objectives, developing action plans and conducting performance appraisals-institutions leaders, internal facilitators and external advisors/consultants. All the respondents stressed that success of strategic planning depends on people, how are they prepared for this process, trained and retrained, how they are motivated and rewarded. Different forms of training and retraining of university administrators were mentioned: group and team work, brain storming, internal and external consulting, supervision and coaching, workshops and seminars at national, state and university levels. Besides some respondents consider strategic planning a way to unify faculty, staff and administrators of the university, because the plan, based on ideas and suggestions from many people, is not a task list but a way of guiding many kinds work across the university. The question for whom is mission established evoked different responses by informants. Some of them stressed a specific role of the mission for environment (60%), great importance for faculty (10%), faculty and staff (10%), but most of the keyrespondents emphasized that the mission can not be established only for one group of stakeholders, because it reflects the reason for existence of the organization. To the mind of key respondents mission of divisions must derive from the mission of KSU. Dean of College and Graduate School of Education, Heath, and Human Services, David A. England said, that the mission of his institution is to prepare critically reflective teachers and education professionals for leadership in a global society. The dean characterized main programs features of his institution: integrative studies; technologies that enhance learning; responsiveness to diversity; researched-based best practice; communities of inquiry; responsibility and accountability. According to Dean of Graduate School of Management, Dr. Frederick Schroath, the people in the Division of Business and Finance, in exercising their responsibility and authority as representatives of KSU, provide quality service and accountability in support of the university mission. In order to achieve quality in their performance, they strive for

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continuous improvement in all that is done, plan and commit to accomplish targets annually. The values and beliefs espoused by the division are based on the principles of respect, integrity, service and commitment. Strategic management committee is responsible for strategic planning in the college of business administration. It consists of the department chairpersons and faculty representatives from each department, an undergraduate and a graduate student representative, the Assistant Dean for Undergraduate Programs, the Associate Dean of the Graduate School of Management, and the Associate Dean for Faculty and Administrative Affairs. The committee is chaired by the Dean or his designate. The committee is charged with: creating and maintaining a set of college-wide goals and objectives with a horizon of approximately five years with annual review; creating for each objective action items and using them to monitor and report on the colleges progress on an annual basis; creating and maintaining a mission review process to periodically review the colleges mission statement, consistent with AACSB standards. According to Dr. A. Raj Chowdhury, mission of College of Technology is to enhance technological literacy, education, knowledge, and training essential to the socioeconomic well being and workforce development of Ohio in general and Northeast Ohio in particular. This will be accomplished through applied research and delivery of academic programs. According to Dr. Michael, the main problems associated with strategic planning are connected with the fact that a number of administrators just want to legitimize the plans of their departments and do not look for proper ways and tools for implementing strategies and realizing benefits of strategic planning. The plans remain on paper, because their authors dont understand the difference between the plans and strategic plans and can not determine specific features of strategic planning. Another essential problem is lack of experienced experts capable to guide the specific process of strategic planning at the level of university units. All the key respondents mentioned historical events May 4, 1970 and expressed the opinion, that these events can not be considered only historical heritage, because they influence a real strategic planning process today. According to Dr. Michael, the memory of these events is a part of an institutional identity at KSU and a strength of contemporary university. According to Dr. England, the events May 4, 1970 continue to be reflected as a very important message: the society must learn that students have always right for protest, right for open expression and full exchange of ideas. We must try to understand other people and employ peaceful conflict resolution. Dr. Linda F. Robertson, Director of Gerald H. Read Center for International and Intercultural Education and Dr. Kenneth Cushner, Executive Director of Office of International Affairs focused in their interviews on important role the international cooperation and the internationalization of higher education play at KSU in fulfilling the universities mission and strategic goals. The respondents told about different opportunities existing for KSU students to attend international educational programs or conduct studies abroad. The students can fulfill an internship outside the United States, satisfying a course requirement of their profession while traveling abroad or attending classes one of Kent State campuses in Geneva, Switzerland or Florence, Italy. KSU is proud of the growing number of formal relationships it maintains with foreign institutions

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that enable our students to enroll for a semester or year of study abroad. Students who are fluent in a second language may wish to study in institutions in such places as China, Finland, France, Germany, Greece, Japan, Mexico, Russia and Spain. Students may also take classes in English in Australia, Canada, England, Hong Kong, Ireland, Israel and Taiwan. According to the respondents, KSU students studying in certain disciplines have opportunities to complete some or all of their required teaching practice outside the United States. Students preparing to teach English as a second language at the undergraduate and graduate levels can teach in such places as Mexico and Germany. Students studying to be teachers can complete their student teaching through the Consortium for Overseas Student Teaching, which places students in national schools in Australia, the Bahamas, Canada, England, Ireland, New Zealand, Scotland and South Africa. Students also can teach in international or American schools in Costa Rica, Ecuador, Greece, Japan, Mexico, Switzerland and Turkey. KSU students have opportunities to accompany faculty on short-term international experience. Examples of short-term, faculty-led programs in recent years include: Art and Culture in Florence; Art Education in Florence; Comparative Journalism in Paris and London; Geography of Europe In Europe; Geography tours in China, Thailand and Costa Rica; a Summer in Korea; Education in Ireland and Experience Kenya. 2.5.3 Analysis of Data from Observations In addition to the documentary information and interviews, evidence for this case study also came from direct observations in the lectures of KSU teachers as well as in distinguished lecture series took place in October November 2006 at KSU. The researcher could observe how teaching excellence is celebrated at KSU, while listening to the lecture of National Teacher of the year Kimlerly Oliver. The National Teacher of the year program focuses public attention on teaching excellence and awards program for teachers. Very useful for researcher were direct observations from international education week (Nov.12 Nov.17). The United States Departments of State and Education designate one week in November as part of their effort to encourage policies and programs that prepare Americans for a global environment and attract future leaders from abroad to study in the United States. The researcher could observe how international education week can be organized, while listening to the lecture of two Kenyan teachers who shared their experiences with the university community, while attending by the presentation of Dr. Shih Mei Yang, Visiting Fulbright Scholar from Taiwan, storytelling: an aid to English as foreign language literacy and attending other events in the framework of the week. As a special mode of observation in which the researcher was not merely a passive observer, instead actually participated in the events he studied, were used participant observations. These research tools were used for collecting data from the conference celebrating College Teaching and Open Space Discussion. Participant observations helped the researcher to know the variety of opinions of many people about problems and benefits associated with strategic planning and the roles these people play within a case study situation. In joint meetings with participants coming from many different perspectives, the Open Space Technology enhances the richness that the participants

20

bring to discussion. An international group process technique, Open Space Technology, has been used to hold international conference, discuss ethnicity and culture, and develop strategic plan. Participant observations from celebrating College Teaching Conference gave information about the great tradition of the Distinguished Teaching Awards ceremony at KSU and arrange annual forum for sharing insights, ideals and inspiration about the scholarship of teaching. The KSU stated a teacher-training school in 1910 and has built a strong tradition in fostering excellence and innovation in college instruction. 2.5.4 Analysis of Data from Survey The researcher conducted survey among 60 representatives of administrators (20), faculty (20) and staff (20) to collect data about personal relevance of official KSU mission for respondents and their perception of the mission. 27 respondents (45%) indicated the mission of KSU is teaching, 18 respondents (30%) characterized the mission as research, 3 respondents (5%) as community service, 2 respondents (3%) as accessibility and affordability, 3 respondents (5%) as enrollment and retention, 3 respondents (5%) as serving Northeast Ohio, 2 respondents (3%) as serving and supporting students, 1 respondent (2%) as serving business, and 1 respondents (2%) as official mission statement is good. The Graph1 shows the responses of KSU respondents when asked to describe the mission of KSU as they perceive it.
3% 5% 5% 3% 44% 5% teaching research community service accessiblity and affordablity enrollment and retension serving Notheast Ohio serving and supporting students serving business offical mission statement is good 30% 3% 2%

Graph 1

Of those respondents who characterized the mission of KSU as teaching, 20 respondents (74%) indicated the mission in high quality teaching, 4 respondents (15%) suggested it is an teaching to develop good citizens, 2 respondents (7%) simply state that is teaching, and 1 respondents (4%) respond teaching for North East Ohio. The Graph 2 shows the responses of KSU personnel who indicate that the mission of KSU is teaching. An extremely strong majority of respondents shared and supported the mission of KSU as they perceive it 85% of the respondents at KSU indicated they feel this way. Only 8% of KSU employees are uncertain, and 7% disagree. The graph 3 shows the response of university personnel concerning whether or not they share and support the mission of KSU as they perceive it.
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7%

4%

15%

74%

in high quality teaching simply teaching

to develop good citizens for North East Ohio

Graph 2
Do not support, 7% Uncertain, 8%

Support, 85%

Graph 3

Faculty, staff and administrator: A comparison Yes Faculty Staff Administrator 17 16 18 No 1 2 1 Uncertain 2 2 1

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People from all levels of the organization felt committed to achieving the mission of KSU as they perceive it. This is a major strength of Kent State and should be reinforced wherever possible. Organizational initiatives that tap into this powerful support of this mission will be strongly welcomed by faculty, staff and administrator alike. An extremely strong majority of respondents believed their work helps to achieve the mission as they perceive it 85% of people who work at KSU indicated they feel this way. Only 7% of KSU respondents are uncertain and 8% unsupportive. Data from the descriptive survey demonstrate an extremely favorable result, because KSU already has a strong base of support for the mission, and may focus on building and fine turning this cultural foundation. Finally, it should be noted that personnel are so supportive of the mission and recognize the connection between their work and the mission to such extend, that negative actions by KSU can do little to erode this support. However positive actions will serve to reinforce this excellent result, confirming to personnel that everyone shares similar values and is working together to achieve the same goals.

3. Recommendations for Russian Universities

3.1 Significance Strategic Planning for Russia Four years ago, Dr. Zapryagaev, IREX?UASP scholar, composed a case study of strategic planning in a USA university, supported by the IREX foundation and tried to explain why in Russian system of higher education is NOT USING the strategic planning. He wrote: The five years state plan of development and reaching the declared purposes was basic attribute of the Soviet system of education. Apparently it was the one of the main reasons of excellent success of the Soviet Higher Education system in the field of sciences. A disintegration USSR has reduced to refusal everything, that was in the country in the past, including the process of strategic planning both in the country, and at universities was lost also. Today there are many reasons for reconstruction of a system of strategic planning at the universities. Nevertheless probable reasons from - for which such planning below are enumerated is failed in Russia now. These reasons are the following: the Soviet habit to consider, that the strategic planning is the matter of the state, instead of separate university; unstable economy of the state; unstable political situation in the past decade; inheritance of the Soviet phase in the higher education; misunderstanding a new role of universities in the market economy; ignorance of strategic planning technology; erroneous ratio to problems of strategic planning. (Zapryagaer, 2002) In these 4 years the situation in Russian universities changed radically, as well as their attitude to strategic planning. Many books and articles were written about steps and

23

tools in a strategic planning process, many conferences and open space discussions were held, devoted to this topic, many strategic plans were developed and different mission statements were created. But the main question remained without answer: Is strategic planning in high education fact or fiction because of problems of implementation strategic plans? These problems are as much to do with the formulation of plans themselves as with the practicalities of how they are executed. But in spite of this fact Russian universities do not refuse of extending and deepening strategic planning process. Why do higher education institute need strategic planning? Transition to the market relations, rapidly changing environment made this process vital and indispensable. During the last years higher education in Russia, as well as in different countries of the world, has become the object of public criticism. Critical assessment was given to the activities of higher educational institutions acting against a background of social intense transformation processes and leading to the changes of main university functions. Unification of scientific-research and teaching activities is customary called the first academic revolution, but today we witness the second academic revolution that is happening as the result of radical technological, economic and cultural shifts embracing all social institutions during the last quarter of the XX century. Knowledge and information has become significant factors of modern economy development and maintenance of competitiveness. Knowledge economics, society based on knowledge and even Europe, united by knowledge are among the top issues discussed in the society. The second academic revolution in the conditions of knowledge economics encouraged a new idea of entrepreneur university. Therefore strategic planning is a very important topic for Russian universities which face various problems nowadays. Difficult demographic situation determines a great decline of students number and increases the competition between the universities. In the next five years the tendency of decreasing numbers of university entrants will continue. This negative environment factor determines the necessity of elaborating such mission which would be attractive not only for academic staff but for potential students and their parents as well. The state is constantly cutting the financial support of local universities while concentrating the resources in the biggest academic centers (mainly in the capital and the biggest Russian cities). This condition makes universities look for different possibilities for their development. On the one hand, the universities must be active participation in competitive for government and benchmarking programs. On the other hand, the universities must develop a new kind of relationship between the university and the local community, business and authorities. In this situation strategic planning is an important tool for: improving the quality of education and research, achieving a balanced correspondents of education, both process and result, to various needs of individuals, society and state and achieving, in this way, competitive advantages; aligning the university with its environment, constructing and maintaining the strategic relationship with the stakeholders in the community; direct participation in economic and social development of regions through knowledge transfer; finding out additional financial sources to create better conditions for faculty, staff and students; for implementation innovations in teaching and research;

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democratization and autonomization of higher education institutions; internationalization of higher education, creating and realizing intercultural educational programs in different fields

3.2 Recommendations for home university This case study focused on examining strategic planning and internationalization of higher education at KSU created a basis for some recommendations could be useful for Russian universities, first of all for Novgorod University, the home university of the researcher. It is a very difficult and at the same time honorary task to elaborate recommendations for the university, which has comprehensive experience of training and retraining administrators from different Russian universities in strategic planning and quality assurance in higher education. The Yaroslav-the-Wise Novgorod State University comprises 6 Institutes, 2 University Faculties, and 4 Colleges. Besides, there is a Re-training Faculty, Research Center, Scientific Library, Center for New Information Technologies, Innovation Department, Publishing Center, Marketing Center, Press Center and other Subdivisions. The University was established in 1993 by merging two oldest Higher Education Institutions of Veliky Novgorod: the Pedagogical and Polytechnical Institutes, Later on the Novgorod Agricultural Academy was include into the structure of the University. Sixty-five specialties, 19 branches of Bachelors training, 8 branches of Masters training are given at 20 faculties and 98 departments of the university. It is not occasional that the Novgorod University has the name of Prince Yaroslav-the-Wise. On the eve of the Universitys first anniversary the Princes personal seal was discovered during archaeological excavations. Academician Yanin considered it a remarkable coincidence and suggested awarding the University the name of the Russian prince. City of Veliky Novgorod (or Novgorod the Great) is one the most ancient Russian cities founded in 859. It is famous for its unique historical masterpieces of architecture of the 11th-13th centuries. In the Middle Ages, Novgorod governed the lands from the Volga river to the shores of the Arctic Ocean, and was one of the main centres of culture and art in Russia and entire Europe. Veliky Novgorod today is one of the most important scientific, cultural and industrial centres of the North-West of Russia. There are theatres, cinemas, concert halls, libraries, art galleries, museums and a wide diversity of shops and restaurants. It is conveniently located between the two capitals, Moscow (530km) and St. Petersburg (180km). On one hand it is our advantage, but on the other hand it is our great disadvantage, because our prospective students always have the opportunity to choose between our University and Moscows higher education institutions. That is why we try to be competitive on the educational services market and pay great attention to the strategic planning and quality assurance of

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education. Mission of the University: NovSU continues the political and educational mission of the Novgorod prince Jaroslav-the-Wise and sees its destination in the development of Russian education and science in the interests of the individual, society and state, in glorification of Novgorod lands by learning and unity. Its vocation is to bear professional knowledge and experience, to implement humanistic ideals and build a social type of the individual adequate to the requirements of time. NovSU promotes cultural development of the regional community on a national and historical, spiritual and moral, latest organizational and technological basis, finding the features and dynamics of a learning university. International relations of the Novgorod State University cover a wide spectrum of activity. The NovSU cooperates with international foundations and foreign governmental and non-governmental organizations, 14 universities from such countries as Estonia, France, Germany, Norway, the Netherlands, Poland, the USA, Ukraine, Sweden, etc. The academic staff of the NovSU is 896 persons. Among them there are 110 Doctors of Science and 468 Candidates of Science. More then 18000 students study at the Novgorod State University, among them there are 254 international students from 33 countries of the world. Can the American type of strategic management and internationalization of higher education be adopted effectively and successfully at the home university? The data collected in this case study answered the main and specific research questions and allowed the researcher to compare strategic planning process at KSU and Novgorod State University. This comparison can be considered a summary of findings and a basis for recommendations for the home university of the researcher.

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No

Issue

Common Features
Both universities consider strategic planning creating mission and vision statements, formulating core principles of activities ways to response and opportunities of environment.

Specific Features at KSU

Strategic plan of KSU (2004) is a working document on 10 pages, which serves to guide units in their planning and implementation of this plan.

Recommendations
1. To transform a strategic plan of NSU from a detailed collection of strategies and concrete activities for subdivisions to a guideline which answers where to go, but not the question what to do. 2. To collect proposals from faculty, staff and administrators for changes in strategic plan of NSU to increase personal relevance of the official mission to them and their work. To diverse methods and techniques of environmental scanning and strategy formulation, including TOWSanalysis, nominal-group technique for brain storming, etc.

General approach of strategic plans

Analysis

Strategy implementation

Both universities analyze the organizations strengths and weakness, environmental opportunities and threats. KSU and NSU dont have special experts responsible for different types of strategic Analysis. They try to involve in this process administrators of different levels and use intensively team work and brain storming. SWOT analysis lies at the heart of strategic planning in both universities. Both universities pay attention not only to strategy formulation, but also to strategy implementation and are looking for the tools to make the strategy, the mission and the related activities successful and effective.

KSU uses different tools of strategic planning, for example, TOWS-analysis, which stands for Turning opportunities and weakness into strength.

KSU has an effective support mechanism to implement strategic plan. It is a carefully thought out relationship between university and subdivisions. University encourages unit autonomy for more detailed planning.

1. To decentralize the decision making process, the institution must decide how to achieve institutions goals and synchronize its activities to work toward the strategic goals of the university. 2. To revise the relationship between university and units in strategic planning process, the connection between strategic plan of NSU and implementation plans of units.

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KSU and NSU try to involve different actors in strategic planning process.

Personnel motivation and involvement

Cooperation with stakeholders

Both universities construct and maintain the strategic relationship with stakeholders in the community. Both universities consider internationalization of higher education an essential part of strategic plan.

Internationaliz-ation of higher education

KSU has positive experience, how to encourage the people participate in open discussions about strategic goals and objectives and the ways of their implementing. Three grous of leaders-institutional leaders, internal facilitators and external advisors lead staff members in setting objectives and developing action plans. KSU tries different ways to motivate the personnel, for example through special events celebrating teaching and research excellence. KSU formed advisory councils at the most subdivisions, which support cooperation with local community, fund-rising, outreach and public relations. G.H. Read has established at KSU center for international and intercultural education, which organizes a variety of activities both for American students and staff and for foreign scholars and graduates. KSU summarized goals, objectives and strategies of internationalization in an internationalization implementation plan.

1. To work out a system for personnel motivation and celebrating distinguished teachers and researchers in order to increase personal relevance of NSU mission to faculty and staff of the university. 2. To work out the criteria for academic, research and service excellence of NSU employees.

To establish advisory councils in NSU units to create the networks with enterprises and regional institutions, strengthen interaction with stakeholders.

1. To establish in NSU center for international and intercultural education, to concentrate in this center joint education programs with joint and double degree and other international activities. 2. To elaborate the joint KSU-NSU program in management in education. 3. To develop internationalization implementation plan, which goals could be: to increase and retain KSUs international students; expand and diversify international opportunities for students and faculty; to enhance the international dimension of the educational programs. 4. To design new Bachelor and Master programs.

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Beyond boundaries of these recommendations, US experience in strategic planning and internationalization of higher education, illuminated in this case study, will be shared through: academic conference on the problems of strategic management in Novgorod University; workshops with university administration, heads of university divisions and departments, board of trustees; publishing articles in university and city newspaper; development of the strategic plan for three years; forming a team of trains for dissemination activities in strategic planning at different levels (university departments, interuniversity level, international level); elaborating a special retraining course for Russian universities Strategic management and strategic planning in universities.

Acknowledgements
I would like to thank some of the people who have helped me on the journey to complete this case study: Dr. Steve O. Michael for his direction, the encouragement and helpful guidance, Dr. Linda F. Robertson, who gave me insight on various topics of my research, involved me in different events at KSU useful for direct and participant observations, and provided so much warmth, showed concern, understanding, attention, and patience I have needed faced this challenge. Special thanks to those who have helped with deep and comprehensive answers on my questions in interviews about strategic planning at KSU: Dr. Steve O. Michael, Dr. David A. England, Dr. A. Raj Chowdhury, Dr. Frederick Schroath, Gregory B. Wilson, Dr. Charmaine Streharsky, Dr. Kenneth Cushner, Dr. Quan Li, Dr. Robert T. Heath, Dr. Peter C Tandy, Harold Goldsmith, Dr. Michael I. Kalinski, Dr. Eunsook Hyun, Rose Onders, Debra L. Shuler, Debra Lyons, Vanessa J. Earp, and Craig Simpson. Many thanks to those new friends offered encouragement, support and personal services to make my daily life on campus comfortable and enjoyable, especially Dr. Zhiping Wang, Ediz Lutfu Kaykayoglu, and Dr. Shih Mei Yang. I would like to express my deep appreciate for IREX-program, and especially Zaruhi Hovhannisyan and Tova Pertman, who made this visit and this research possible and helped in different ways to achieve goals.

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Appendix A

Kent State Universitys Mission Statement

The mission of Kent State University is to prepare students for responsible citizenship and productive careers, broaden intellectual perspectives and foster ethical and humanitarian values. Our faculty and staff are engaged in teaching, research, creative expression, service and partnerships that address the needs of a complex and changing world. Kent States eight-campus network, anchored by the largest residential campus in the region, serves as a key resource for economic, social, cultural and technological advancement. Kent State is a supportive and inclusive learning community devoted to teaching excellence and academic freedom. By discovering and sharing knowledge in a broad array of graduate and undergraduate programs, Kent State University meets the dynamic needs of a global society.

Kent State Universitys Core Values

These core values, generated through extensive discussions with multiple stakeholders, are at the center of all that we do across the eight campuses of Kent State University: Academic freedom as the foundation for critical inquiry in a democratic society Access to the instructional, intellectual and cultural resources of the university Collaboration that brings together diverse talents and experiences Commitment to student success through curriculum, advising, academic support and co-curricular activities Discovery, creativity and innovation in research that advances the frontiers of knowledge Fiscal responsibility in decision-making and implementation higher education as a powerful force for personal, social and global change Integrity in all of our actions and communications Pride in our identity as a comprehensive, multi-campus, public research university and in our distinct heritage Valuing people with diverse backgrounds and strengths as the center of our work

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Appendix B

The goals, objectives and special strategies of internationalization (KSU Internationalization implementation Plan 2006-2010)
Goal Objectives Strategies Expanding upon relationships with institutions with which KSU has established linkage agreements, focusing efforts at identifying opportunities to encourage their students to enroll at Kent State; Engaging in formal relations with trusted individuals and organizations overseas that are capable of identifying prospective KSU students; Working collaboratively with recognized institutions and organizations that provide assistance and support for international students to pursue graduate study in the United States; Coordinating more closely with university departments to encourage active recruitment of international students, especially into critical programs; Establishing a new position of Director of International Recruitment, Retention and Advising to facilitate the connections and collaboration of current students with the recruitment process; Increasing the number of English second language students studying in KSUs programs, and encouraging articulation into existing KSU programs, including the Honors College; Utilizing distance education to reach new student markets, thus expanding our pool of current students that may lead to further study in-residence; Developing international alumni connections to encourage their assistance in new student recruitment. Conducting a needs assessment to determine unmet needs of international students and their families; Securing funding and providing support and direction for international programming and international student organizations to encourage greater celebration of students cultures with the university community (e.g., Dawali, Taiwan night, Chinese New Year, festival of Nations, International Education Week, international music and arts presentations, lectures, etc.); Assisting international students, especially those with families, with their transition to KSU by providing

To increase and retain KSUs international students

Increase the number of full-time degreeseeking international students to 1200 by 2010

Create and support an environment that values international students and promotes their satisfaction, retention, and success

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supportive programs (e.g. host family programs, conversation partners, welcome receptions, assistance with housing, and other critical resource information and direction); Promoting collaborative partnerships that focus on the integration of international students to the campus and surrounding community; Building collaborative relationship within select KSU academic departments that would allow for greater international student involvement in the university and greater community (e.g. Association of International Students in Education in the College of Education ); Focusing on program planning, development and enhancement of services that support international student success and wellness (e.g. with University Health Center, Allerton, etc.); Creating oriented hospitality centers with greater visibility in residence halls and major offices; Creating an emergency fund with resources dedicated to serve the unexpected needs of international students during times of crises; Offering a series of professional development workshops in issues related to cross-cultural communication, legal matters, etc., to better sensitize and inform KSU staff and faculty. Developing 12 months graduate assistantships for international students to provide year-round support.

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