SYLLABUS---EDLP-840-Strategic-Planning---Summer-2020

FROSTBURG STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL PROFESSIONS Course Syllabus EDLP 840: Strategic Planning and Data-Driven Decision-Making Summer 2020 May 26 through August 14, 2020

Trang 1

FROSTBURG STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL PROFESSIONS

Course Syllabus EDLP 840: Strategic Planning and Data-Driven Decision-Making

Summer 2020 May 26 through August 14, 2020

Delivered online via Canvas Conferencing

Instructor: Curt Baker, Ed.D

Assistant Professor of Educational Leadership Department of Educational Professions

Contact Information:

Office Phone: TBD

Cell Phone: 610-621-9011 (preferred)

Email: cdbaker@frostburg.edu

Frostburg State University website: www.frostburg.edu

COURSE DESCRIPTION

A case study approach to utilizing data in various leadership functions, including strategic

planning and resource allocations Assessment as a dynamic process in the planning cycle will be examined

PURPOSE

Artist, poet, and playwrite Pablo Picasso is frequently quoted as saying, “Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act There is no other route to success.”

This course is designed for aspiring organizational leaders, with the dual objectives of: (i) increasing their abilities as strategic planners within educational settings, and (ii) developing

their skills to think, act, and learn strategically The author of this course’s text, J M Bryson,

defines these skills as follows1:

1 See supplemental reading list: Bryson, J M (2010) Note 1 Page S264

Trang 2

 Strategic thinking Strategic thinking is defined as thinking in context about how to pursue

purposes or achieve goals This also includes thinking about what the context is and how it might or should be changed; what the purposes are or should be; and what capabilities or competencies will or might be needed, and how they might be used, to achieve the

purposes

 Strategic acting is acting in context in light of future consequences to achieve purposes

and/or to facilitate learning

 Strategic learning is any change in a system (which could be an individual) that by

adapting it better to its environment produces a more or less permanent change in its

capacity to pursue its purposes

LEARNING OUTCOMES

Upon completion of this course, students will be able to demonstrate:

KNOWLEDGE OF:

FSU Graduate Learning Goals:

1 Relationships between

strategic planning and

short-, intermediate-, and

long-term organizational

success

a Atlanta Opera Case Study

b Oregon Shakespeare Festival Case Study

c FSU Balanced Scorecard

d Own Organization Proposal

e Partner Critques

2 The most common

reasons why

organizations are (or are

not) successful in

achieving the aspirations

articulated in their

strategic plans

a Oregon Shakespeare Festival Case Study

b Own Organization Proposal

SKILLS IN:

1 Creating the mission,

vision, and strategic

goals of an organization

1, 2, 3, 4, 5 1, 2, 3

Trang 3

Outcomes: Assessments: CPED:

2 Analyzing an

organization’s strengths,

weaknesses,

opportunities, and threats

a Oregon Shakespeare Festival Case Study

1, 2, 4, 5 1, 2, 3

3 Developing

measurement systems

that are aligned with the

organization’s strategic

objectives and inform

actions taken to achieve

those objectives

a FSU Balanced Scorecard

3, 4, 5, 6 1, 2, 3

4 Demonstrating the

ability to provide

actionable feedback to

and collaborate with

peers

5 Scholarly writing a Atlanta Opera Case

Study

b Oregon Shakespeare Festival Case Study

DISPOSITIONS TO:

1 Design and lead strategic

planning efforts within

an organization

a Own Organization Proposal

1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5

2 Cultivate stakeholder

support for the vision

and strategic intent of the

organization

1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5

Trang 4

REQUIRED AND SUPPLEMENTAL READING

Required Reading

Course Textbook

Bryson, J M (2018) Strategic planning for public and nonprofit organizations: A guide to

Wiley and Sons, Inc

Case Studies

Knapp, E S., & Meehan III, W F (2014) Oregon Shakespeare Festival (pp 1-30) Boston,

MA: Harvard Business School Publishing

Knapp, E S., & Meehan III, W F (2015) Oregon Shakespeare Festival (B): The 2015-25 Long

Range Plan (pp 1-9) Boston, MA: Harvard Business School Publishing

Tushman, M L., & Herman, K (2018) Tomer Zvulun and the Atlanta Opera: At crossroads (A)

(pp 1–22) Boston, MA: Harvard Business School Publishing

Tushman, M L., & Herman, K (2019) The Atlanta Opera (B): New (and old) challenges (pp

1–6) Boston, MA: Harvard Business School Publishing

Tushman, M L., & Herman, K (2019) The Atlanta Opera (C): A duet (pp 1–3) Boston, MA:

Harvard Business School Publishing

Other Required Reading

Brown, C (2012) Application of the Balanced Scorecard in higher education: Opportunities and

challenges Planning for Higher Education Retrieved from:

https://pdfs.semanticscholar.org/4913/41f480e839cb5c65bc661091eb21a1d62fe1.pdf

Eckel, P & Trower, C (2019) Stop planning! Colleges and universities would be better served

by focusing on the other half of strategic planning: the strategy Inside Higher Ed

Retrieved from

https://www.insidehighered.com/views/2019/02/14/colleges-need-rethink-strategic-planning-opinion

Note: Eckel and Trower reference the Strategic Plan for the College of Education and Social Services at the University of Vermont (For your convenience, here is that link:

https://www.uvm.edu/sites/default/files/media/CESS_Strategic_Plan.pdf)

Frostburg State University (n.d.) Frostburg's Strategic Plan 2018-2023 Retrieved from

https://www.frostburg.edu/about-frostburg/strategic-plan-2018-2023/index.php

Trang 5

Hanover Research (2013) Balanced Scorecards for School Districts Retrieved from

https://www.gssaweb.org/wp-content/uploads/2015/04/Balanced-Scorecards-for-School-Districts-1.pdf

Kaplan, R S & Miyake, D N (2010) The Balanced Scorecard The School Administrator,

https://www3.rps205.com/strategicplan/Documents/C%20-%20The%20Balanced%20Scorecard%20-%20Atlanta%20Scorecard.pdf

Kaplan, R S., & Norton, D P (1992) The Balanced Scorecard: Measures that drive

performance Retrieved from https://hbr.org/1992/01/the-balanced-scorecard-measures-that-drive-performance-2

Supplemental Reading

Bennis, W., & Nanus, B (1986) Leaders: Strategies for taking charge New York, NY: Harper

Perennial

Bryson, J M (2010) The future of public and nonprofit strategic planning in the United States

Public Administration Review (Special Issue) Retrieved from

https://pdfs.semanticscholar.org/7bf5/bf15b7eb779b3e09bbb0ac4d2d5a71843726.pdf

Immordino, K M., Gigliotti, R A., Ruben, B D., & Tromp, S (2016) Evaluating the impact of

strategic planning in higher education Educational Planning, 23(1), 35–47 Retrieved

from https://files.eric.ed.gov/fulltext/EJ1208199.pdf

Kaplan, R S., & Norton, D P (2001) The strategy-focused organization: How balanced

scorecard companies thrive in the new business environment Brighton, MA: Harvard

Business School Publishing

Simerson, B K (2011) Strategic Planning: A practical guide to strategy formulation and

execution Santa Barbara, California: Praeger

Steiner, G A (1979) Strategic planning : what every manager must know New York :

London: Free Press; Collier Macmillan

Stewart, A C & Carpenter-Hubin, J (2000) The Balanced Scorecard: Beyond reports and

rankings Planning for Higher Education Retrieved from

https://oaa.osu.edu/sites/default/files/uploads/irp/balancedscorecard.pdf

Trang 6

COURSE GRADING

The final course grade will be computed from the assignments listed in the table below:

Assignment

Total Points Possible for Assignment

Weight

(Percentage of Final Grade)

Assignment Due Date

Atlanta Opera Case Study

Oregon Shakespeare

Festival Case Study

Analysis

Frostburg Strategic Plan

Own Organization

course calendar)

The final grade for this course will be awarded using the following point scale:

Grade Points Range Percent of Total Possible

Note: The point requirements above reflect percentages being rounded up from 5

Trang 7

DESCRIPTION OF COURSE ASSIGNMENTS

Graded Assignments

1 Atlanta Opera Case Study Analysis (200 points possible)

For this assignment, you will read a case study about Atlanta Opera, then prepare a paper that responds to the following prompt:

Prompt

Given what you know from the case study materials about Atlanta Opera’s recent

progress, and taking into account your course readings to date, what are your views about: (i) the factors Tomer Zvulun might consider when developing Atlanta Opera’s revised vision, mission, and strategic goals; and (ii) the approach Tomer Zvulun might

take to develop enthusiastic stakeholder support for his future aspirations?

The paper should be: (i) double spaced, (ii) no less than three and no more than seven pages in length2, and (iii) presented in accordance with APA standards Grading rubric will be separately provided

2 Oregon Shakespeare Festival Case Study Analysis (200 points possible)

For this assignment, you will read a case study about the Oregon Shakespeare Festival, then prepare a paper that responds to the following prompt:

Prompt

Given what you know from the case study materials about the Oregon Shakespeare Festival, and taking into account your course readings to date: (i) what do you perceive to

be the organization’s most significant strengths, weaknesses, opportunities, and threats; and (ii) how might these influence Oregon Shakespeare Festival’s future strategic

direction?

The paper should be: (i) double spaced, (ii) no less than three and no more than seven pages in length2, and (iii) presented in accordance with APA standards Grading rubric will be separately provided

3 Frostburg State University Strategic Plan Balanced Scorecard (200 points possible)

For this assignment, you will read the Frostburg State University Strategic Plan, as well as

literature relating to strategic measurement systems Working as a team with one or more

classmates, your team will develop a Balanced Scorecard for Frostburg State University that aligns with FSU’s Strategic Plan document Specific instructions and grading rubric will be separately provided

2 All paper length limits exclude any cover page, reference lists, charts, graphs, or tables

Trang 8

4 Own Organization Strategic Plan Board Proposal (300 points possible)

For this assignment, you will respond to the following prompt:

Prompt

Congratulations! You have just been selected by the Board to lead the effort to develop a

new, ambitious five-year strategic plan for [insert your organization here] Before your

appointment is announced, the Board wants you to provide them with a written proposal for their consideration that describes: (i) the scope of your effort, (ii) the process you intend to follow, (iii) how you will manage that process, (iv) whom you will involve, (v) how you intend to use data to inform plan development, and (vi) your timetable The selection of “your organization” may include the entire organization (e.g., the University or School District), or a subset of the entire organization (e.g., college, department, school, or functional area) If you do not have a current organization, then you may select an organization with which you are familiar (or want to become familiar)

Your proposal should be: (i) double spaced and (ii) no less than five and no more than ten pages

in length2 It need not be written in accordance with APA standards, but it must be suitable for presentation to the Board Grading rubric will be separately provided

Credit / No Credit Assignments

Personal Bio (10 points)

A short personal biography of yourself (Goal is to help the instructor learn a little bit about who you are.) Not to exceed 1 page

Conferences with Instructor (10 points each, maximum of 40 points)

Scheduled live conversations (either through Canvas or by telephone) with the instructor to discuss course-related matters

Partner Critiques (20 points each, maximum of 40 points)

For these assignments, classmate partners will share their submitted Case Study analyses with one another Each partner will read the other’s submitted paper and provide constructive written feedback

(Note: The purpose of partner critiques is to develop skill in giving and receiving

constructive feedback on scholarly work Partner feedback submissions will only be reviewed by the instructor after grades for the corresponding assignment have been awarded Consequently, the feedback exchanges between study partners will have no impact on assignment grades.)

Viewed recorded material (maximum of 10 points)

Points will be awarded based upon the percentage of recorded course materials that you have viewed on or before August 14, 2020

Trang 9

COURSE CALENDAR

1 05/26 to 05/31 View week 1 recorded materials

Complete required readings:

 Bryson chapters 1 & 2

 Atlanta Opera case study (all three parts)

05/31 @ 11:59 p.m Personal Bio

(Credit/No Credit)

2 06/01 to 06/07 View week 2 recorded materials

 Bryson chapters 3, 4, & 8

Begin crafting Case #1 analysis

3 06/08 to 06/14 Conference #1 with instructor

Complete and submit Case Study #1 analysis

06/14 @ 11:59 p.m.: Case Study #1 analysis (Graded assignment)

Conference #1 with instructor

(Credit/No Credit)

 Oregon Shakespeare Festival case study (both parts)

Complete and submit partner critique

of Case Study #1 analysis

06/21 @ 11:59 p.m Partner critique of Case Study #1 analysis (Credit/No Credit)

 Bryson chapters 7 & 9 Begin crafting Case #2 analysis

Complete and submit Case Study #2 analysis

07/05 @ 11:59 p.m.: Case Study #2 analysis (Graded assignment)

(Credit/No Credit)

Trang 10

Week Dates Activities Assignments Due

 Bryson chapter 10

 Kaplan & Norton (1992)

 Eckel & Trower

 FSU Strategic Plan

Complete and submit partner critique

of Case Study #2 analysis

07/12 @ 11:59 p.m.: Partner critique of Case Study #2 analysis (Credit/No Credit)

 Brown

 Hanover Research

 Kaplan & Miyake (2010)

With partner(s), begin developing FSU Strategic Plan Balanced Scorecard

With partner(s), complete and submit Case Study #2 analysis

07/26 @ 11:59 p.m.: FSU Strategic Plan Balanced Scorecard (Graded assignment) Conference #3 with instructor

(Credit/No Credit)

Begin crafting Strategic Plan Proposal

(Credit/No Credit)

12 08/10 to 08/14 Complete and submit Strategic Plan

Proposal

08/14 @ 11:59 p.m.: Strategic Plan Proposal (Graded assignment)

Định dạng
Số trang	12
Dung lượng	107,5 KB