strategic plan on education

• IIEP Buenos Aires

• A global institute
• Governing Board
• Expert directory
• 60th anniversary
• Monitoring and evaluation
• Latest news
• Upcoming events
• PlanED: The IIEP podcast
• Partnering with IIEP
• Career opportunities
• 11th Medium-Term Strategy
• Planning and management to improve learning
• Inclusion in education
• Using digital tools to promote transparency and accountability
• Ethics and corruption in education
• Digital technology to transform education
• Crisis-sensitive educational planning
• Skills for the future
• Interactive map
• Foundations of education sector planning programmes
• Online specialized courses
• Customized, on-demand training
• Training in Buenos Aires
• Training in Dakar
• Preparation of strategic plans
• Sector diagnosis
• Costs and financing of education
• Tools for planning
• Crisis-sensitive education planning
• Supporting training centres
• Support for basic education quality management
• Gender at the Centre
• Teacher careers
• Geospatial data
• Cities and Education 2030
• Learning assessment data
• Governance and quality assurance
• School grants
• Early childhood education
• Flexible learning pathways in higher education
• Instructional leaders
• Planning for teachers in times of crisis and displacement
• Planning to fulfil the right to education
• Thematic resource portals
• Policy Fora
• Network of Education Policy Specialists in Latin America
• Publications
• Briefs, Papers, Tools
• Search the collection
• Visitors information
• Planipolis (Education plans and policies)
• IIEP Learning Portal
• Ethics and corruption ETICO Platform
• PEFOP (Vocational Training in Africa)
• SITEAL (Latin America)
• Policy toolbox
• Education for safety, resilience and social cohesion
• Health and Education Resource Centre
• Interactive Map
• Search deploy

Strategic planning

The need for an iiep remains higher than ever.                                    (unesco internal oversight services, 2013).

 An effective ministry is guided by a plan which brings together all stakeholders and is regularly monitored and updated. IIEP strongly believes that planning is not a one-off activity. Rather it is a continuous practice that should engage all ministry departments and partners at national and subnational levels in a consultative and participatory process. Institutionalizing planning necessitates that ministries establish a strategic vision and priorities, coordinate their programmes and budgets annually and within a medium-term expenditure framework, negotiate with national and international financing agencies, and periodically monitor that it is on track to achieve policy objectives through implementation reviews.

Strategic planning guides educational development by giving a common vision and shared priorities. Educational planning is both visionary and pragmatic, engaging a wide range of actors in defining education’s future and mobilizing resources to reach its goals. For policy-makers, planning offers the path to:

• implement education reform and system transformation;
• realize equal opportunities for children and youth;
• provide quality education for all.

IIEP has strong experience and expertise in strategic planning and has developed in collaboration with the Global Partnership for Education (GPE) two newly published documents to help ministries in charge of education transform their processes and operations to meet the challenges of a changing world:

• Guidelines for Education Sector Plan Appraisal
• Guidelines for Education Sector Plan Preparation
• Guidelines for transitional education plan preparation

• train and coach on concepts, processes and tools to improve the practice of educational planning and management;
• analyse and reflect on education trends and issues from a policy and planning perspective;
• provide technical assistance and policy advice on critical issues for educational development.
• IIEP in Action 2018-2019
• Capacity development in educational planning and management: Learning from successes and failures

• Privacy Notice

5 Steps To Highly Effective Strategic Planning In Higher Education (FREE template)

A crystal clear strategic plan can be the big difference between becoming the leading university… VERSUS ending up at the bottom. You know - where you struggle to attract students, the right staff members or even funds to support your institution.

So, in order to achieve your university’s goals, you need to learn how to build an effective strategic plan. 

In this blog post, we will reveal:

• The #1 reason university strategies fail
• The overlooked role of a strategic plan for higher ed
• The 5-step process you can follow to build a plan with your team

What is strategic planning in higher education? 

Strategic planning is the process an institution follows to realize its vision of its ideal future state. It’s a roadmap for getting there. Your vision becomes a reality through the process that defines specific goals, needs, and actions. It helps you to structure and contextualize information leading to important decisions. 

Sounds obvious, right? 

So, the question is:

Why do so many universities fail at strategic planning?

Because they forgot what the main role of a strategic plan is.

Most universities and colleges work on some form of strategic planning, but they usually come out as a 28-page PDF. They create an impressive presentation with shiny headings, upload it to their website and consider themselves successful. 

The end result is a ‘strategic plan’ that serves more as a marketing brochure and less like a roadmap to success.

What’s wrong with this usual approach?

Most vice-chancellors and vice presidents are not even aware of what they are losing. Staff members and faculty members work in silos with no focus on the big picture. Departmental plans are unaligned with the overall strategic plan. This leads to inefficiency, wasted resources, and things getting missed.

Clearly, this approach lacks the organization and accountability necessary for success. As a result, some institutions are losing their reputation, while others are losing program accreditation, experiencing declining student success, or having fewer funds available.

Sometimes all of the above. 

Strategic planning goes beyond ambitious and attractive presentations that describe the organization’s state in the next 5, 10 or more years.

Now let's take a closer look...

What is the real purpose of the strategic plan in higher education?

Your first and foremost goal should be to stay true to the promises you made to your stakeholders.

Think of your strategic plan as the foundation to achieve your long-term goals.

It’s supposed to help you translate high-level ambitions into tangible actions at a departmental level. Furthermore, it organizes everyone so that they can do those actions and report on them in a systematic and transparent manner. 

It serves as a guiding light for your staff, allowing them to focus on the things that drive real progress towards the university's strategic goals. 

On top of that, it’s an important resource for planning your yearly budget allocation. Even in the most difficult financial times, integrating strategic planning and budgeting throughout the organization creates opportunities for success.

It's obvious, isn't it? You need to stop treating your strategic plan as merely a glorified marketing document.

What are the 5 steps in the strategic planning process?

This five-step process will help you to craft a strategic plan that goes beyond marketing and delivers on promised results.

1. Understand your current situation

An effective planning process starts with a thorough understanding of your current situation. 

You can start by asking these questions: 

• What are our core competencies?
• Which important KPIs are trending over the last few years upwards? 
• Where do we notice a drop in performance? What led to this drop?
• Where do we want to be in 5 or 10 years?
• Do we need to develop new programs?
• How do we get there? 
• What external factors can impact us in the future?

Search for answers and go deep into every department and aspect of your institution. From financial health and university rankings to student enrollment, retention rates, and placement rates.

Next, understand the expectations and needs of your internal and external stakeholders.

Remember, top-down approach doesn’t work for universities. Higher education institutions are highly interconnected with their community and shouldn’t neglect its interest when making strategic decisions.

Collect feedback from every stakeholder group whose expectations affect your performance:

• Alumni members
• Faculty members & campus community
• Community groups
• Senior administrators
• External partnerships

Include their input into planning and translate it into the institution’s major goals. Embrace this collaborative approach and prevent too many unexpected "buts" in the future.

Don’t forget that you’re only collecting information at this stage, not brainstorming solutions or action plans. 

‍ Cascade tip:

The SWOT analysis framework  is still one of the most effective methods for evaluating internal operations and the external environment. Be honest and thorough in your evaluation. You can use it numerous times through strategic planning but you should start early in the planning process.

2. Lead with vision and values

Your university's vision is a part of its identity and a powerful latent tool.

Higher ed institutions of any size can utilize it, but they usually don’t. They don’t believe that people care about the big picture or that it affects the university's daily operations.

However, a clear and unique vision statement will set you apart from the competition and make you more memorable to potential students. They will know exactly what to expect from studying at your university and why they should come. 

At the same time, it gives a strong sense of pride and belonging to current students, faculty, and alumni. It becomes an emblem that attracts the right students, staff members, and funding opportunities. 

Here’s  an example  of a vision statement for the university: 

We will work as one Oxford bringing together our staff, students and alumni, our colleges, faculties, departments and divisions to provide world-class research and education.

- University of Oxford

You can take it one step further and include your institutional mission statement. 

And don’t forget about the values. They define your university’s culture. They determine how people act, which behaviors are praised and which are condemned. 

When you build a culture intentionally, then everyone inside and outside your school knows what you stand for, reinforcing all the benefits of a harnessed vision.

Cascade tip:

One of the biggest blockers to the successful execution of a strategic plan is the attempt to accomplish too much at once.  Creating a Vision Statement  will help you to avoid that trap right from the start. It becomes your north star guiding your strategy. It will be easier for you to identify what is relevant and worthy of your attention versus what isn't.

3. Concentrate your strategic planning efforts on key areas

There's a problem most presidents and strategic planning committees face: they don't define the real focus of their plans. 

You see, you can’t achieve everything, everywhere, all at once.

Your resources are limited, and you should prioritize accordingly. 

I’m glad you followed the first two steps. Now you have all the information you need to identify the biggest and most urgent challenges your university faces.

Clarifying the obstacles ahead of time helps you prioritize your strategic goals and develop focused efforts to achieve them.

For example, let’s say you’re creating a 5-year strategic plan. Here are some key focus groups you might want to focus on: 

• Provide superb undergraduate experience 
• Ensure graduate education and lifetime learning 
• Increase community engagement 
• Increase research excellence 
• Optimize financial resources

Focus areas help you decide what falls outside the university's priorities and prioritize your strategic planning efforts. 

We usually suggest creating between 3 to 5 Focus Areas. Any fewer and they will probably be too vague. Any more, and well..... you lose your focus. Dive deeper into focus areas with this  guide . 

4. Translate plan into tangible actions

This is the part that turns your strategic plan into reality. 

If you ever want to achieve your goals, you need to break down the plan into smaller, granular pieces specific to each department. Start by adding strategic objectives to your focus areas. 

The secret to  writing great strategic objectives  is simplicity and specificity. Avoid jargon and use a verb to indicate action. Accompany it with a deadline and preferably an owner (or two).

Here is an example:

Increase citations per faculty by 5% by May 2024, owned by Jane Doe.

The next step is to migrate from goal-setting to action-planning with projects. Projects describe what you’ll do to accomplish your objectives.

Projects  articulate a set of actions within a certain timeline. They include specific tasks, milestones, dependencies and dates (deadlines). Every objective should include at least one project or action-like event. Otherwise, you’ll never achieve any progress towards it.

Of course, nothing is so linear, but this process forces you to come up with action plans to support every strategic initiative and allocate funds and your staff’s time appropriately.

One of the most important steps in the planning process is to take the high-level plan and break it down into tangible actions at the departmental level. 

Cascade  helps you to achieve that with  planning models completely customizable  to your strategic planning approach. 

You can create a university-wide strategic plan and then break it down into  portfolio or departmental plans.  Clarify their goals, projects and key metrics. Collaborate with your teams to build multiple inter-connected plans and tie them back to the overall plan.

You get complete  visibility into how different plans or projects are connected  and contribute to the overall strategic plan. 

5. Don’t forget to measure progress

There is no perfect strategic planning for higher education (or anywhere for that matter). 

Every plan can be derailed by events beyond our control (such as a pandemic, change in public policy, or an unstable economic environment on a global scale). There is, however, disciplined execution through regular reviewing habits. The secret lies in the way you measure your progress and the frequency of reviewing it.

Determine the indexes that you want to improve and then  set key performance indicators (KPIs)  to drive and measure your performance against set targets. 

Here are some examples of KPIs you might want to keep track of:

• University ranking
• Post-graduation placement rate
• Number of students involved in undergraduate research
• Fundraising ROI

Establish the KPIs you will be reporting on in advance, and always end your reviews with a "next steps" discussion.

Create dashboards to measure progress in real-time.  Cascade’s customizable dashboards  help you to quickly identify areas that are underperforming and act before it’s too late.

Zoom your screen in on the screenshot below to check out Cascade's beautiful dashboards!

Extra tip:  Use Cascade reports to help you demonstrate your success in a transparent way and attract more investments in the key areas of your university. 

What’s next for your university?

Most university’s failure to reach their strategic goals isn’t because of bad strategy, but because strategy is constrained by PowerPoint. Kept miles from those who can make it happen. The best in Advancement, the finest HR, the most profound ideas - they’re all framed in slides rather than shaping every day’s activities for everyone across the university.

Remember, a strategic plan isn’t just a glossy presentation to attract new students or to get that accreditation approval for your academic program. It’s a manifesto for every employee to embrace and enact in whatever they do at your university. 

So, the next step is to transform your strategy from an intellectual exercise to an executable plan. It’s just a matter of shifting your approach and using the right tools. 

And once you make that shift, you’ll be able to create  an organized and aligned approach  to make your strategic goals happen.

Do that and get your plan to everyone, and your competition will be choking in your dust.

Are you ready to create your plan and start executing it? Turn your strategic plan into a competitive advantage with our 100% free, battle-tested strategic plan template , built for teams in higher education. 

Popular articles

Viva Goals Vs. Cascade: Goal Management Vs. Strategy Execution

What Is A Maturity Model? Overview, Examples + Free Assessment

How To Implement The Balanced Scorecard Framework (With Examples)

The Best Management Reporting Software For Strategy Officers (2024 Guide)

Your toolkit for strategy success.

Build plans, manage results, & achieve more

Learn about the AchieveIt Difference vs other similar tools

We're more than just a software, we're a true partner

• Strategic Planning
• Business Transformation
• Enterprise PMO
• Project + Program Management
• Operational Planning + Execution
• Integrated Plan Management
• Federal Government
• State + Local Government
• Banks + Credit Unions
• Manufacturing

Best practices on strategy, planning, & execution

Real-world examples of organizations that have trusted AchieveIt

Ready-to-use templates to take planning to the next level

Research-driven guides to help your strategy excel

Pre-recorded & upcoming webinars on everything strategy & planning

• *NEW!* Podcast 🎙️

The Importance of Strategic Planning in Education

RELATED TAGS:

blog , Education , Strategic Planning

Strategic planning is a method used in various industries to deliberately guide decision-making. In education, strategic planning provides leaders with guidance to keep the institution operating, carry out its missions and comply with regulations. Educational strategic planning focuses on the future of a college or university, providing an intentional way to reflect on performance and determine where to implement initiatives to make positive changes for the future.

To create effective university strategic plans, administrators and stakeholders must understand the ins and outs of how they work and how they can apply them.

In This Article

• Lack of Ownership
• Poor Strategic Alignment
• Poor Communication
• Slow Plan Adoption
• Improve Efficiency
• Engage Stakeholders and the Community
• Form a Focus
• Plan a Future
• Test Your Hypotheses
• Use Specific Language
• Make Implementation a Priority
• Hold Team Members Accountable

Transform Strategic Planning and Execution Within Your Education Institution With AchieveIt

The challenges of strategic planning in education.

Universities and colleges face several pressures and challenges that can complicate strategic planning in educational environments. Understanding some of these challenges can help you overcome them to create an impactful approach.

1. Lack of Ownership

While strategic plans involve feedback and participation from all of your institution’s departments and entities, you should limit ownership of the plan and documentation to one person. Without explicit ownership over the strategic plan, initiatives are more likely to be lost, forgotten or overlooked. With one person in charge, your school is more likely to achieve success.

2. Poor Strategic Alignment

Alignment and representation across your university are crucial to success. Universities and colleges often experience a lack of strategic alignment because the church and state divisions typically have different goals for schools. These clashing perspectives lead to poor strategic alignment and a stand-still in decision-making.

3. Poor Communication

Many educational institutions also struggle with strategic planning due to poor organizational communication. Effectively implementing a strategic plan requires institutional-wide teamwork. Poor communication significantly increases the difficulty of agreeing upon and executing effective solutions and setting attainable goals.

4. Slow Plan Adoption

With a significant focus on innovation and growth, universities may make numerous changes in a year. Constant changes often lead to low motivation to adopt new plans. The longer your teams take to implement a strategic plan, the more likely it is to become outdated. When this situation happens, the plan becomes irrelevant to your current processes.

Why Education Institutions Need Strategic Planning

Despite the inherent challenges, educational strategic planning is necessary for a successful institution operation. A strategic plan can help you improve several aspects of your educational institution through intentional goal-setting and initiative implementation. Strategic planning for colleges and universities helps students, staff and the community progress toward a better future.

Here are a few reasons you should use strategic planning in education:

1. Improve Efficiency

One of the biggest reasons to begin strategic planning is the opportunity for improved efficiency in numerous areas of your organization. The challenges of educational planning often lead to a lack of efficiency. Strategic planning for schools allows leaders to determine more effective ways to streamline processes.

For example, your decision-making teams may take significant time to agree on new policies or procedures. Strategic planning helps your institution use time more efficiently because it allows you to form decision-making strategies.

Improved efficiency also results in better cost-effectiveness. The less time is wasted, the more money you’ll save, especially over time.

2. Engage Stakeholders and the Community

Strategic planning involves more people than only the primary decision-makers — your planning should involve your community and stakeholders. Feedback from these entities can help you develop a more beneficial and strategically targeted plan based on what these entities want or need from you. Engaging the stakeholders and community also shows you value their input and want to create an environment where they want to be.

3. Form a Focus

Determining a focus for the school year ahead can be challenging without clear objectives. Without focus, your institution will struggle to grow and attract students and staff. For example, you may have vague expectations for the upcoming school year, which prevents decisions and progress from being made. A strategic plan allows you to determine your goals and focus for the upcoming year and beyond while also helping you track your progress.

4. Plan a Future

Strategic planning is ideal for planning a successful future for your institution. Developing a plan for your future helps ensure your school can grow and continue benefiting from its offerings. Rather than being unprepared for the next year and future school years, you can effectively strategize to make the most of your school year.

Strategic Planning Tips for Education Institutions

While every school’s strategic plan will look different depending on its goals and resources, the strategic planning process is often similar for colleges and universities. Explore a few tips for educational strategic planning to help you get started:

1. Test Your Hypotheses

You’re ultimately hypothesizing the outcome when you set initiatives in your strategic plan. These hypotheses are often based on assumptions, though it’s typically best to experiment to determine what would work and what may not. For example, if you ask your faculty to begin submitting weekly reports, conduct a quick test to ensure they can do so and have time to do so.

2. Use Specific Language

Using vague or wordy language increases the risk of confusion and the possibility of initiatives being misunderstood and ignored. Swapping out complicated words for simpler, more specific words can help ensure everyone understands your plan. It can help to have someone review the language you use to ensure nothing is confusing and everyone is on the same page.

3. Make Implementation a Priority

Because schools involve numerous departments and divisions, implementing a plan can be difficult without prioritization . Make your plan a priority to ensure it’s properly implemented. Doing so is often easiest when leaders promote and require implementation.

4. Hold Team Members Accountable

Another way to make university strategic plans stick is by holding team members accountable. School performance management software allows you to track reports and other strategy-related information to determine who’s completing their duties so you can keep them accountable.

Educational institutions require significant planning to ensure a successful school year. Strategic planning software for higher education can help you focus your strategy despite your institution’s challenges. Software like AchieveIt has features that help your team turn ideas into actions.

A few things you can do with our software include:

• Solve common implementation challenges: AchieveIt makes connecting members of your team and various initiatives easy. You can track projects, keep everyone on the same page and quickly send updates.
• Gain comprehensive visibility: Our platform lets you see every initiative in real time, providing comprehensive visibility over progress.
• Consult with our experts: Our strategic plan experts help you execute your plan effectively. Draw on our expertise for inspiration or customize one of our templates to create your plan.

Let’s actually do this. Request a demo of AchieveIt to see what we can do for you today.

Related Posts

Measuring Progress: KPIs for Tracking Strategy Implementation

How to Leverage Strategic Leadership in Turbulent Times

How to Create a Long-Term Business Strategy in 7 Steps

Hear directly from our awesome customers

See first-hand why the world's best leaders use AchieveIt

See AchieveIt in action 

Stay in the know. Join our community of subscribers.

Subscribe for plan execution content sent directly to your inbox.

• See a Preview
• See a Preview Get a Demo

In education, evolution and adaptation are constants. Academic institutions must stay up to date with technology and teaching methods to succeed, while also managing students' social, emotional, and academic needs. With all of these considerations in addition to budgetary constraints, It's easy to see why ensuring student and institutional success requires a dynamic strategic plan.

This blog post will outline the best practices academic institutions should consider when developing an effective strategic plan to address these challenges. To create an effective strategic plan, we need to eliminate the disconnect between leadership's high-level vision and employees' tactical work. Leading academic institutions, growing companies, and organizations adapt to change through dynamic strategic planning. 

A dynamic strategic plan breaks down an organization's long-term vision into short-term goals and then builds a roadmap to achieve those goals. As part of this process, the organization's plan should be reviewed and revised regularly to ensure relevance and alignment with its mission. Academic plans are typically written as multi-year plans and organizations often face challenges in developing effective strategic plans that are easy to understand and execute. Here are a few suggestions to help address these challenges:

• Clearly define your vision: The first step in developing an effective strategic plan is to define the vision for the school. This should be a clear, concise statement that articulates what the school hopes to achieve. 
• Identify key objectives: Once you have a clear vision, identify the key objectives that will help you achieve them. These should be specific and measurable goals that align with your vision.
• Create measurable, outcome-focused key results: With your objectives in mind, it is important to focus on creating key results that drive outcomes, not outputs to help you reach your targets. Schools that focus on driving actionable objectives with outcome-based key results will ensure they stay aligned on what truly matters.
• Prioritize and allocate resources: It's essential to prioritize your strategies and allocate resources accordingly. Determine which strategies are most critical to achieving your objectives and ensure that you have the resources (e.g., time, budget, personnel) to implement them effectively.
• Monitor and evaluate progress: Finally, monitor and evaluate progress regularly to ensure that you are on track to achieving your objectives. This will help you identify areas where you may need to adjust your strategies or allocate additional resources.

By following these steps, academic institutions can develop a strategic planning framework and process that is effective, simple, and links vision to tactical execution. So now that we have the steps needed to build our strategy, let's start to bring it to life.

Take a field trip: host an annual Strategic Planning Offsite 

Before each academic year, we recommend holding a strategic planning meeting offsite with your leadership team. This is dedicated time to focus on the priorities for the upcoming year. Before diving into where you're headed, set aside time for a retrospective to discuss the previous year. In addition, discuss the current education landscape.

To build a future-focused and tailored plan for your academic institution, the team should reconfirm your mission and values, set your vision, and define your top strategic priorities. 

As you head into your offsite, we recommend the following best practices that lead to success:

• Get Outside of the Office : Find space outside of the work environment to reduce distractions and encourage collaboration.
• Set a Clear Agenda : Agree ahead of time on the purpose of each day, the deliverables, and actionable next steps. 
• Make Space to Think: Carve out time for free thinking vs. relying on group thinking to encourage new ideas. If you need a template, we recommend using this worksheet to guide the conversation .

Simplify the strategic plan: align your high-level strategy with tactical execution

Academic plans are typically written as multi-year plans (5-year plans are most common) which can lead to a very detailed and dense plan. Given the complexity and length of the strategic plan, it can feel overwhelming and difficult to break the plan down and prioritize what’s most imperative to execute and focus on. We recommend breaking the larger multi-year plan into digestible annual plans that are more manageable. 

We recommend identifying 3-5 main themes in your strategic plan, often referred to as pillars or rallying cries. Once you have core themes, you can prioritize and bucket the most critical initiatives and objectives. Every theme will have specific supporting objectives and key results. We recommend using consistent nomenclature when creating themes, objectives, and key results so any team member can easily understand why the work is significant. 

Once we have the multi-year plan broken into annual plans and themes identified, we recommend defining short-term objectives (quarterly or semi-annually) and measurable metrics to drive key results. Breaking down the plan into quarters will feel more approachable and attainable. In addition, it will provide clarity and transparency for the executing team. When the strategic plan is broken down into actionable items, small wins can be celebrated along the way. This boosts motivation, engagement, and morale.  

Consistency is key to a successful strategic plan

When individuals understand how their work aligns with the high-level strategy and vision, they can prioritize their initiatives. Establish clear, measurable objectives and key results that are easy to track and provide consistent nomenclature. Keep these three tips in mind when writing your strategic plan objectives:

• Objectives should be aspirational and push people outside their comfort zone.
• Each objective should have 2-3 measurable and quantifiable results.
• Have a clear, defined owner responsible for recurring status updates. 

The best way to write objectives is to start by asking, “Why is this initiative important?” When you understand the why, you can create measurable outcome-driven results. Let’s walk through an example objective with key results laid out in Elate.

Theme: Develop and retain a diverse educator workforce.

Objective: Strengthen and diversify the educator pipeline and workforce.

Objective Purpose Statement: Increase mentoring and leadership development programs to retain educators, particularly educators from under-represented backgrounds. 

Key metrics: 

• Increase mentoring program engagement by 50% 
• 96% educator retention rate 

Implement rituals and track success with dynamic strategic planning

After your plan is built, it is imperative to establish rituals to stay on track and measure progress against the strategic plan. Rituals are defined as a rhythm, cadence, and process for reviewing objectives and strategic plans. Establishing strong rituals allows critical conversations to happen proactively. When objectives are stuck in limbo or fall off track, proactive discussions can happen. However, many academic institutions have different rituals for different teams. Implementing consistent rituals regularly will help you stay aligned, measure progress, and ensure you’re having the right conversations at the right time.

To keep everyone on the same page and connect tactical execution to strategic vision, we recommend objective owners provide bi-weekly updates. Across many academic institutions, strategy, and operations leaders spend countless hours tracking down updates that become outdated quickly. With Elate, reminder notifications are automatically sent to team members so they can focus more on execution and less on chasing down updates. 

We recommend spending a few minutes in executive team meetings reviewing objectives that are off-track or not making progress to create an action plan moving forward. This ritual of reviewing the plan early often brings awareness to the leadership team about objectives that need attention or are falling behind. It also allows space to celebrate accomplishments and wins. 

This makes it easy to ensure the strategic plan lives and breathes. Setting and clearly defining rituals for how the plan progresses, updates are made and reviewed, and addressing red flags is key to success. 

Focus on the right metrics to measure your strategic plan's success

With key results, objectives, and business-as-usual metrics all in one place, Elate keeps the strategic plan organized with a consolidated view. In Elate, scorecards provide an essential view of business-as-usual metrics and progress. Create specific scorecards for the board, enrollment, grant, and donor activity. 

Elevate your strategic plan with Elate

Strategic planning is critical for academic institutions that want to stay competitive, adapt to change, and achieve their goals. By following these best practices, higher education and academic institutions can achieve their goals and stay competitive in an ever-changing environment. 

Strategic planning has never been easier with Elate. Our platform simplifies and streamlines the strategic planning process, taking the stress out of it. We make it easy to stay on track with transparent reporting, simple collaboration, and one-click integrations with Salesforce, Google Sheets, Microsoft Teams, and Slack. Your vision can finally meet your strategy.

Learn more about our strategic planning tools and services, or contact us today to learn more about how we specifically work with other Academic Institutions!

Subscribe to The Pulse: Insights for Strategy Leaders

Other Resources

• Open supplemental data
• Reference Manager
• Simple TEXT file

People also looked at

Review article, strategy and strategic leadership in education: a scoping review.

• 1 Universidade Católica Portuguesa, Research Centre for Human Development, Porto, Portugal
• 2 Universidade de Évora, Évora, Portugal

Strategy and strategic leadership are critical issues for school leaders. However, strategy as a field of research has largely been overlooked within the educational leadership literature. Most of the theoretical and empirical work on strategy and strategic leadership over the past decades has been related to non-educational settings, and scholarship devoted to these issues in education is still minimal. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding strategy and strategic leadership, identifying any gaps in the literature that could inform future research agendas and evidence for practice. The scoping review is underpinned by the five-stage framework of Arksey and O’Malley . The results indicate that there is scarce literature about strategy and that timid steps have been made toward a more integrated and comprehensive model of strategic leadership. It is necessary to expand research into more complex, longitudinal, and explanatory ways due to a better understanding of these constructs.

Introduction

Strategy and strategic leadership are critical issues for school leaders ( Davies and Davies, 2006 ; Davies and Davies, 2010 ; Eacott, 2010a ; Eacott, 2011 ). However, strategy as a field of research has largely been overlooked in educational leadership literature ( Davies and Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Davies and Davies, 2010 ; Eacott, 2011 ). Most of the theoretical and empirical work on strategy and strategic leadership over the past decades has been related to non-educational settings, and scholarship devoted to these issues in education is still very limited ( Cheng, 2010 ; Eacott, 2011 ; Chan, 2018 ).

The concept of strategy appeared in educational management literature in the 1980s; however, little research was produced until the 1990s (cf. Eacott, 2008b ). Specific educational reforms led to large amounts of international literature mostly devoted to strategic planning ( Eacott, 2008a ; Eacott, 2008b ; Eacott, 2011 ). For a long period, the concept of strategy was incomplete and confusing. The word “strategy” was often used to characterize different kinds of actions, namely, to weight management activities, to describe a high range of leadership activities, to define planning, or to report to individual actions within an organization ( Eacott, 2008a ).

Strategy and strategic planning became synonymous ( Eacott, 2008b ). However, strategy and planning are different concepts, with the strategy being more than the pursuit of a plan ( Davies, 2003 , Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ). Both phases of plans’ design and plans’ implementation are related, and the quality of this second phase highly depends on planning’ quality ( Davies, 2006 ; Davies, 2007 ; Eacott, 2008a ; Eacott, 2008b ; Eacott, 2011 ; Meyers and VanGronigen, 2019 ). Planning and acting are related and must emerge from the strategy. As stated by Bell (2004) .

Planning based on a coherent strategy demands that the aims of the school are challenged, that both present and future environmental influences inform the development of the strategy, that there should be a clear and well-articulated vision of what the school should be like in the future and that planning should be long-term and holistic (p. 453).

Therefore, it is necessary to adopt a comprehensive and holistic framework of strategy, considering it as a way of intentionally thinking and acting by giving sense to a specific school vision or mission ( Davies, 2003 , 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ).

The works of Davies and colleagues ( Davies, 2003 ; Davies, 2004 ; Davies and Davies, 2004 ; Davies and Davies, 2006 ; Davies and Davies, 2010 ) and Eacott (2008a , 2008b) , Eacott (2010a , 2011) were essential and contributed to a shift in the rationale regarding strategy by highlighting a more integrative and alternate view. Davies and colleagues ( Davies, 2003 ; Davies, 2004 ; Davies and Davies, 2004 ; Davies and Davies, 2006 ; Davies and Davies, 2010 ) developed a comprehensive framework for strategically focused schools , comprising strategic processes, approaches, and leadership. In this model, the strategy is conceptualized as a framework for present and future actions, sustained by strategic thinking about medium to long term goals, and aligned to school vision or direction.

Strategic leadership assumes necessarily a relevant role in strategically focused schools. Eacott (2006) defines strategic leadership as “leadership strategies and behaviors relating to the initiation, development, implementation, monitoring, and evaluation of strategic actions within an educational institution, taking into consideration the unique context (past, present, and future) and availability of resources, physical, financial and human” (p. 1). Thereby, key elements of strategic leadership can be identified as one that: 1) acts in a proactive way to contextual changes; 2) leads school analysis and response to changing environment; 3) leads planning and action for school effectiveness and improvement in face of contextual challenges and; 4) leads monitoring and evaluation processes to inform decision making strategically ( Cheng, 2010 ). This brings to the arena a complex and dynamic view of strategic leadership as it is a complex social activity that considers important historical, economic, technological, cultural, social, and political influences and challenges ( Eacott, 2011 ).

Along with these authors, this paper advocates a more comprehensive and contextualized view of strategy and strategic leadership, where strategy is the core element of any leadership action in schools ( Davies and Davies, 2010 ; Eacott, 2011 ). Here, strategic leadership is not seen as a new theory, but an element of all educational leadership and management theories ( Davies and Davies, 2010 ). Even so, these concepts can inform and be informed by diverse leadership theories, a strategy-specific framework is needed in the educational field.

Considering all the above, strategy can be identified as a topic that is being researched in education, in the recent decades. Nonetheless, there is still scarce educational literature about this issue ( Davies and Davies, 2006 ; Davies and Davies, 2010 ; Cheng, 2010 ; Eacott, 2011 ; Chan, 2018 ). After 10 years of Eacott’s analysis of literature on strategy in education, it seems that this educational construct is being overlooked as there is still no consensual definition of strategy, different studies are supported in diverse conceptual frameworks and empirical studies about this topic are scarce ( Cheng, 2010 ; Eacott, 2011 ; Chan, 2018 ). Moreover, despite the interest of a multidisciplinary vision of strategy and strategic leadership, we agree with Eacott (2008b) about the need for a meaningful definition of strategy and strategic leadership in education, as it is a field with its specifications. Hence, research is needed for a clear definition of strategy, an integrated and complete framework for strategic action, a better identification of multiple dimensions of strategy and a comprehensive model of strategic leadership that has strategic thinking and action as core elements for schools improvement (e.g., Eacott, 2010a ; Hopkins et al., 2014 ; Reynolds et al., 2014 ; Harris et al., 2015 ; Bellei et al., 2016 ). This paper aims to contribute to the field offering a scoping review on strategy and strategic leadership in the educational field.

A clear idea of what strategy and strategic leadership mean and what theory or theories support it are of great importance for research and practice. This scoping review is an attempt to contribute to a strategy-specific theory by continuing to focus on ways to appropriately develop specific theories about strategy and strategic leadership in the educational field, particularly focusing on school contexts.

This study is a scoping review of the literature related to strategy and strategic leadership, which aims to map its specific aspects as considered in educational literature. Scoping reviews are used to present a broad overview of the evidence about a topic, irrespective of study quality, and are useful when examining emergent areas, to clarify key concepts or to identify gaps in research (e.g., Arksey and O’Malley, 2005 ; Peters et al., 2015 ; Tricco et al., 2016 ). Since in the current study we wanted to explore and categorize, but not evaluate, information available concerning specific aspects of strategy in educational literature, we recognize that scoping review methodology serves well this purpose.

In this study, Arksey and O’Malley (2005) five-stage framework for scoping reviews, complemented by the guidelines of other authors ( Levac et al., 2010 ; Colquhoun et al., 2014 ; Peters et al., 2015 ; Khalil et al., 2016 ), was employed. The five stages of Arksey and O’Malley’s framework are 1) identifying the initial research questions, 2) identifying relevant studies, 3) study selection, 4) charting the data, and 5) collating, summarizing and reporting the results. In the sections below, the process of this scoping review is presented.

Identifying the Initial Research Questions

The focus of this review was to explore key aspects of strategy and strategic leadership in educational literature. The primary question that guided this research was: What is known about strategy and strategic leadership in schools? This question was subdivided into the following questions: How should strategy and strategic leadership in schools be defined? What are the main characteristics of strategic leadership in schools? What key variables are related to strategy and strategic leadership in schools?

Identifying Relevant Studies

As suggested by Arksey and O’Malley (2005) , keywords for the search were defined, and databases were selected. Key concepts and search terms were developed to capture literature related to strategy and strategic leadership in schools, considering international perspectives. The linked descriptive key search algorithm that was developed to guide the search is outlined in Table 1 .

TABLE 1 . Key search algorithm.

Considering scoping review characteristics, time and resources available, inclusion and exclusion criteria were developed. Papers related to strategy and strategic leadership, published between 1990 and 2019, were included. Educational literature has reported the concepts of strategy and strategic leadership since the 1980s ( Eacott, 2008a ; 2008b ). However, it gained expansion between 1990 and 2000 with studies flourishing mostly about strategic planning ( Eacott, 2008b ). Previous research argues that strategy is more than planning, taking note of the need to distinguish the concepts. Considering our focus on strategy and strategic leadership, studies about strategic planning were excluded as well as papers specifically related to other theories of leadership than strategic leadership. A full list of inclusion and exclusion criteria is outlined in Table 2 .

TABLE 2 . Inclusion and exclusion criteria.

The following six electronic databases were searched to identify peer-reviewed literature: ERIC, Education Source, Academic Search Complete, Science Direct, Emerland, and Web of Science. Additionally, a manual search of the reference lists of identified articles was undertaken, and Google Scholar was utilized to identify any other primary sources. The review of the literature was completed over 2 months, ending in August 2019.

Study Selection

The process of studies’ selection followed the Preferred Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement ( Moher et al., 2009 ). Figure 1 illustrates the process of article selection.

FIGURE 1 . PRISMA chart outlining the study selection process.

With the key search descriptors, 1,193 articles were identified. A further number of articles were identified using Google Scholar. However, a large number of articles were removed from the search, as they were duplicated in databases, and 231 studies were identified as being relevant.

The next phases of studies’ selection were guided by the inclusion and exclusion criteria presented above. A screening of the titles, keywords, and abstracts revealed a large number of irrelevant articles, particularly those related to strategic planning (e.g., Agi, 2017 ) and with general ideas about leadership (e.g., Corral and Gámez, 2010 ). Only 67 studies were selected for full-text access and analyses.

Full-text versions of the 67 articles were obtained, with each article being reviewed and confirmed as appropriate. This process provided an opportunity to identify any further additional relevant literature from a review of the reference lists of each article (backward reference search; n = 2). Ultimately, both with database search and backward reference search, a total of 29 articles were included to be analyzed in the scoping review, considering inclusion and exclusion criteria. During this process of study selection, several studies were excluded. As in the previous phase, examples of excluded papers include studies related to strategic planning where the focus is on the planning processes (e.g., Bennett et al., 2000 ; Al-Zboon and Hasan, 2012 ; Schlebusch and Mokhatle, 2016 ) or with general ideas about leadership (e.g., FitzGerald and Quiñones, 2018 ). Additionally, articles that were primarily associated with other topics or related to specific leadership theories (e.g., instructional leadership, transformational leadership) and that only referred briefly to strategic leadership were excluded (e.g., Bandur, 2012 ; Malin and Hackmann, 2017 ). Despite the interest of all these topics for strategic action, we were interested specifically in the concepts of strategy, strategic leadership, and its specifications in educational literature.

Data Charting and Collation

The fourth stage of Arksey and O’Malley (2005) scoping review framework consists of charting the selected articles. Summaries were developed for each article related to the author, year, location of the study, participants, study methods, and a brief synthesis of study results related to our research questions. Details of included studies are provided in the table available in Supplementary Appendix S1 .

Summarising and Reporting Findings

The fifth and final stage of Arksey and O’Malley (2005) scoping review framework summarises and reports findings as presented in the next section. All the 29 articles were studied carefully and a content analysis was taken to answer research questions. Research questions guided summaries and synthesis of literature content.

In this section, results are presented first with a brief description of the origin and nature of the studies, and then as answering research questions previously defined.

This scoping review yielded 29 articles, specifically devoted to strategy and strategic leadership in education, from eleven different countries (cf. Figure 2 ). The United Kingdom and Australia have the highest numbers of papers. There is a notable dispersion of literature in terms of geographical distribution.

FIGURE 2 . Number of papers per country.

A large number of these articles were published by Brent Davies and colleagues ( N = 9) and Scott Eacott ( N = 6). Without question, these authors have influenced and shaped the theoretical grounding about strategy and strategic leadership in educational literature. While Davies and colleagues have contributed to design a framework of strategy and strategic leadership, influencing the emergence of other studies related to these topics, Eacott provided an essential contribution by exploring, systematizing, and problematizing the existing literature about these same issues. The other authors have published between one and two papers about these topics.

Seventeen papers are of conceptual or theoretical nature, and twelve are empirical research papers (quantitative methods–7; qualitative methods–4; mixed methods–1). The conceptual/theoretical papers analyze the concepts of strategy and strategic leadership, present a framework for strategic leadership, and discuss implications for leaders’ actions. The majority of empirical studies are related to the skills, characteristics, and actions of strategic leaders. Other empirical studies explore relations between strategic leadership and other variables, such as collaboration, culture of teaching, organizational learning, and school effectiveness.

How should Strategy and Strategic Leadership in Schools be Defined?

The concept of strategy is relatively new in educational literature and, in great part, related to school planning. In this scoping review, a more integrated and comprehensive view is adopted ( Davies, 2003 ; Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ). Davies (2003) defined strategy as a specific pattern of decisions and actions taken to achieve an organization’s goals (p. 295). This concept of strategy entails some specific aspects, mainly that strategy implies a broader view incorporating data about a specific situation or context ( Davies, 2003 ; Dimmock and Walker, 2004 ; Davies, 2006 ; Davies, 2007 ). It is a broad organizational-wide perspective , supported by a vision and direction setting , that conceals longer-term views with short ones ( Davies, 2003 ; Dimmock and Walker, 2004 ; Davies, 2006 ; Davies, 2007 ). It can be seen as a template for short-term action . However, it deals mostly with medium-and longer-term views of three-to 5-year perspectives ( Davies, 2003 ; Davies, 2006 ; Davies, 2007 ). In this sense, a strategy is much more a perspective or a way of thinking that frames strategically successful schools ( Davies, 2003 ; Davies and Davies, 2005 ; Davies, 2006 ; Davies and Davies, 2010 ).

Eacott (2008a) has argued that strategy in the educational leadership context is a field of practice and application that is of a multidisciplinary or interdisciplinary nature. More than a single definition of strategy, what is needed is a conceptual understanding and articulation of its fundamental features, which removes the need to answer, “what is a strategy?” Understanding strategy as choosing a direction within a given context, through leadership, and articulating that direction through management practices ( Eacott, 2008a , p. 356) brings to the arena diverse elements of strategy from both leadership and management. From this alternative point of view, a strategy may be seen as leadership ( Eacott, 2010a ). More than an answer to “what is a strategy?”, it is crucial to understand “when and how does the strategy exist?” ( Eacott, 2010a ), removing the focus on leaders’ behaviors and actions per se to cultural, social, and political relationships ( Eacott, 2011 ). Hence, research strategy and strategic leadership oblige by acknowledging the broader educational, societal, and political contexts ( Dimmock and Walker, 2004 ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ).

Strategic leadership is a critical component of school development ( Davies and Davies, 2006 ). However, to define leadership is challenging considering the amount of extensive, diverse literature about this issue. Instead of presenting a new categorization about leadership, the authors most devoted to strategic leadership consider it as a key dimension of any activity of leadership ( Davies and Davies, 2004 ; Davies and Davies, 2006 ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ). Barron et al. (1995) stressed the idea of change. As mentioned by the authors, implementation of strategic leadership means change: change in thinking, change in the way schools are organized, change in management styles, change in the distribution of power, change in teacher education programs, and change in roles of all participants ( Barron et al., 1995 , p. 180). Strategic leadership is about creating a vision, setting the direction of the school over the medium-to longer-term and translating it into action ( Davies and Davies, 2010 ; Eacott, 2011 ). In that sense, strategic leadership is a new way of thinking ( Barron et al., 1995 ) that determines a dynamic and iterative process of functioning in schools ( Eacott, 2008b ).

In their model of strategic leadership, Davies and Davies (2006) consider that leadership must be based on strategic intelligence, summarised as three types of wisdom: 1) people wisdom, which includes participation and sharing information with others, developing creative thinking and motivation, and developing capabilities and competencies within the school; 2) contextual wisdom, which comprises understanding and developing school culture, sharing values and beliefs, developing networks, and understanding external environment; and 3) procedural wisdom, which consists of the continuous cycle of learning, aligning, timing and acting. This model also includes strategic processes and strategic approaches that authors define as the centre of this cycle ( Davies and Davies, 2006 , p. 136).

To deeply understand strategic leadership, it is necessary to explore strategic processes and approaches that leaders take ( Davies and Davies, 2010 ). In this sense, strategic leadership, strategic processes, and strategic approaches are key elements for sustainable and successful schools, which are found to be strategically focused. Davies (2006) designed a model for a strategically focused school that may be defined as one that is educationally effective in the short-term but also has a clear framework and processes to translate core moral purpose and vision into an excellent educational provision that is challenging and sustainable in the medium-to long-term (p.11). This model incorporates 1) strategic processes (conceptualization, engagement, articulation, and implementation), 2) strategic approaches (strategic planning, emergent strategy, decentralized strategy, and strategic intent), and 3) strategic leadership (organizational abilities and personal characteristics). Based on these different dimensions, strategically focused schools have built-in sustainability, develop set strategic measures to assess their success, are restless, are networked, use multi-approach planning processes, build the strategic architecture of the school, are strategically opportunistic, deploy strategy in timing and abandonment and sustain strategic leadership ( Davies, 2004 , pp.22–26).

What Are the Main Characteristics of Strategic Leadership in Schools?

Davies (2003) , Davies and Davies (2005) , Davies and Davies (2006) , Davies and Davies (2010) discuss what strategic leaders do (organizational abilities) and what characteristics strategic leaders display (personal characteristics). The key activities of strategic leaders, or organizational abilities, are 1) create a vision and setting a direction, 2) translate strategy into action, 3) influence and develop staff to deliver the strategy, 4) balance the strategic and the operational, 5) determine effective intervention points ( what, how, when, what not to do and what to give up ), 6) develop strategic capabilities, and 7) define measures of success ( Davies and Davies, 2006 ; Davies and Davies, 2010 ). The main characteristics that strategic leaders display, or their characteristics, are 1) dissatisfaction or restlessness with the present, 2) absorptive capacity, 3) adaptive capacity, and 4) wisdom.

Two specific studies explored the strategic leadership characteristics of Malaysian leaders ( Ali, 2012 ; Ali, 2018 ), considering the above-mentioned model as a framework. For Malaysian Quality National Primary School Leaders, the results supported three organizational capabilities (strategic orientation, translation, and alignment) and three individual characteristics of strategic leadership (dissatisfaction or restlessness with the present, absorptive capacity, and adaptive capacity). For Malaysian vocational college educational leaders, the results were consistent with seven distinct practices of strategic leadership, such as strategic orientation, strategic alignment, strategic intervention, restlessness, absorptive capacity, adaptive capacity, and leadership wisdom.

Other studies were also focused on the characteristics of strategic leadership with different populations and countries. Chatchawaphun et al. (2016) identified the principles, attributes, and skills of the strategic leadership of secondary school administrators from Thailand. The principles identified within the sample of principals included appropriate values, modern visionary, future focusing strategy, empirical evidence focus, intention toward accomplishment, decency, and making relationships. The attributes found were strategic learning, strategic thinking, and value push up. The skills were learning, interpretation, forecasting, planning, challenge, and decision making. Chan (2018) explored strategic leadership practices performed by Hong Kong school leaders of early childhood education and identified effective planning and management, reflective and flexible thinking, and networking and professional development as variables. Eacott (2010c) investigated the strategic role of Australian public primary school principals concerning the leader characteristics of tenure (referring to the time in years in their current substantive position) and functional track (referring to the time in years spent at different levels of the organizational hierarchy). These demographic variables have moderating effects on the strategic leadership and management of participants. These five studies seem to be outstanding contributions to solidify a framework of strategic leadership and to test it with different populations in different countries.

Additionally, Quong and Walker (2010) present seven principles for effective and successful strategic leaders. Strategic leaders are future-oriented and have a future strategy, their practices are evidence-based and research-led, they get things done, open new horizons, are fit to lead, make good partners and do the “next” right thing—these seven principles of action seem related to the proposal of Davies and colleagues. Both authors highlighted visions for the future, future long-term plans, and plans’ translation into action as important characteristics of strategic leaders.

One other dimension that is being explored in research relates to ethics. Several authors assert that insufficient attention and research have been given to aspects related to moral or ethical leadership among school leaders ( Glanz, 2010 ; Quong and Walker, 2010 ; Kangaslahti, 2012 ). The seventh principle of the Quong and Walker (2010) model of strategic leadership is that leaders do the “next” right thing. This relates to the ethical dimension of leadership, meaning that strategic leaders recognize the importance of ethical behaviors and act accordingly. For some authors, ethics in strategic leadership is a critical issue for researchers and practitioners that needs to be taken into consideration ( Glanz, 2010 ; Quong and Walker, 2010 ). Glanz (2010) underlined social justice and caring perspectives as required to frame strategic initiatives. Kangaslahti (2012) analyzed the strategic dilemmas that leaders face in educational settings (e.g., top-down strategy vs. bottom-up strategy process; leadership by authority vs. staff empowerment; focus on administration vs. focus on pedagogy; secret planning and decision making vs. open, transparent organization; the well-being of pupils vs. well-being of staff) and how they can be tackled by dilemma reconciliation. Chen (2008) , in case study research, explored the conflicts that school administrators have confronted in facilitating school reform in Taiwan. The author identified four themes related to strategic leadership in coping with the conflicts accompanying this school reform: 1) educational values, 2) timeframe for change, 3) capacity building, and 4) community involvement. These studies reinforce the idea that school improvement and success seem to be influenced by the way leaders think strategically and deal with conflicts or dilemmas. Researchers need to design ethical frameworks or models from which practitioners can think ethically about their strategic initiatives and their dilemmas or conflicts ( Chen, 2008 ; Glanz, 2010 ; Kangaslahti, 2012 ).

Despite the critical contribution of Davies’ models ( Davies, 2003 ; Davies, 2004 ; Davies and Davies, 2006 ; Davies and Davies, 2010 ) and subsequent works, Eacott (2010a) questions the production of lists of behaviors and traits. This is likely one of the main differences between Davies’ and Eacott’s contributions in this field. While Davies and colleagues include organizational abilities and personal characteristics in their model of strategic leadership, Eacott (2010a , 2010b) emphasizes the broader context where strategy occurs. These ideas, however, are not contradictory but complementary in the comprehension of strategy as leadership in education since both authors present a comprehensive and integrated model of strategic leadership. Even though Davies and colleagues present some specific characteristics of leaders, these characteristics are incorporated into a large model for strategy in schools.

What Are Other Key Variables Related to Strategy and Strategic Leadership in Schools?

Other studies investigated the relationship between strategic leadership and other key variables, such as collaboration ( Ismail et al., 2018 ), the culture of teaching ( Khumalo, 2018 ), organizational learning ( Aydin et al., 2015 ) and school effectiveness ( Prasertcharoensuk and Tang, 2017 ).

One descriptive survey study presented teacher collaboration as a mediator of strategic leadership and teaching quality ( Ismail et al., 2018 ). The authors argue that school leaders who demonstrate strategic leadership practices can lead to the creation of collaborative practices among teachers and thus help to improve the professional standards among them, namely, teaching quality ( Ismail et al., 2018 ). One cross-sectional study identified positive and significant relations among the variables of strategic leadership actions and organizational learning. Transforming, political, and ethical leadership actions were identified as significant predictors of organizational learning. However, managing actions were not found to be a significant predictor ( Aydin et al., 2015 ). One other study establishes that strategic leadership practices promote a teaching culture defined as the commitment through quality teaching for learning outcomes ( Khumalo, 2018 ). These three studies provide essential highlights of the relevance of strategic leadership for school improvement and quality. Nonetheless, it is interesting to note that in a research survey that examined the effect of leadership factors of administrators on school effectiveness, the authors concluded that the direct, indirect, and overall effects of the administrators’ strategic leadership had no significant impact on school effectiveness ( Prasertcharoensuk and Tang, 2017 ). These studies introduce important questions that need to be explored both related to strategy and strategic leadership features and its relations and impacts on relevant school variables. Such studies stimulate researchers to explore these and other factors that relate to strategic leadership.

The knowledge about strategy and strategic leadership is still incomplete and confusing ( Eacott, 2008a ; Eacott, 2008b ). From the 29 studies selected, divergent data and multiple concepts of strategy can be identified which reinforces the confusion about these issues. Some integrative clarification is still needed about the concepts of strategy and strategic leadership as about its core features. In this section, it is intended to contribute to the clarification and integration of the concepts considering the studies selected.

The emergence of politics and reforms related to school autonomy and responsibility in terms of efficacy and accountability brings the concept of strategy to the educational literature ( Eacott, 2008b ; Cheng, 2010 ). It first appeared in the 1980s but gained momentum between 1990 and 2000. However, the main focus of the literature was on strategic planning based upon mechanistic or technical-rational models of strategy. Authors have criticized the conceptualization of strategy as a way for elaborating a specific plan of action for schools ( Davies, 2003 ; Davies, 2006 ; Eacott, 2008a ; Eacott, 2008b ; Quong and Walker, 2010 ). These same authors adopted a more comprehensive and holistic model of strategy. The concepts have been developed from a more rational and mechanistic view related to planning processes to a more comprehensive and complex view of strategy and leadership that take into consideration a situated and contextual framework. Considering the contribution of these studies, strategy incorporates three core dimensions, articulated with a schoolwide perspective 1) Vision, mission and direction (e.g., Davies, 2003 ; Dimmock and Walker, 2004 ; Davies, 2006 ; Davies and Davies, 2006 ; Davies, 2007 ; Eacott, 2008a ) 2) Intentional thinking (e.g., Barron et al., 1995 ; Davies, 2003 ; Davies and Davies, 2005 ; Davies, 2006 ; Davies and Davies, 2010 ): and; 3) Articulated decision-making and action (e.g., Davies, 2003 ; Dimmock and Walker, 2004 ; Davies and Davies, 2006 ; Davies, 2006 ; Davies, 2007 ; Eacott, 2008a ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ).

Strategic leaders have an important role in strategy but, even considering this comprehensive and holistic concept of strategy, research poses the question of what are the main characteristics of strategic leaders in schools? From the literature reviewed, specific abilities, behaviors, and other characteristics may be identified. Looking for an integrated picture of strategic leadership, Table 3 represents the main contributions of the studies selected.

TABLE 3 . Strategic leadership: Main features.

Despite the contribution of these studies to deep knowledge about strategic leadership, the discussion here considers whether it is worthwhile to produce lists of behaviors and traits for strategic leaders in the absence of an integrated model that acknowledges the broader educational, societal and political context ( Dimmock and Walker, 2004 ; Eacott, 2010a ; Eacott, 2010b ; Eacott, 2011 ). Eacott (2011) argues that strategy, as constructed through analysis, is decontextualized and dehumanized and essentially a vacuous concept with limited utility to the practice that it seeks to explain (p. 426). Without a comprehensive and contextual model of strategy and strategic leadership, supported by research, the topics may still be overlooked and misunderstood. With this in mind, Figure 3 attempts to represent the core dimensions of strategy from a comprehensive perspective.

FIGURE 3 . Strategy and core dimensions from a comprehensive perspective.

As this is a scoping review, we tried to display a general view of the literature that can serve as a basis for a specific strategy theory in education and to more in-depth studies related to strategy and strategic leadership in schools. Nevertheless, we need to identify some methodological limitations of this study. As a scoping review, methods and reporting need improvement ( Tricco et al., 2018 ) and we are aware of this circumstance. Also, our search strategy may have overlooked some existing studies, since grey documents (e.g., reports) and studies from diverse languages than English were not included, that can misrepresent important data. Besides, inclusion criteria focused only on studies specifically devoted to strategy (not strategic planning) and strategic leadership (no other theories of leadership), but we acknowledge important contributions from this specific literature that were excluded. Finally, in our study there is no comparative analysis between the western and eastern/oriental contexts. However, we are aware that these contexts really differ and a context-specific reflection on strategy and strategic leadership in education would be useful. More research is needed to overcome the limitations mentioned.

Besides, the pandemic COVID19 brought new challenges in education, and particularly, to leaders. This study occurred before the pandemic and this condition was not acknowledged. However, much has changed in education as a consequence of the pandemic control measures, these changes vary from country to country, and schools’ strategies have changed for sure. Future research needs to explore strategy and strategic leadership in education considering a new era post pandemic.

With this scoping review, the authors aimed to contribute to enduring theories about strategy and strategic leadership in education. From our findings, it appears that this issue is being little explored. Despite the important contributions of authors cited in this scoping review ( Aydin et al., 2015 ; Chatchawaphun et al., 2016 ; Prasertcharoensuk and Tang, 2017 ; Ali, 2018 ; Chan, 2018 ; Ismail et al., 2018 ; Khumalo, 2018 ), minor advances seem to have been made after 2010. This is intriguing taking into account the leaders’ role in the third wave of educational reform, where strategic leadership pursues a new vision and new aims for education due to maximizing learning opportunities for students through “ triplisation in education’ (i.e., as an integrative process of globalization, localization and individualization in education)” ( Cheng, 2010 , p. 48). It was expected that research moved from rational planning models towards a more complex view of strategy in education ( Eacott, 2011 ). This review brings the idea that some timid and situated steps have been made.

Since the important review by Eacott, published in 2008, a step forward was made in the distinction between strategy and planning. Despite the significant number of papers about planning that were found during this review, the majority were published before 2008 (e.g., Nebgen, 1990 ; Broadhead et al., 1998 ; Bennett et al., 2000 ; Beach and Lindahl, 2004 ; Bell, 2004 ). Also, most of the papers selected adopt a more integrative, comprehensive, and complex view of strategy and strategic leadership (e.g., Eacott, 2010a ; Eacott, 2010b ; Davies and Davies, 2010 ; Eacott, 2011 ; Ali, 2012 ; Ali, 2018 ; Chan, 2018 ). More than identifying the “best of” strategy and strategic leadership, alternative models understand strategy as a way of thinking ( Davies and Davies, 2010 ) and a work in progress ( Eacott, 2011 ).

This also resonates with the educational literature about loosely coupled systems . There is evidence that loosely coupled educational organizations continue to exist and that resistance to change is a characteristic of school organizations ( Hautala et al., 2018 ). Strategic leadership gains relevance since leaders need to consider how to manage their loose and tight configurations and, hence, reinforce simultaneous personal and organizational dimensions related to school improvement. It is time to expand the research into more complex, longitudinal, and explanatory ways due to a better understanding of the constructs. This scoping review was an attempt to contribute to this endeavor by integrating and systematizing educational literature about strategy and strategic leadership.

Author Contributions

MC-collected and analyzed data, write the paper IC, JV, and JA-guided the research process and reviewed the paper.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

The authors are grateful to the Fundação para a Ciência e Tecnologia (FCT) for the support to this publication (Ref. UIDB/04872/2020).

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2021.706608/full#supplementary-material

Agi, U. (2017). School Development Planning: A Strategic Tool for Secondary School Improvement in Rivers State, Nigeria. J. Int. Soc. Teach. Educ. 21 (1), 88–99.

Google Scholar

Al-Zboon, W., and Hasan, M. (2012). Strategic School Planning in Jordan. Education 132 (4), 809–825.

Arksey, H., and O'Malley, L. (2005). Scoping Studies: Towards a Methodological Framework. Int. J. Soc. Res. Methodol. 8 (1), 19–32. doi:10.1080/1364557032000119616

CrossRef Full Text | Google Scholar

Aydin, M., Guclu, N., and Pisapia, J. (2015). The Relationship between School Principals’ Strategic Leadership Actions and Organizational Learning. Am. J. Educ. Stud. 7 (1), 5–25.

Bandur, A. (2012). School‐based Management Developments: Challenges and Impacts. J. Educ. Admin 50 (6), 845–873. doi:10.1108/09578231211264711

Barron, B., Henderson, M., and Newman, P. (1995). Strategic Leadership: A Theoretical and Operational Definition. J. Instructional Psychol. 22, 178–181.

Beach, R. H., and Lindahl, R. (2004). A Critical Review of Strategic Planning: Panacea for Public Education?. J. Sch. Leadersh. 14 (2), 211–234. doi:10.1177/105268460401400205

Bell, L. (2004). Strategic Planning in Primary Schools. Manag. Educ. 18 (4), 33–36. doi:10.1177/08920206040180040701

Bellei, C., Vanni, X., Valenzuela, J. P., and Contreras, D. (2016). School Improvement Trajectories: An Empirical Typology. Sch. Effectiveness Sch. Improvement 27 (3), 275–292. doi:10.1080/09243453.2015.1083038

Bennett, Megan Crawford, Rosalind L, N., Crawford, M., Levačić, R., Glover, D., and Earley, P. (2000). The Reality of School Development Planning in the Effective Primary School: Technicist or Guiding Plan? Sch. Leadersh. Manag. 20 (3), 333–351. doi:10.1080/13632430050128354

Broadhead, P., Hodgson, J., Cuckle, P., and Dunford, J. (1998). School Development Planning: Moving from the Amorphous to the Dimensional and Making it Your Own. Res. Pap. Educ. 13 (1), 3–18. doi:10.1080/0267152980130102

Chan, C. W. (2018). Leading Today's Kindergartens. Educ. Manag. Adm. Leadersh. 46 (4), 679–691. doi:10.1177/1741143217694892

Chatchawaphun, P., Julsuwan, S., and Srisa-ard, B. (2016). Development of Program to Enhance Strategic Leadership of Secondary School Administrators. Ies 9 (10), 34–46. doi:10.5539/ies.v9n10p34

Chen, P. (2008). Strategic Leadership and School Reform in Taiwan. Sch. Effectiveness Sch. Improvement 19 (3), 293–318. doi:10.1080/09243450802332119

Cheng, Y. (2010). A Topology of Three-Wave Models of Strategic Leadership in Education. Int. Stud. Educ. Adm. 38 (1), 35–54.

Colquhoun, H. L., Levac, D., O'Brien, K. K., Straus, S., Tricco, A. C., Perrier, L., et al. (2014). Scoping Reviews: Time for Clarity in Definition, Methods, and Reporting. J. Clin. Epidemiol. , 67(12), 1291–1294. doi:10.1016/j.jclinepi.2014.03.013

Corral Granados, A., and Granados Gámez, G. (2010). Sustainability and Triple Bottom Line: Key Issues for Successful Spanish School Principals. Intl Jnl Educ. Mgt. , 24(6), 467–477.doi:10.1108/09513541011067656

Davies, B. (2004), Developing the Strategically Focused School, Sch. Leadersh. Manag. , 24(1), 11–27. doi:10.1080/1363243042000172796

Davies, B., and Davies, B. J. (2005). Strategic Leadership Reconsidered. Leadersh. Pol. Schools , 4(3), 241–260. doi:10.1080/15700760500244819

Davies, B., and Davies, B. (2010). The Nature and Dimensions of Strategic Leadership. Int. Stud. Educ. Adm. , 38(1), 5–21.

Davies, B. (2007). Developing Sustainable Leadership. Manag. Educ. , 21(3), 4–9. doi:10.1177/0892020607079984

Davies, B. J., and Davies, B.(2004), Strategic Leadership, Sch. Leadersh. Manag. , 24(1), 29–38. doi:10.1080/1363243042000172804

Davies, B. J., and Davies, B. (2006). Developing a Model for Strategic Leadership in Schools. Educ. Manag. Adm. Leadersh. , 34(1), 121–139. doi:10.1177/1741143206059542

Davies, B. (2006). Processes Not Plans Are the Key to Strategic Development. Manag. Educ. , 20(2), 11–15. doi:10.1177/089202060602000204

Davies, B. (2003). Rethinking Strategy and Strategic Leadership in Schools. Educ. Manag. Adm. , 31(3), 295–312. doi:10.1177/0263211x03031003006

Dimmock, C., and Walker, A. (2004). A New Approach to Strategic Leadership: Learning‐centredness, Connectivity and Cultural Context in School Design, Sch. Leadersh. Manag. , 24(1), 39–56. doi:10.1080/1363243042000172813

Eacott, S. (2006). Strategy: An Educational Leadership Imperative, Perspect. Educ. Leadersh. , 16(6), 1–12.

Eacott, S. (2008b). An Analysis of Contemporary Literature on Strategy in Education. Int. J. Leadersh. Educ. , 11(3), 257–280. doi:10.1080/13603120701462111

Eacott, S. (2010b). Lacking a Shared Vision: Practitioners and the Literature on the Topic of Strategy. J. Sch. Leadersh. , 20, 425–444. doi:10.1177/105268461002000403

Eacott, S. (2011) Leadership Strategies: Re-conceptualising Strategy for Educational Leadership. Sch. Leadersh. Manag. , 31 (1), 35–46. doi:10.1080/13632434.2010.540559

Eacott, S. (2010a). Strategy as Leadership: an Alternate Perspective to the Construct of Strategy. Int. Stud. Educ. Adm. , 38(1), 55–65.

Eacott, S. (2008a). Strategy in Educational Leadership: In Search of unity, J. Educ. Admin. , 46(3), 353–375. doi:10.1108/09578230810869284

Eacott, S. (2010c). Tenure, Functional Track and Strategic Leadership. Intl Jnl Educ. Mg.t , 24(5), 448–458. doi:10.1108/09513541011056009

FitzGerald, A. M., and Quiñones, S. (2018). The Community School Coordinator: Leader and Professional Capital Builder. Jpcc , 3(4), 272–286. doi:10.1108/JPCC-02-2018-0008

Glanz, J. (2010). Justice and Caring: Power, Politics, and Ethics in Strategic Leadership. Int. Stud. Educ. Adm. , 38(1), 66–86.

Harris, A., Adams, D., Jones, M. S., and Muniandy, V. (2015). System Effectiveness and Improvement: The Importance of Theory and Context. Sch. Effectiveness Sch. Improvement , 26(1), 1–3. doi:10.1080/09243453.2014.987980

Hautala, T., Helander, J., and Korhonen, V. (2018). Loose and Tight Coupling in Educational Organizations - an Integrative Literature Review. Jea , 56(2), 236–255. doi:10.1108/JEA-03-2017-0027

Hopkins, D., Stringfield, S., Harris, A., Stoll, L., and Mackay, T. (2014). School and System Improvement: A Narrative State-Of-The-Art Review. Sch. Effectiveness Sch. Improvement , 25(2), 257–281. doi:10.1080/09243453.2014.885452

Ismail, S. N., Kanesan, A., Kanesan, A. G., and Muhammad, F. 2018). Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality. Int. J. Instruction , 11(4), 485–498. doi:10.12973/iji.2018.11430a

Kangaslahti, J. (2012). Mapping the Strategic Leadership Practices and Dilemmas of a Municipal Educational Organization. Euromentor J. - Stud. about Educ. , 4, 9–17.

Khalil, H., Peters, M., Godfrey, C. M., McInerney, P., Soares, C. B., and Parker, D., (2016). An Evidence-Based Approach to Scoping Reviews. Worldviews Evid. Based Nurs. , 13(2), 118–123. doi:10.1111/wvn.12144

PubMed Abstract | CrossRef Full Text | Google Scholar

Khumalo, S. (2018). Promoting Teacher Commitment through the Culture of Teaching through Strategic Leadership Practices. Gend. Behav. , 16(3), 12167 -12177.

Levac, D., Colquhoun, H., and O'Brien, K. K. (2010). Scoping Studies: Advancing the Methodology. Implement Sci. , 5(1), 69–9. http://www.biomedcentral.com/content/pdf/1748-5908-5-69.pdf . doi:10.1186/1748-5908-5-69

Malin, J. R., and Hackmann, D. (2017). Urban High School Principals' Promotion of College-And-Career Readiness. Jea , 55(6), 606–623. doi:10.1108/JEA-05-2016-0054

Meyers, C. V., and VanGronigen, B. A. (2019). A Lack of Authentic School Improvement Plan Development, J. Educ. Admin , 57(3), 261–278. doi:10.1108/JEA-09-2018-0154

Mohd Ali, H. b., and Zulkipli, I. B. (2019). Validating a Model of Strategic Leadership Practices for Malaysian Vocational College Educational Leaders. Ejtd 43, 21–38. doi:10.1108/EJTD-03-2017-0022

Mohd Ali, H. (2012). The Quest for Strategic Malaysian Quality National Primary School Leaders. Intl Jnl Educ. Mgt. , 26 (1), 83–98. doi:10.1108/09513541211194392

Moher, D., Liberati, A., Tetzlaff, J., and Altman, D. G. (2009) Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement. BMJ , 339, b2535–269. doi:10.1136/bmj.b2535

Nebgen, M. K. (1990). Strategic Planning: Achieving the Goals of Organization Development. J. Staff Dev. , 11(1), 28–31.doi:10.1108/eum0000000001151

Peters, M., Godfrey, C., McInerney, P., Soares, C., Khalil, H., and Parker, D., (2015). Methodology for JBI Scoping Reviews . The Joanna Briggs Institute reviewers’ manual . Adelaide, South Australia: The Joanna Briggs Institute .

Prasertcharoensuk, T., and Tang, K. N. (2017). The Effect of Strategic Leadership Factors of Administrators on School Effectiveness under the Office of Maha Sarakham Primary Educational Service Area 3. Kasetsart J. Soc. Sci. , 38(3), 316–323. doi:10.1016/j.kjss.2016.09.001

Quong, T., and Walker, A. (2010). Seven Principles of Strategic Leadership. Int. Stud. Educ. Adm. , 38(1), 22–34.

Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., et al. (2014). Educational Effectiveness Research (EER): A State-Of-The-Art Review. Sch. Effectiveness Sch. Improvement , 25(2), 197–230. doi:10.1080/09243453.2014.885450

Schlebusch, G., and Mokhatle, M. (2016) Strategic Planning as a Management Tool for School Principals in Rural Schools in the Motheo District. Int. J. Educ. Sci. , 13(3), 342–348. doi:10.1080/09751122.2016.11890470

Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K., Colquhoun, H., Kastner, M., et al. (2016). A Scoping Review on the Conduct and Reporting of Scoping Reviews. BMC Med. Res. Methodol. , 16(15), 15–10. doi:10.1186/s12874-016-0116-4

Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., et al. 2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann. Intern. Med. , 169(7), 467–473. doi:10.7326/M18-0850

Keywords: strategy, strategic leadership, school leadership, scoping review, education

Citation: Carvalho M, Cabral I, Verdasca JL and Alves JM (2021) Strategy and Strategic Leadership in Education: A Scoping Review. Front. Educ. 6:706608. doi: 10.3389/feduc.2021.706608

Received: 07 May 2021; Accepted: 23 September 2021; Published: 15 October 2021.

Reviewed by:

Copyright © 2021 Carvalho, Cabral, Verdasca and Alves. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Marisa Carvalho, [email protected]

Everything you need to deliver your plans, manage strategy and report progress.

• Customizable plan structure
• Automated and on-demand progress reports
• Save time with AI features

Centralize, analyze and visualize your performance data. Align performance measures with plans.

• Centralized performance data
• Scorecards and interactive dashboards
• Slice and dice for new insights

Manage, deliver, and communicate projects. Align projects with plans for end-to-end visibility and reporting.

• Gantt view of projects, tasks and dependencies
• Interactive maps and dashboards
• Plan alignment and reporting

Share your strategy story with external stakeholders via customizable public dashboards.

• Progress dashboards with roll-up reporting
• Matched to your branding
• Fully ADA Compliant

Strategy and Performance Management Integrations Learn More

Strategic Planning

7 reasons why schools need strategic planning.

By Mary King

20 march 2023.

• 1 1. A strategic plan articulates a shared vision, mission and values
• 2 2. A strategic plan effectively organizes schools, staff, and time
• 3 3. A strategic plan defines how success is measured
• 4 4. A strategic plan helps with decision-making, responsiveness, and innovation
• 5 5. A strategic plan increases communication and engagement
• 6 6. A strategic plan keeps everyone in a school—from teachers to administrators—connected
• 7 7. The best reason of all for strategic planning comes back to every great school’s number one priority: students
• 8 Download the guide ↓

The past three years have been disruptive for every sector. For educational institutions, the impact of the COVID-19 pandemic has impacted everyone–from staff and teachers, to the students who had to switch to a new modality of learning, to the parents supporting them. Strategic planning in education has revealed itself to be a very important part of recovering. According to the Economic Policy Institute, the COVID-19 pandemic forced nearly 55 million children home in the US alone—and at least 1.4 billion children out of school or child care across the globe. Higher education institutions have been profoundly financially impacted , and both the learning experience and mental wellbeing of the students has been negatively affected.

While every educational institution was impacted by this, some schools were more prepared than others to face the unique challenges COVID-19 posed–those schools who had previously established strategic plans were better prepared to navigate the pandemic than those without.

It’s clear to us: Schools that embrace a great strategic plan, and commit to strategic planning in education, have clear advantages over schools that don’t.

We’re going to talk about some of those advantages now, look at some examples of strategic planning in education, and give 7 reasons for why every school with a vision of excellence for their students should embrace a strategic planning process for schools. Whether it’s getting back on track after a hugely disruptive, global event like COVID-19, identifying the most important strategies to improve student outcomes, or increasing staff engagement, all schools benefit from strategic planning and strategic plan implementation.

1. A strategic plan articulates a shared vision, mission and values

The ability for schools to collaborate, share, and communicate short and long term goals is a critical part of moving plans forward in line with a vision, mission, and values. Schools benefit from a well communicated and executed strategic plan that keeps everyone informed of their strategic goals, and how their actions are contributing to the achievement of these goals. This enables parents, staff, community members, and stakeholders to work towards a common vision.

A major additional benefit of strategic planning in education is that it provides an opportunity for active employee engagement across an organization. When it comes to strategic planning for educational institutions, that benefit remains present. Research suggests that a leading cause for employee discontent (in general, but especially in the public sector) is that employees don’t understand how the work they’re doing helps their greater organization.

If the school is able to clearly define and remind employees and stakeholders of the shared vision, employees are more likely to feel connected to the work they are doing within that organization. Whether that work is educating students, organizing reports, performing critical administrative duties, or coordinating the process of standardized testing, everyone plays a part in a student’s success.

2. A strategic plan effectively organizes schools, staff, and time

We understand that schools–whether they are elementary schools, high schools, or higher education institutions– are complex institutions, with boards, committees, districts, unions, and many different types of stakeholders involved. Because the organizations themselves are so large, and plans are often multi-year, complex entities built up by multiple stakeholders and workers, struggles with organization and effective time management are common.

Envisio provides strategic planning software for educational institutions , and because Envisio works exclusively with the public sector, we understand the unique, complex, and often large scale planning needs of public sector organizations.

“I see Envisio very much as a focusing tool as I work with my team. If you’ve got great people, your primary job is not to get in their way […] I can stay on top of performance in a way that is really unobtrusive, and I don’t have to necessarily interact directly with an individual to get a sense of what’s going on. I can stay abreast of the action plans in the communications department or the action plans in a particular school. If we’re missing the mark on a key performance measure, I can focus more time on having the right conversations.” – Peter Hilts, Chief Education Officer for District 49

3. A strategic plan defines how success is measured

In order to achieve success, it’s important to know what success means, and where to take action first. It is difficult to get a strategic action plan underway without a firm understanding of what problems you’re wanting to solve. When it comes to strategic planning in the public sector, determining clear benchmarks for success is especially important, because the goals are often a combination of abstract, impact-based metrics, and concrete, output-based goals.

Different types of educational institutions are going to have different challenges, and different metrics of success: the educational strategic plans of a public school board district are going to look a lot different from a college or university! The shared reality is that every school with a strategy is better able to monitor its progress toward key outcomes and evaluate where and how it may have gotten off track. Using a strategy implementation software like Envisio can help with measuring success.

At Northeast Ohio Medical University (NEOMED), in Portage County, Ohio, they are measuring success across six pillars, with forty two strategic initiatives . Many of their strategic plan elements (goals, strategies, and actions) include promoting diversity, equity, and inclusion for their students, staff, and employees. Being a major medical research university that is training future medical professionals, diversity, equity, and inclusivity is a critical—and practical—metric! Some of the performance measures that NEOMED tracks include gender demographics, and actionable items towards decreasing disability stigma as part of their Strategic Plan: Creating Transformational Leaders Dashboard .

No matter what your benchmark for “success” is—be it a more impact-focused concept such as “be more welcoming” or more concretely articulated in output terms such as “create a low-cost tutoring center using the library after school”, your strategic plan will provide you with the steps to make get that success underway, and stay on track.

4. A strategic plan helps with decision-making, responsiveness, and innovation

A strategic plan helps educational institutions remain agile during times of change, and also helps them better define what they intend to achieve when it comes to their student success objectives and their greater organizational goals. With a strategic plan in place, educational institutions have a roadmap which they can use to track, evaluate, and modify plans to facilitate better governance decisions and provide clearer direction for the future of the school. This helps a school maintain a steady rhythm of progress towards their goals, and remain ahead of the curve–both in terms of educational innovation, and when (not if) a disruptive change occurs.

“It’s difficult, because you’re trying to help students prepare for the future – to prepare for jobs that might not exist yet. You’re trying to develop educators and an education that gives them the skills to think critically.” – Dr. Alison Gillespie, the Assistant Superintendent for Teaching and Learning with White Bear Lake Area School District (WBLAS) in Ramsey County, Minnesota

White Bear Lake Area School District (WBLAS), MN, was able to leverage their strategic plan as a way to embrace change and turn obstacles (like COVID-19) into opportunities for success. They embraced active learning techniques and, through their strategic plan, were able to think ahead to turn disruptions into teachable moments that engaged students and staff alike.

5. A strategic plan increases communication and engagement

A strategic plan ( and particularly, one that is publicly communicated on a dashboard ) helps with overall communication and engagement. For a school board, communicating that your plans and your metrics for success are part of a larger, holistic plan, is critical to building trust with stakeholders and maintaining effective engagement—both internally, and externally.

Strategic planning in education is critical in settings where trust is paramount. Educational institutions—at all levels—work on the understanding that one group (the educators) has knowledge they can impart, share, or coax out in another group (the students). The need for a trusting relationship with the students and everyone involved in that student’s success needs to be central to a positive educational environment.

A strategic plan that can be easily found, referenced, and understood helps assure everyone involved that the school in question is aware of their plans, has them in focus, and has a plan for their shortcomings. Educational strategic planning also has the additional benefit of keeping stakeholders—such as donors—excited about the school’s vision. When it comes to fundraising, donors are more likely to support a school that has a clear vision and a strategy to make it happen.

6. A strategic plan keeps everyone in a school—from teachers to administrators—connected

A well implemented and communicated strategic plan holds all staff accountable for their actions and encourages collaboration. In educational settings, this circle of responsibility is extended out towards the community; providing excellent and accessible education is an effort that requires all hands on deck. Being able to simplify the strategic planning process and make it visible and easy to use is one way to ensure everyone stays connected.

One of the benefits of using a strategic planning software partner like Envisio is that individual action plans (from individual schools or departments) can be aligned, all the way up to a greater strategic objective. For multi-year, complex plans, such as setting a national standard of excellence, or incorporating culturally significant teachings—it’s important that teachers and staff are able to understand who is working on what, and where it fits into the greater whole.

7. The best reason of all for strategic planning comes back to every great school’s number one priority: students

Best of all, strategic planning in education provides a framework so that the most important priority of the school – students’ educational achievement – is taken care of. Having a sturdy educational strategic plan helps keep issues like digital equity , accessibility , literacy , preparation for an ever changing workforce , and social and environmental enrichment , front of mind. When the experience of the student is the priority for the school, the strategic plan becomes a collaborative effort to figure out how best to set students up for success.

Being on the same page for these goals is extremely important for schools: sound planning and communication helps ensure that stakeholders, including parents, teachers, administrators, principals, board members, and the greater community, are all striving for the same overall vision. And, when it comes to putting those plans into action, schools especially benefit from the habit of consistent performance measurement, which is something a strategic plan can help in ingraining.

For complex, multi-layered institutions such as an educational institute to successfully reach their goals—particularly after being so dramatically impacted by COVID-19—it requires not only proper management of human, budgetary, and time resources, but the creation of high-output teams, engaged and effective staff and teachers, and the consistent monitoring of progress. For schools, a strategic plan provides a north star for deepening a sense of community and knowledge, and breaks down the actionable steps to reach critical goals.

Download the guide ↓

Mary King is a professional writer and researcher based in Toronto. She comes to Envisio with a Masters Degree, where she researched the relationship between the disappearance of urban public spaces, and high level decision-making processes in local governments. For nearly a decade, Mary has worked as a community organizer, promoter, and supportive researcher in a variety of nonprofits and think-tanks, and her favorite area of focus was in connecting local artists with marginalized youth. Since 2017, her writings and research on policy, local governance, and its relationship to public art and public space has been presented at conferences internationally. She has also served as both a conference chair and lead facilitator on professional and academic conferences across Canada on how to better bridge academic research with local change-agents, policy makers, artists, and community members. Envisio’s mission of excellence and trust in the public sector maps onto Mary's interest in local government and community mobilization. She loves working at Envisio because she cares about having well organized, strategic, and transparent public organizations and local governments. Mary is also a creative writer and musician and has been supported in her practice by the Canada Council for the Arts. Her stories can be found in literary journals across Canada.

KEEP READING

Related articles you might like.

February 22, 2024

Measure What Matters: Examples of University KPIs and Performance Measures

The most commonly used university performance measures, based on our database of over 10,000 public sector KPIs. See real KPIs in action, along with descriptions and dashboards.

February 24, 2023

Secrets of Successful Strategy Implementation

Having a strategic plan is not the same as implementing one. We’re here to provide you with the secrets of successful strategy implementation, and to give you the tools necessary to move from planning to action.

December 21, 2022

A 2022 Celebration of our Envisionaries

We wanted to take a moment to celebrate the successes of our customers–from those that launched their first ever Envisio-powered public dashboards, to those that have received awards, and the people who made it all come together.

Psst! Join 10,000+ of your peers and get the best from our blog direct to your inbox.

Roughly once a week, we’ll send you the very best from our blog and other Envisio resources. We’ll be respectful of your inbox and you can unsubscribe anytime.

• First Name *
• Last Name *
• Name This field is for validation purposes and should be left unchanged.

• About Us About Us collapsed link
• Services Services collapsed link
• Resources Resources collapsed link
• News & Info News & Info collapsed link
• State Board of Education
• Office of the Superintendent
• MDE Divisions and Offices
• MDE Organizational Chart
• Meetings Minutes
• Policies & Statements
• Resolutions
• Public Notices
• SBE Meeting Videos
• Administrative Law
• Career and Technical Education
• Chief Deputy Superintendent
• Diversity Equity and Inclusion
• Educational Assessment and Accountability
• Educational Supports
• Educator Excellence
• Educator Student and School Supports
• Finance and Operations
• Financial Management
• Health and Nutrition Services
• Human Resources
• Library of Michigan
• P-20 System and Student Transitions
• Partnership Districts
• Public and Governmental Affairs
• Special Education
• Strategic Planning and Implementation
• Systems, Evaluation, and Technology
• Academic Standards
• Early Learners and Care
• Educator Services
• Flexible Learning Options
• Food & Nutrition Programs
• Health & Safety
• School Performance & Supports
• Student Assessment

Information on Michigan academic standards and instructional resources.

• Michigan K-12 Computer Science Standards
• Section 33 K-5 Music Programs
• K-8 Grade Level Content Expectations for Health Education
• Section 23h Improving Mathematics Teaching and Learning
• Personal Finance
• Section 99d Teaching Diverse Histories Grant
• Teaching Comprehensive History
• Michigan Merit Curriculum/Graduation Requirements
• MDE COVID-19 Online Instructional Resources
• #GoOpen Michigan

Responsible for providing final decisions in administrative appeals to MDE.

Learn more about the MDE office responsible for providing leadership in curriculum and instruction that provides students with greater choices to prepare for success.

• Reports and Data
• Students and Families

Resources for educator certification, recognition programs, evaluation, and workforce research.

• Contact Information
• Educator Certification
• Public Comment
• Educator Retention Supports
• Educator Recruitment
• Recognition Programs
• Educator Workforce Research
• Educator Conduct and Criminal Convictions

Resources related to financial and pupil accounting and auditing.

• Accounting Services
• Budget Services
• Facilities Services
• State Aid & School Finance

Options available for Michigan students that provide unique learning opportunities.

• Advanced Placement (AP)
• Alternative Ed
• Dual Enrollment
• Early Middle College High School Opportunities
• Innovation Council
• International Baccalaureate
• Michigan Seal of Biliteracy
• School Options
• WBL Health Services Academies
• Child and Adult Care Food Program (CACFP)
• Best Food Forward
• Child Nutrition Program Data and Data Requests
• Michigan School Meals
• Community Eligibility Provision (CEP)
• Fiscal & Administrative Services
• Food Distribution
• Nutrition Coordination
• Procurement and Contracts
• School Nutrition Programs
• Summer Food Service Program

School health and safety resources.

• Section 31o
• Pupil Transportation
• Active Students Toolkit
• Alternatives to Suspensions and Expulsions Toolkit
• Curriculum & Standards
• Flint Registry
• HIV STD and Sexuality Education
• Mental Health Toolkit
• School Safety and Mental Health Commission
• School Health Services

Resources for programs and initiatives that support school improvement efforts.

• Accountability
• Accreditation
• Data Requests for Researchers
• Early Warning Intervention and Monitoring System (EWIMS)
• English Learners (ELs)
• Graduation Guidance
• Multi-Tiered System of Supports (MTSS)
• Statewide System of Support (SSoS)
• Resources for Schools Identified for CSI, ATS, or TSI

Resources for supporting special education in Michigan.

• Laws and Regulations
• Dispute Resolution Options
• Evaluations and IEPs
• Parent Resources
• Data and Reporting
• Program Planning
• Personnel and Professional Development
• Supports for Students with Disabilities
• Special Education Advisory Committee

Michigan has an innovative and comprehensive system of assessments to measure student achievement in learning our state content standards.

• Assessment Calendars
• Assessment Integrity and Security
• Assessment Literacy
• Benchmark Assessments
• Early Literacy and Mathematics Benchmark Assessments (K-2)
• Formative Assessment Process
• Michigan Merit Exam (MME)
• Michigan Student Test of Educational Progress (M-STEP)
• National Assessment of Educational Progress
• OEAA Secure Site
• Secure Site Training
• Spotlight Newsletter
• WIDA Assessments (K-12 ELP Assessments and Screener)
• Accelerated Learning
• FAFSA Completion Challenge Grant
• Family Engagement (MiLEAP)
• Every Student Succeeds Act (ESSA)
• Indigenous Education

Michigan's Top 10 Strategic Education Plan

• Career Development Resources
• Title IX of the Education Amendments of 1972
• ESSA Resources
• Educator Resources
• Indigenous Communities in Michigan
• MDE Indigenous Education Initiative
• Research and Data
• Tribal Consultation in Michigan

Promising Practices Exchange

Metrics & presentations, annual report.

• Michigan's Top 10 Strategic Education Plan Tool Kit
• Definitions
• Implementation Tools, Guidance & Templates for External Partners
• Postsecondary Credit Agreements
• MDE Annual Review
• Press Releases

Archive of News Items

• News & Info

Search is currently unavailable. Please try again later.

Popular on michigan.gov

• Agriculture and Rural Development
• Civil Rights
• Environment
• Health and Human Services
• Natural Resources
• Secretary of State

How Do I...

• Register to Vote
• Renew My License Plate
• View assistance programs

The web Browser you are currently using is unsupported, and some features of this site may not work as intended. Please update to a modern browser such as Chrome, Firefox or Edge to experience all features Michigan.gov has to offer. 

• Google Chrome
• Microsoft Edge

Michigan's Top 10 Strategic Education Plan was updated and approved by Michigan's State Board of Education in August 2020 and provides focused direction to Michigan's education community in support of all learners.

MDE recognizes that contributions from our educational partners are pivotal to reaching the goals within the State's Strategic Education Plan, and the Promising Practices Exchange was developed as a repository to help share successful practices.

Metrics are a critical component of Michigan’s Top 10 Strategic Education Plan. Metrics have been identified for each goal and will be reviewed and reported annually.

MDE highlights progress toward achieving Michigan’s Top 10 Strategic Education Plan goals within our annual report.

 Communication Tools

We need your help to share, discuss, and commit work towards the Michigan’s Top 10 Strategic Education Plan. MDE has created a tool kit to support partners in spreading awareness about the plan.

• Strategic Plan for Education

• Santa Monica College
• Administration

Strategic Plan for Education 2024-2029

A strategic education plan, sometimes referred to as an education master plan, is a comprehensive guiding document presenting the college’s 5-year plan for education program development. The strategic education plan helps inform and drive other foundational plans for the college, including the enrollment management plan, technology plan, facilities plan, staffing plan, and budget priorities. The strategic education plan deeply reflects the college’s mission and vision and is rooted in intensive study of local community and workforce needs as well as a careful assessment of the college’s own strengths and opportunities for growth.

The SMC Strategic Plan for Education 2024-2029 will establish a framework for best serving Santa Monica College students over the next five years, taking into consideration the major demographic, economic, and educational issues facing the SMC community. The plan will be developed through:

• Consultation with SMC’s leadership
• Interviews and focus groups with SMC administrators, faculty members, classified staff, students, and trustees
• Input from residents, businesses, community leaders, and educators
• Extensive review of SMCCD documents, demographic data, and research
• Internal analysis of Strengths, Weaknesses, Opportunities, and Threats (SWOT)

SMC has convened a cross-functional Strategic Education Plan Workgroup, supported by the consultancy Kennedy & Co. , to develop the Strategic Plan for Education 2024-2029 during the 2023-24 academic year. To learn more about the strategic plan workgroup and how you can be involved in the planning process, please see the menu below.

Get Involved

Help shape the future of education at Santa Monica College!

Your voice matters in charting SMC's course for the next five years. Faculty, staff, administrators, and students are invited to participate in a broad survey that will help guide SMC's strategic planning process--specifically by informing the Strategic Education Plan Workgroup with your views, concerns, and aspirations for the college. Access the survey below to help the us identify key themes, strengths, and areas needing support as SMC embarks on its education program planning process.

Let SMC benefit from your insight! The survey is for staff , faculty , administrators , students, and community members. 

To share other questions or comments with the Strategic Education Plan Workgroup, please send your email to: [email protected]

• Jason Beardsley Vice President, Academic Affairs
• Teresita Rodriguez Vice President, Enrollment Development
• Mike Tuitasi Vice President, Student Affairs
• Judy Kruger President & CEO, Santa Monica Chamber of Commerce
• Sasha King Interim Dean, Academic Affairs
• Maria Munoz Interim Dean, Equity, Pathways, and Inclusion
• Terry Kamibayashi Assistant Director, Facilities Maintenance
• Jamar London President, Academic Senate and Faculty, Math Department
• Elisa Meyer English Department Chair & Chair of Academic Senate Department Chairs Committee
• Shiela Cordova Design Technology Department Chair, Past Curriculum Committee Chair
• Cindy Ordaz Administrative Assistant II, Operations and CSEA President and Chief Negotiator
• Rachel Demski Curriculum Specialist, Academic Affairs
• Judith Mosher Math Lab Coordinator and CSEA Secretary
• David Duncan Director of Budget and Management, Associated Students

May 2023 SMC Trustees approve contract with consultancy Kennedy & Co.

August 2023 Workgroup membership finalized with DPAC constituent groups.

September 2023 Education plan workgroup kickoff.

September 2023 Kennedy & Co. delivers SMC market research and demographics report.

November 2023 Kennedy & Co. interview 50 SMC faculty, staff, and administrators.

December 2023 Kennedy & Co. delivers interview insights and novel transfer programs report.

December 2023 Campus-wide website & survey launched.

January - June 2024 Additional reports, campus feedback, validation of plan.

Additional timeline milestones through June 2024 to be posted. Additional timeline milestones through June 2024 to be posted.

Throughout the 23-24 year, the consultancy Kennedy & Co. has delivered a series of analytical reports to shed light on education program development opportunities for SMC. Access to Kennedy & Co.'s reports is available to SMC faculty, staff, and administrators through the links below. A brief summary of each report is also provided.

Santa Monica Market Research

Presented to the Strategic Education Plan Workgroup on Nov. 3, 2023

Kennedy & Co.’s market research report offers a careful look at Los Angeles County demographics, job, and industry data, the better to frame SMC’s opportunities for growth in service to the educational needs of a diverse and evolving regional student population. Notably, the report highlights the demographic shift towards a more Hispanic/Latinx population, a sizable gap in higher education attainment among residents, and the growing demand for healthcare and technology-related occupations. The report emphasizes SMC’s need to offer accessible education while tailoring programs to suit the needs of underrepresented communities and the changing job market.

Discovery Insights & Program Demand

Presented to the Strategic Education Plan Workgroup on Dec. 1, 2023

Kennedy & Co.’s second report for SMC includes insights from interviews with over 50 stakeholders whose feedback emphasizes the need to balance the college's historic strength in transfer education with growing demand for career education and a continue push for high-quality wrap-around services. The report identifies five key themes, including the development of SMC's brand and infrastructure to support both transfer and career education in the face of changing demographics, the continued development of more comprehensive and culturally responsive services, the need for more intentional and salient support for the college's online leaners, and, finally, the importance of steady coordination of the strategic plan for education and other key planning documents. Significantly, the consultants also identified areas for improvement in SMC’s data collection and management protocols, particularly for academic program enrollment trends.

The report also analyzed the top twenty largest sectors of regional employer demand for employees possessing a bachelor’s degree or higher. These prospects are meant to inform SMC’s possible program development opportunities in transfer degrees and potentially in stackable certificates leading to transfer in high-demand job markets. The relative strengths and weaknesses of each education market are analyzed so as to help SMC prioritize program opportunities in relation to its own strengths, ambitions, and limitations.

Legacy Program

Presented to the Strategic Education Plan Workgroupon Jan. 31, 2024

In its analysis of SMC’s “legacy” programs, Kennedy & Company evaluates the salient strengths and weaknesses of SMC’s program inventory. The report outlines current and future market and demographic trends to shed light on program demand and enrollment expectations for SMC’s largest programs, fastest growing, and slowest growing programs. Limitations in SMC’s data structure are also noted, indicating a need for improved alignment of enrollment and program data for better tracking of trends over time.

Additional Planning Documents

The archive of updates to Santa Monica College's previous education master plan .

Additional Santa Monica College planning documents .

See also SMC's Equity Plan and Mission, Vision, and Goals statement.