By Budi Satriadi

CHAPTER10
Strategic Leadership in Context:
From Academic Programs to
Financial Models
 Examining the way strategic leadership

1. ACADEMIC PROGRAMS 4. ADMISSIONS 7. FINANCIAL

2. STUDENT LEARNING 5. STUDENT LIFE RESOURCES
3. GENERAL EDUCATION 6. FACILITIES PLANNING 8. FUND-RAISING

The goal is to answer basic contextual questions that may be on the minds of
those leading or participating in a strategy process
 STRATEGIC THINKING AND
ACADEMIC QUALITY
1. by examining the profile of two history programs inspired
by actual models, one in a major university and the other in
a very small college
2. The realities of institutional mission, culture, size, and
resources have shaped two radically different history
departments, even though there are some formal parallels
between them in courses and requirements
3. In the college, educational worth is measured by student
learning as intellectual engagement and transformation,
while in the university, quality is defined around the
creation of knowledge.
4. the model shifts from emphasizing the requirements of
management to focusing on the responsibilities of
collaborative strategic leadership.
STRATEGIC LEADERSHIP
AND POWERFUL LEARNING
The purpose of strategic leadership is to look inside and
outside an institution simultaneously and to align the
two perspectives

1. Engagement in Learning
2. Learning as the Development of Human Powers
3. The Characteristics of Powerful Learning
Transformative, Intentional, Engaged, Global, Broad,
Coherent, Useful, Inclusive, Integrative, Enriched,
Technological, Experiential, Responsible, Substantive,
Rigorous, Assessed, Encompassing
Strategic Thinking and Powerful Learning

1. The effort to evaluate which forms of learning are

most in evidence at an institution is a rewarding
strategic task, and the preceding list of characteristics
offers a place to start.
2. In the process of discussing and evaluating its culture
and characteristics, an institution begins to gain a
clear sense of its own identity and its vision as a
community of learning.
3. One of important affirmations in this book is that the
character and quality of student learning are a central
strategic issue.
GENERAL EDUCATION
1. It occurs at the intersection of a series of defining
organizational commitments.
2. In terms of the motif of powerful learning, it is often
in general education that institutions make explicit
their distinguishing characteristics, core
competencies, educational values, and credos
3. A well-founded, distinctive, and rich program of
powerful learning in general education and
throughout the undergraduate curriculum and co-
curriculum brings into focus an institution’s specific
educational capacities, reflecting its story, values, and
identity
ADMISSIONS: BRANDS OR
STORIES?
The admissions program is simply the leading edge of a
complex and connected strategic system.

STORY
The institution’s story and vision should be woven into
virtually every facet of the verbal and visual messages

BRAND
The use of the word “customer” for student and “brand”
for identity, image, and reputation cannot be made into
central strategic concepts without distorting the meaning
of education.
THE STUDENT EXPERIENCE
1. Strategy and Campus Life
The educational meaning of student life on
campus is a neglected conceptual and strategic
theme. It requires a new articulation by the
institution’s academic leaders, especially the
ideas and voices of the faculty.
2. Intellectual Leadership and Student Life
If this strategic challenge and opportunity are
to be seized, higher education needs to use the
available theoretical, conceptual, and empirical
resources to understand and enact its student
life programs.
STRATEGY AND FACILITIES
1. Strategic Space
Physical space increasingly has become
transparent to the educational goals that it
serves.
2. A Sense of Place
Places carry meanings that contribute to
the larger purposes of education.
3. Salem College and a Sense of Place
Campus space and architecture are
parts of an integral strategy that moves the
organization toward the vision it has defined
for itself.
STRATEGY AND FINANCIAL
RESOURCES
• Financial Models
A fundamental requirement for effective
strategic planning is the use of an analytical financial
model.
• Transparency and Financial Information
the institution’s basic financial position has to
be communicated clearly as well
• Strategic Priorities
In an environment in which resources for higher
education have become perpetually strained and erratic,
each institution will also have to reconfigure
continuously the relationships between its resources and
its goals
• Selective Excellence at Yale University
The analytical, integrative, and systemic characteristics of strategy as a
discipline have to confront the continual tendency to think of budgets
in strictly operational or political terms.
• Financial Equilibrium
Being in equilibrium involves
(1) maintaining a balanced operating budget;
(2) keeping the rates of increase in expenditures and in revenues
(3) making annual provisions for the depreciation of the physical plant
and equipment
(4) creating annual budgetary flexibility
(5) safeguarding the purchasing power of the endowment.
• Affordability: Hitting the Wall
The three-year degree, collaborations between community colleges
and four-year institutions, alternating work and study programs, new
educational services for a growing retirement population, and more
educational alliances with organizations in workforce education and
management development are examples that change the financial
model in more structural terms. In
FUND-RAISING
• Gift Capacity
One of the most critical strategic indicators of an
institution’s ability to meet its goals is its capacity to
generate gift and grant income
• Telling the Story
Charitable giving depends on many things, including
good ideas, reliable information, personal relationships,
and a well-organized staff, as well as a motivated group
of volunteers.
• Strategy as Conceptual and Integrative Leadership
Strategy also carries presuppositions, forges connections,
and builds a foundation for action that has wide
significance as a form of leadership.