Fast Enough to Matter: A Hybrid, Delphi-Informed Methodology for Inclusive and Accelerated Strategic Planning
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| Title: | Fast Enough to Matter: A Hybrid, Delphi-Informed Methodology for Inclusive and Accelerated Strategic Planning |
|---|---|
| Language: | English |
| Authors: | Karen Shapiro, Jeffery DiGiovanni, Alma Merians, Yuane Jia, Pamela Rothpletz-Puglia, Ralph A. Gigliotti |
| Source: | Educational Planning. 2026 33(1):7-29. |
| Availability: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Planning, Strategic Planning, Higher Education, Educational Change, Educational Innovation, Delphi Technique, Governance, Educational Resources, Educational Principles |
| ISSN: | 1537-873X 2998-7067 |
| Abstract: | This case study explores whether a hybrid Delphi-informed methodology can accelerate strategic planning while maintaining broad participation and transparency in higher education. The process was designed around five core operating principles (speed, agility, inclusion, timely transparency, accountability) addressing traditional planning limitations. The hybrid approach combined iterative surveys, all-inclusive forums, and an interactive website for rapid feedback and shared sensemaking. The strategic plan was completed in five months. Faculty/staff participation averaged 63% (SD = 13%, 95% CI: 43-83%) across four surveys, achieving 84-98% consensus on final priorities. Student survey participation (12%, n=162/1,350) was lower, though alternative methods supplemented input. The process demonstrates that speed and participation need not compete. Findings reflect a single case with specific enabling conditions (size, governance, resources), limiting generalizability. Low student engagement highlights needs for differentiated strategies. Multi-site research is warranted. Accelerated, participatory planning is achievable in higher education with appropriate conditions. While not generalizable, process documentation can inform adaptation at similar institutions. This study demonstrates how accelerated planning can align with participatory principles, contributing to debates on strategic planning effectiveness in today's complex higher education landscape. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500654 |
| Database: | ERIC |
| Abstract: | This case study explores whether a hybrid Delphi-informed methodology can accelerate strategic planning while maintaining broad participation and transparency in higher education. The process was designed around five core operating principles (speed, agility, inclusion, timely transparency, accountability) addressing traditional planning limitations. The hybrid approach combined iterative surveys, all-inclusive forums, and an interactive website for rapid feedback and shared sensemaking. The strategic plan was completed in five months. Faculty/staff participation averaged 63% (SD = 13%, 95% CI: 43-83%) across four surveys, achieving 84-98% consensus on final priorities. Student survey participation (12%, n=162/1,350) was lower, though alternative methods supplemented input. The process demonstrates that speed and participation need not compete. Findings reflect a single case with specific enabling conditions (size, governance, resources), limiting generalizability. Low student engagement highlights needs for differentiated strategies. Multi-site research is warranted. Accelerated, participatory planning is achievable in higher education with appropriate conditions. While not generalizable, process documentation can inform adaptation at similar institutions. This study demonstrates how accelerated planning can align with participatory principles, contributing to debates on strategic planning effectiveness in today's complex higher education landscape. |
|---|---|
| ISSN: | 1537-873X 2998-7067 |
