Faculty and Administrative Support for Strategic Planning: A Comparison of Two- and Four-Year Institutions

This article examines faculty and administrator support for strategic planning activities at two-year and four-year colleges and universities. Drawing data from public institutions in Kentucky, a state that has pursued fundamental change in its higher educational system since 1997, the study compared faculty and administrator attitudes, and it measured the impact of five predictor variables. Administrators at both types of institutions report more support for strategic planning than do faculty. However, the data also reveal significant. differences between faculty and administrators on each of the five predictor variables. The article closes with a discussion of the implications of the fmdings for the cultivation of support for strategic planning at both two-and four-year institutions in the context of state-driven postsecondary reform.