Strategy & Planning in Higher Education

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject takes a practical approach in examining various frameworks for analysing issues, planning, and developing implementation strategies. The subject will examine: goal setting; innovation and entrepreneurial thinking; planning and plan-driven budgeting; business planning; workforce planning; project management; program evaluation and benchmarking.

At the successful completion of this subject students will be able to:

• Describe the core characteristics of alternative approaches to planning;
• Critically analyse the claim associated with planning methods;
• Select planning techniques appropriate to particular contexts;
• Apply planning techniques to workplace issues and evaluate the outcomev

There are two pieces of assessment

• The application of a planning technique to a contemporary workplace issue leading to a report that includes an analysis of the context, goals, targets and responsibilities. The report will incorporate a critical commentary on the characteristics of the planning techniques employed (4000 words, 80% due at the end of the semester).
• A 10 minute presentation (equivalent to 1000 words, due as scheduled throughout the semester 20%).

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Readings are provided.

Baldwin, G.& James, R. (2000) The market in Australian higher education and the concept of student as informed consumer Journal of Higher Education Policy and Management 22, 2:pp.139 - 148

Clark, B. (1998) Creating Entrepreneurail Universities: Organisational Pathways of Transformation Oxford: Pergamon Press

James, R. (2002) Students' changing expectations of higher education and the consequences of mismatches with reality, in Coaldrake, P. (ed) Responding to Student Expectations Paris:OECD

Marginson, S. and Considine, M. (2000) The Enterprise University:Power, Governance and Reinvention in Australia Cambridge: Cambridge University Press.

This subject is not available as a breadth subject.

On completing this subject, participants should be able to:

• apply theories and principles to specific contexts;
• access, evaluate and utilise relevant resource materials;
• reflect upon and analyse the effectiveness of their activities.