President's Column: Strategically Thinking

by Bonnie Patteson,
President and Vice-Chancellor

Strategic planning is often criticized as being too abstract, theoretical, idealistic and process-bound to have practical value in an organization as complex as a university. Indeed, the experience in many universities suggests that the strategic planning process itself often becomes one that consumes the community, lasts several years, never sees the light of day in tangible ways for implementation, and often breeds an atmosphere of politics, discourages change and destroys commitment to the whole. As an instrument for change, these processes have often failed dramatically.

In part, this is understandable. The specific techniques for making a strategic plan work are often overtaken by collegial dialogue and processes, daily operations that fully consume the time of key individuals -- both academic and nonacademic -- who could guide and support implementation.

The current pace of change in higher education in Ontario has never been more staccato. There are rapid changes in public expectations, policy frameworks, funding models, competition and behaviours related to such, decision processes with stakeholders, partnership developments -- the list goes on and on.

The nature of our environment, both internal and external, makes strategic "thinking" more important than ever. Since last February, I have been meeting with a group recommended by Senate as the Presidential Advisory Committee on Academic Planning. We have engaged in many of the elements of a strategic planning process -- environmental scans, SWOT (strength-weakness-opportunity-threat) analysis, crystal ball gazing -- and have become determined to focus on realistic outcomes.

To do this, we will produce a selective set of strategic directions, and based on both internal and external feedback, identify priorities that look beyond the immediate. We must anticipate and plan for the future to meet evolving needs. We must capture opportunities and enhance the learning environment at Trent which attracts quality students who want to learn, faculty at the highest level of expertise and commitment, and staff whose talents support the best learning environment possible.

You will hear from this group in early November through a document that requests your feedback. Your assessments, level of agreement with these directions being explored, and your ideas are critical to producing a workable plan.

We ask you as individuals, as constituency groups, as departmental units, as governance structures within the university, to give us your best advice. At the same time, we will proceed with a process that seeks external feedback.

In the end, a set of strategic directions will emerge that help shape our preferred future.