Schools and universities are making huge decisions about academics and instruction, partly to “keep up” with other decision-making institutions doing likewise.
The University of Virginia board’s decision to dismiss Teresa A. Sullivan as president in June illustrated the pressure on universities to strike MOOC deals quickly to keep up with peer institutions, said Martin D. Snyder, senior associate general secretary and director of the department of external relations for the American Association of University Professors.
Schools and universities spend millions and millions of dollars on planning and construction of physical spaces and buildings.
Phase One of the master plan (2008 through 2017) calls for more than $750 million in new facilities and infrastructure construction on the campus
Schools and universities are investing enormous time into meeting with stakeholders and gathering input from various constituencies about campus master planning and physical buildings.
The core of the planning process focused on engaging the university community in crafting a plan for the future of Carnegie Mellon. Town meetings were widely advertised and dozens of meetings were held with students, faculty and staff as well as neighbors in Oakland and Squirrel Hill and the City of Pittsburgh.
Are schools proactively thinking and planning about the big academic and instructional decisions they face…and master planning for the consequent issues that are symbiotically affected?
Are schools investing comparable dollars into the master planning for academics, pedagogy, and instruction – similar to the dollars spent on physical master planning?
Are schools devoting similar time to gathering stakeholders and constituents to discuss the academic, pedagogical, and instructional future of their organizations and the overall institution of education?
[Note: The above is not intended as commentary or criticism about University of Virginia, University of Massachusetts of Boston, or Carnegie Mellon University. Rather, in my investigations, these are quotes that spurred ideas of possibility for me around the future of pedagogical master planning. Shouldn’t schools make decisions from “academic-architecture plans?” Shouldn’t schools spend comparable money on the core of the organization – the academic architecture? Shouldn’t schools convene similar quantities and qualities of meetings for developing academic architecture? And, perhaps, some are doing so. But I’m not finding those articles or sharings online.]