Strategic planning in higher education is often viewed as a structured process—an exercise in mapping institutional goals, allocating resources, and producing policy documents. However, as Collie (2024) argues in Include, Unleash, Excel: Embed Collaborative Practices in Planning, planning is far more effective when it is inherently collaborative. True collaboration is not just consulting stakeholders at the start of a planning cycle or seeking their approval for decisions already made; it is actively engaging participants throughout the process—from identifying challenges to designing solutions and implementing initiatives. By embedding collaboration into every stage of institutional planning, colleges and universities can create strategies that are not only actionable but inclusive, sustainable, and responsive to the needs of all campus communities.
Collie presents a practical framework for embedding collaboration in institutional planning. Central elements include aligning participants around a shared purpose, clarifying roles, structuring groups intentionally, and considering timing to maximize engagement. When done intentionally, these practices foster shared ownership, flatten hierarchical barriers, and enhance institutional capacity for change. Importantly, collaboration is presented as a cultural practice rather than merely a procedural step, signaling a shift from token participation toward authentic engagement that values diverse perspectives and expertise.
This perspective resonates strongly with challenges and opportunities observed in higher education today. Often, strategic initiatives—whether focused on enrollment management, retention, academic support, or program innovation—are developed in silos. These disconnected approaches can lead to misalignment, inefficiencies, and missed opportunities to address the real needs of students and staff. By prioritizing co-creation, Collie’s framework ensures that planning is grounded in the lived experiences of those it is designed to serve, resulting in more relevant and effective policies.
From a professional standpoint, Collie’s framework provides actionable guidance for higher education administrators seeking to foster meaningful engagement across their institutions. Her approach emphasizes that collaboration requires both a mindset and structured practice. Leaders must go beyond simply soliciting input to cultivating ongoing, iterative involvement, creating feedback loops that allow strategies to evolve in response to real-world outcomes. By doing so, institutions are better positioned to produce strategic plans that are not only comprehensive but adaptable, reflecting the dynamic environments in which colleges operate.
My own experience as an Education Mentor for the First Generation Scholars Program at Kean University (September 2020–June 2024) illustrates the practical benefits of collaborative planning. In working closely with first-generation and nontraditional students, I observed that policies and programs were most effective when they incorporated perspectives from multiple stakeholders, including faculty, staff, and students themselves. For instance, helping students navigate course selection, transfer credits, or enrollment challenges often required collaboration with academic advisors, financial aid officers, and faculty members to design solutions tailored to individual needs. When these stakeholders engaged in continuous dialogue and problem-solving, outcomes improved not only for students but for institutional efficiency and alignment as well.
Collie’s emphasis on continuous collaboration reinforces the idea that strategic planning should be relational, iterative, and inclusive. Applying these principles in educational leadership requires designing structures and processes that actively involve stakeholders at all stages. This includes engaging staff and student-facing mentors in discussions about policies, academic pathways, and retention initiatives to ensure strategies are both realistic and actionable. Institutions must also create mechanisms for evaluating the effectiveness of programs and making iterative improvements, fostering an environment where planning is a shared responsibility rather than the work of a single office or department.
The benefits of embedding collaboration extend beyond planning documents or procedural checklists. Institutions that adopt these practices cultivate a culture of shared ownership and strategic alignment, which strengthens both student outcomes and institutional effectiveness. Students experience clearer pathways, better support structures, and a sense of belonging, while administrators and faculty gain insight into practical implementation challenges and opportunities for continuous improvement. In this way, collaboration becomes a driving force for retention, persistence, and overall student success.
Ultimately, Collie’s article challenges higher education leaders to reconceptualize planning as a collaborative, ongoing process rather than a one-time administrative task. By embedding collaboration into institutional practice, colleges and universities can design strategies that are inclusive, actionable, and sustainable—ensuring that the institution not only meets its goals but also serves its students, faculty, and staff in meaningful, impactful ways.
Reference
Collie, S. L., PhD. (2024). Include, unleash, excel: Embed collaborative practices in planning. Planning for Higher Education, 53(1), 3-10. Retrieved from https://saintpeters.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/include-unleash-excel-embed-collaborative/docview/3189966963/se-2
