Strategically Planning Campuses for the "Newer Students" in Higher Education

By Falk, Charles F.; Blaylock, Bruce K. | Academy of Educational Leadership Journal, July 1, 2010 | Go to article overview

Strategically Planning Campuses for the "Newer Students" in Higher Education


Falk, Charles F., Blaylock, Bruce K., Academy of Educational Leadership Journal


ABSTRACT

The "traditional" 18 - 22 year old, residential college student makes up only 16% of the students enrolled in public and private two- and four-year institutions. More than half of today's students are older and are taking classes part-time. Over a million attend for-profit institutions and millions more participate in postsecondary education experiences offered by corporate universities. Most work full or part-time, have little interest in out-of-class activities, and are very savvy about computer-based technologies. These are the "newer students" of higher education and represent the largest market segment of those who will attend college in the foreseeable future. It would seem the drastic shift in market characteristics would be accompanied by strategic shifts in university planning. This paper considers how changes in college student body characteristics over the years have (or should have) prompted college leaders to alter their thinking about many aspects of campus offerings, facilities, operations, services, and pricing. We examined strategic plans of many universities and conclude that although many recognize the changing characteristics of the potential student population, many are pursuing strategies that may be strategically leading to their own downfalls.

INTRODUCTION

"If colleges and universities are to survive in the troubled years ahead, a strong emphasis on planning is essential (Kotier & Murphy, 1 98 1)." Those words are as true today as they were almost 30 years ago when they were first written. Steadily changing student populations, rapidly deteriorating economic conditions, and continuously improving technologies will impact the "whom" and the "how" universities offer education.

This paper considers how changes in college student body characteristics should prompt college leaders to alter their strategic thinking about many aspects of campus offerings, facilities, operations, services, and pricing. The attributes and behaviors of colleges and universities that made them successful in the past may or may not be the same attributes and behaviors that will enable them to be successful in the future. In order to be competitive, survive, and flourish some institutions will need to strategically plan on becoming very different places than they are currently. Three themes drive this conclusion: (1) population demographics, (2) the increased importance and changing characteristics of non-traditional students on college campuses, and (3) the economics of higher education. The implications from advances in computer and telecommunications technology will be considered throughout this discussion.

THEME ONE: DEMOGRAPHIC CHANGES MEAN STUDENT BODY CHANGES

Before considering the implications of demographic changes on strategic planning, it is useful to review characteristics of "traditional students" that were served for so long, in such large numbers, and who remain the focus of many universities' strategic planning processes and work product.

A consensus in higher education literature suggests traditional students:

* Are mostly in the 18-22 age bracket and recent high school graduates (Strage, 2008);

* Are, for the most part, people of the majority culture- white, non-Hispanic (Strage, 2008);

* Plan to, ordo attend school full time (Pascar ella & Terenzini, 1998);

* Plan to, or do take instruction on a 'main ' campus instead of at extension centers (P oscar ella & Terenzini, 1998);

* Frequently seek a "residential learning experience" (Pascar ella & Terenzini, 1998);

* Look for a "warm and fuzzy " campus environment where they can expect extensive contact with "Mr. Chips "-like faculty members and advisors and with fellow students (Strage, 2008);

* Are interested co- and extra-curricular activities such as watching or participating in intercollegiate athletics, bands, music and drama outlets, etc. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Strategically Planning Campuses for the "Newer Students" in Higher Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.