Analyzing the component affecting the improvement of strategic planning in Iran's higher education system

Khosravi, Hamid; Alamol Hoda, Jamila Sadat; Abolgasemi, Mahmoud; Rezaizadeh, Morteza

doi:10.22034/jokog.2025.491876.1028

Analyzing the component affecting the improvement of strategic planning in Iran's higher education system

Document Type : Original Article

Authors

hamid khosravi ¹

Jamila Sadat Alamol Hoda ²

Mahmoud Abolgasemi ³

Morteza Rezaizadeh ⁴

¹ PhD student,higher education development planning, Shahid Beheshti University, Tehran. Iran

² Professor, Department of Educational Sciences and Research Institute of Fundamental Studies of Science and Technology, Shahid Beheshti University, Tehran. Iran

³ Professor of the Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran. Iran

⁴ Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran. Iran

10.22034/jokog.2025.491876.1028

Abstract

Purpose:The objective of this study was to review the existing literature on strategic planning in higher education in the country, aiming to identify key essential components for strategic planning through content analysis. By analyzing and categorizing these components, we sought to highlight their importance for academic leaders and planners in the strategic planning process. Our examination of the models used in previous research indicates that there is no specific model for strategic planning that can fully align with the unique needs and conditions of individual institutions. Consequently, there is no universally agreed-upon standard format for developing a strategic plan. Each institution may choose to adopt its own distinct approach and framework for strategic planning, as alignment and consistency between mission, vision, values, objectives, strategies, and implementation require careful consideration of these components.
Design/methodology/approach:In this study, a qualitative research method with a qualitative content analysis approach was used to answer the research questions. For this purpose, in the first step, the intended planning models were selected, and the document data were transcribed, verified for accuracy, and labeled. Subsequently, the models were analyzed and interpreted. In the next stage, data reduction and categorization were performed. Then, the categories and concepts were described from linguistic and contextual perspectives. Following this, codes were determined, and a coding codebook was designed. In the subsequent step, coding and data structuring were conducted. Finally, the categories and patterns derived from the program documents and planning models were interpreted and aligned with the research questions. The reviewed documents included domestic studies related to academic strategic planning conducted between 2001 and 2024. To identify the documents, a systematic search was performed in the Iranian databases IranDoc, Noormags, MagIran, and Civilica. From these studies, after several screening stages based on relevance, title, abstract, and research content, 28 study units were selected for analysis.
Findings:Through content analysis of the documents, 203 sub-categories related to "strategic planning components in higher education" were extracted. Subsequently, considering the semantic relationships among numerous sub-categories, they were classified into 54 main categories, which include « Developing key performance indicators, Assessing and exploring the external environment, Analyzing the internal environment, Conducting a strengths and weaknesses analysis, Conducting an opportunities and threats analysis, Reviewing and comparing ideas, Analyzing mutual impacts, Formulating strategies, Defining the mission statement, Defining the vision, Setting long-term and short-term objectives, Gap analysis (conducting mutual impact analysis), Final review of strategy and objective implementation, Drafting the operational planning process, Monitoring and evaluating strategy and objective impacts, Maintaining the research process, Preparing the program guide, Establishing time frameworks, Analyzing university context and history, Emphasizing design in program structure, Examining traditions, values and tendencies, Considering potential changes (emerging strategies), Emphasizing co-creation and self-control, Component interaction and relationships (examining dependencies), Dynamic and continuous planning process, Comprehensive, evolutionary and developmental program nature, Considering stakeholder perspectives and feedback, Perceptual leadership, Evaluation and feedback, Emphasizing flexibility (considering unstable conditions and appropriate actions), Selecting an experienced expert team, Defining values, Analyzing resources and facilities, Examining planning necessities, Agreeing on procedures and methodologies, Preparing guidelines, Focusing on priorities (program and objectives), Applying strategic thinking (reflective interpretation), Emphasizing information flow, Building team commitment, Using brainstorming (creating thought-provoking structure), Task allocation, Utilizing analytical tools, Program communication, Establishing strategic planning steering committee, Core analysis, Analyzing regulations, documents and higher-level policies, Analyzing and identifying competitors, Considering sub-committees, Conducting training workshops, Acknowledging planning complexity, Reaching mutual understanding, Communicating programs, Board of trustees' role».
Research limitations/implications:Considering the research findings regarding the complexity of strategic planning processes in universities and the necessity of addressing key components in this process, strategic recommendations are presented to universities for developing their strategic documents with detailed explanations: In developing "vision, mission, and values," conducting workshops with key stakeholders is essential to determine these elements collaboratively, ensuring their alignment with societal needs and stakeholder expectations. Additionally, conducting a "comprehensive environmental analysis of university-related data, competitors, and their competitive positioning in higher education" provides a fundamental basis for strategy development. During the goal-setting phase, "establishing SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound)" is particularly important. It is recommended that these objectives be broken down into operational and actionable items with "clear accountability and precise timelines" specified for each objective.
Practical implications:Parallel to this process, "holding consultation meetings with stakeholders and utilizing digital platforms for communication and feedback collection" helps create commitment and broad support for the plans among stakeholders. "Prioritizing strategies based on available resources at each university, defining responsibilities, and setting implementation timelines" are other key actions. Furthermore, "designing and implementing a periodic monitoring and evaluation system" to review program and strategy progress and make necessary adjustments is considered a cornerstone of successful strategic planning. Additionally, it is recommended that planning committees incorporate "flexibility and innovation in adapting programs to emerging strategies and changing environmental conditions." "Human resource development through training programs and specialized workshops in strategic planning and strategic thinking" should be addressed as a strategic necessity. Moreover, "the strategic planning document should be designed to be concise, flexible, and updatable," with revisions occurring every "three to four months" through consensus among all members. Finally, "broad institutional support for strategic planning and fostering greater commitment and participation among stakeholders" is essential as a facilitating factor for successful strategy implementation. By implementing these recommendations and paying attention to each stage's details, universities can conduct effective strategic planning and achieve their long-term objectives. These recommendations not only help improve the quality and effectiveness of university strategic planning but also enhance relevance, competitiveness, and responsiveness to society's dynamic needs.
Originality/value:This study presents the first comprehensive framework for strategic planning in Iranian higher education through systematic analysis of 28 domestic studies. Our research uniquely identifies 54 key components through content analysis, addressing both plan formulation and implementation challenges specific to Iranian universities. The proposed framework offers an innovative adaptive approach that balances standardization needs with institutional uniqueness.

Keywords

model

component

planning

strategy

higher education

Subjects

Social and cultural policy

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