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Fundamentals of the Process

Transparency and Engagement

Establishing academic priorities is one of the most difficult tasks for any university. All programs fill some niche, and are passionate subjects for specific faculty, students, alumni, and others; consequently, such key constituencies directly affected by establishing academic priorities are stakeholders in the process and deserve to be given the opportunity for input and access to all information.


Academic prioritization has become commonplace in highereducation, particularly because of the ongoing global economic recession. The standard that has emerged from these efforts has been the work ofRobert C. Dickeson, encapsulated in his book Prioritizing Academic Programs and Services: Reallocating Resources to Achieve Strategic Balance. Many examples exist as case studies from other universities to use as a guiding methodology.

Data/Information Driven

Dickeson's work provides numerous examples of both qualitative and quantitative measures that facilitate meaningful prioritization. Information will not always be readily accessible; however, the resources of the Provost's Office stand ready to help in facilitating access to, and summarization of, information. In some instances, the results of past work may provide a wealth of information relevant to the prioritization efforts.


Two elements of timeliness are applicable. First, during the process, attention must be paid to the "timeliness" by which all stakeholders are kept informed, particularly after input has been sought. Secondly, the process must be kept on track to ensure a timely completion of the work replete with a meaningful outcome. While careful deliberation is essential, the tentative timeline for this effort is approximately one year.

page last updated 1/4/2016 3:05 PM