Iranian Higher Education
1- Ph.D. Candidate in Higher Education Development Planning, Shahid Beheshti University, Tehran, Iran. , h.khosravi5970@yahoo.com
2- Professor, Department of Educational Sciences, and Head of the Research Institute for Fundamental Studies of Science and Technology, Shahid Beheshti University, Tehran, Iran.
3- Professor, 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.
2- Professor, Department of Educational Sciences, and Head of the Research Institute for Fundamental Studies of Science and Technology, Shahid Beheshti University, Tehran, Iran.
3- Professor, 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.
Abstract: (10 Views)
Objective: The present study aims to review the body of international literature related to strategic planning in higher education systems worldwide. The research seeks to identify and extract the key and influential components involved in the strategic planning process in higher education, in order to analyze and classify them and to highlight their role in the success of institutional planning initiatives.
Method: This study employed a qualitative approach and content analysis method. The sample included 45 international studies on planning in higher education, published between 2010 and 2024, identified through a systematic search of reputable databases. The validity of the research was ensured through transparent selection criteria and multi-stage screening of resources, and reliability was ensured by using structured coding and conceptual categorization.
Results: Following a thorough analysis of the selected studies, 21 strategic planning models in higher education were identified. Their subcomponents were categorized into 27 groups based on semantic relationships among open codes. Key components extracted include: preliminary preparations; planning team framework design; institutional profiling; ranking, standardization and KPI development; systematic environmental scanning and interaction analysis; inter-indicator analysis; brainstorming sessions; vision roadmap; mission statement formulation; value development and integration; strategic goal-setting framework; strategy formulation and categorization; alignment of strategies and goals; role assignment; document drafting; implementation planning; final approval and dissemination; capacity building; transparent publication of the plan; feedback-based oversight and revision mechanisms; ongoing adaptive monitoring; stakeholder mapping; structural framework design; and use of advanced tools and technologies.
Conclusion: The findings demonstrate that strategic planning in higher education is a multidimensional, systematic process that through diverse structural, human, technological, and analytical elements significantly enhances institutional effectiveness. These insights enable the localized adaptation of global best practices and represent a practical step toward developing national strategic frameworks for higher education in Iran.
Method: This study employed a qualitative approach and content analysis method. The sample included 45 international studies on planning in higher education, published between 2010 and 2024, identified through a systematic search of reputable databases. The validity of the research was ensured through transparent selection criteria and multi-stage screening of resources, and reliability was ensured by using structured coding and conceptual categorization.
Results: Following a thorough analysis of the selected studies, 21 strategic planning models in higher education were identified. Their subcomponents were categorized into 27 groups based on semantic relationships among open codes. Key components extracted include: preliminary preparations; planning team framework design; institutional profiling; ranking, standardization and KPI development; systematic environmental scanning and interaction analysis; inter-indicator analysis; brainstorming sessions; vision roadmap; mission statement formulation; value development and integration; strategic goal-setting framework; strategy formulation and categorization; alignment of strategies and goals; role assignment; document drafting; implementation planning; final approval and dissemination; capacity building; transparent publication of the plan; feedback-based oversight and revision mechanisms; ongoing adaptive monitoring; stakeholder mapping; structural framework design; and use of advanced tools and technologies.
Conclusion: The findings demonstrate that strategic planning in higher education is a multidimensional, systematic process that through diverse structural, human, technological, and analytical elements significantly enhances institutional effectiveness. These insights enable the localized adaptation of global best practices and represent a practical step toward developing national strategic frameworks for higher education in Iran.
Type of article: Research |
Subject:
Special
Received: 2025/04/27 | Accepted: 2025/06/20 | ePublished ahead of print: 2025/09/19
Received: 2025/04/27 | Accepted: 2025/06/20 | ePublished ahead of print: 2025/09/19
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