Teay 1

Most HEIs across different continents have aspirations of successful accreditations by national or international agencies to lend credence and credibility to their educational products & services offerings. These aspirations underscore the assessors' performance evaluations per the accreditation standards, criteria & protocols, culminating in accreditation reports of commendations, suggestions, or recommendations. Often overlooked potential issues are resulting action plans developed in piecemeal modes by programs unrelated to the program's objectives for Organization Performance Management (OPM), thereby weakening the fullest beneficial actions. At a higher level, these piecemeal actions might not be aligned with the college's strategic & operational objectives, thereby affecting a coherent and consistent strategic direction of all programs within the college. At the institutional level, this is compounded by the programmatic to collegial to institutional levels non-alignment, thereby affecting the overall institution's strategic direction and holistic performance management. In addressing inherent issues of strategic & operational alignment of an institution with multidisciplinary collegial & programmatic OPM, this paper proposes a 5-Levels-Analysis, Development & Alignment (ADA.

The question of satisfaction of students towards service quality provided by the HEIs influencing the institutional image of the said institution is another issue that requires further investigation. The general purpose of this concept paper is to know how satisfied the students are towards service quality offered by the different institutions of Dipolog City, and to know and describe how this satisfaction gives impact or implications to the institutional image of HEIs.

Competition has become the language of the modern era, the focus of everyone's attention, being the catalyst that controls everyone's steps. It motivates them to work for more creativity, innovation, and giving, achieve a degree or other competitive advantage, excel and excel over their competitors, and complete the highest level of return or profitability. The current study sheds light on the concept and importance of competitive advantage in light of the modern manufacturing environment by providing an extensive review of the concepts, strategies, types, and measures of competitive advantage and the factors that affect the creation of this competitive advantage. This study found that the only way for industrial sectors to achieve their goal is to adopt "competitive strategies" that enable them to distinguish between differences in meeting the needs and desires of customers, which leads to encouraging customers to pay a premium that helps improve the performance of companies.

The present book have been published by Stanford Business Books, is the third authors' book published by top-rank Universities(Cambridge University Press) 1 and worldwide publishing house (Jossey-Bass A Wiley Imprint) 2 that were translated into Russian. In these books the six-factorial organizational Pyramidal model has been introduced that are based on organization systems' hierarchy (that corresponds with Weber's concept of bureaucracy control in the organization). Authors demonstrated that organizational financial effectiveness (EBIT) depends on estimation for levels and the total Pyramid model development. The statistical significance of such dependence has caused authors' conclusions that priority should be assigned to the development of weaknesses in the organization. Such conclusion on model's application, from our point of view, generally is not correct as the SWOT-analysis provides four alternative strategies two pairs from which are based on strengths of the organization, and remained two-on weaknesses, about that authors are emphasizing. In our company the analysis of organization strengths and weaknesses is applying exclusively as the initial data for SWOT-TOWS-analysis. Authors' focusing on priority of weaknesses developments in the organization can be explained by case limitation as considered organizations might following cost leadership strategy that prioritizing efficiency focused goal. Also declared emphasize on bottom-up development of Pyramid levels may not be achieved as priorities depends on mutual influence of external and internal factors and the accepted system of scales for these factors in SWOT-TOWS-the analysis. This book is theoretical development of corporate culture concept and practice of culture management. Authors are considering corporate culture as strategic asset and the ultimate sources for a long-term competitive advantage. Such assets could not be copied directly and transferred to another organization, include leadership style, but the last is situational caused. In the book authors accepted definition for corporate culture (for operation purpose) that cognates to previously published 3. Authors introduced the culture typology based on allocation of functionality and influences of culture which is partly similar to classification of an organizational climate by force (strong-weak) and to effect of influence (positive-negative), previously published 4. ________________________________________________________________________________________ 1 Flamholtz E., Randle Y. Leading Strategic Change: bridging theory and practice. Cambridge University Press. 2008. 2. Flamholtz E., Randle Y. Growing Pains: transitioning from an entrepreneurship to a professionally managed firm. 4 th ed. Jossey-Bass A Willey Imprint. 2007.

Stages of Strategic Planning
The strategic planning process is subdivided into four stages:
• Step 1: Construction of Assumptions or Basis;
• Step 2: Great Choices;
• Step 3: Elaboration of the Strategic Plan; and
• Step 4: Implementation and Monitoring of the Plan.

Building Premises or Fundamentals
In this phase, the strategic planning premises, that is, the organizational mission and values, the documents that define the organization's attributions and regulatory milestones, as well as previous work on institutional planning or diagnosis, will be studied. Internal and external environments will also be analyzed for the consolidation of an updated Strategic Diagnosis. Obviously, a mobilization of leaderships is necessary for the success of the strategic planning process.

Personal strategic planning is a simple tool for leaders to develop personal strategies for achieving goals. It focuses on value clarification,  mission and vision statement,  SWOT analysis, goal settings and implementation. The goal of personal strategic plan is to enhance performance,  productivity and effectiveness towards goal realization.

The world is facing a plethora of onslaughts of geo-political disruptions with populism, isolationism, terrorism, inter & intra conflicts; technology disruptions of artificial intelligence and digitization affecting work-social-personal life balance & behaviors and values & ideals; and corruptive and competitive disruptions bringing about disengagement, disbeliefs and discords. This paper attempts to put into perspectives of the current states of such disruptions and how they challenge the fundamentals of a HEI and its implications on the: (1) Competition & Competitiveness; (2) Constitution of the DNA of the HEI; (3) Context and Content of the HEI challenges; (4) Capacity Vs. Capabilities; (5) Connect & Click Engagement; (6) Credible Vs. Corruptive Practices; (7) Comprehensive and Constructive Creation and Practices of Educational and Societal Value Addition; (8) Change Management and (9) Community Building, and most importantly the conscience of the faculty and institution as a living entity. It will also discuss a potential set of scenarios where the HEI can decide, select and establish as its future business model based on such challenges.

Quality Assurance in education has applied the theoretical and conceptual foundations of TQM and performance and planning management as the panacea for the strife for education quality. The degree of success of the quality strive is debatable as quality assurance and strategic implementation is treated as two contending rather than as two collaborative partners. This paper contends that to implement quality assurance and strategic implementation successfully, the two should be brought within the realm of a QMIPS (Quality Management, Information and Planning System). This calls for the holistic integration of the TQM, performance management models, strategic management models and the balanced scorecard model into the QMIPS. 

The QMIPS has 5 perspectives covering Strategic, Financial, Stakeholders, Process and Learning and Growth perspectives and 9 sets of KPI. The key determinants in the quality process perspective in QMIPS are: 1) operation management (KPI 2 of teaching – learning, KPI 3 of student activities, KPI 4 of research 2) stakeholders management (KPI 9 of quality assurance and performance results, 3) innovation management and 4) regulatory and social management (KPI 5 of academic services and KPI 6 of Promotion of Thai Arts and Cultures. The strategic perspective (KPI 1 of Vision, Mission and Strategic Plans), financial perspective (KPI 8 of Finance and Budgeting) and learning and growth perspective (KPI 7 of Administration) are comprehensively covered and enhances the alliance of quality management as framed within the strategic implementation framework of the integrated BSC model into the holistic and integrated QMIPS.

Key words: quality assurance, strategic implementation, key performance indicators, performance management, quality management, balanced scorecard

"With the National Education Standards as approved by the Government on October 2004, the academic institutions are again put into a limbo again after the 1999 Education Act. In their entirety, the National Education Act and Standards are straightforward, but the mechanisms of the ‘what’s and how’s’ are blurry, as the Herculean mechanisms for implementation have not been defined. This paper aims at the conceptual development of a comprehensive and strategic model for an institution to coherently and successfully implement its academic strategies and cascading them from institution to personal level in a balanced approach. The standards define the core outcome as being student-centred and learning-centred in a life long learning environment. The paper contends that the key constraints at the bottle neck are the strategic leadership and the shared values, a very important aspect of the organization capital.  All the other components of supporting systems, style of management, skills (the competency of the human capital in terms of the knowledge, skills and competency), strategy, structure and performance metrics go through the leadership and shared values funnel that determine the degree of success in the achievement of the student-centred outcome metrics. As such, all the components must be managed in an integrative and balanced approach of which the balanced scorecard approach could be adapted into the strategic framework as the vehicle for implementation of the strategy to achieve the standards. 

Key words: Higher Education, Strategic Framework, Balanced Scorecard.

"

In the highly competitive business of education, the pursuit for rapid commercialization and internationalization at the expense of HE quality has led to questionable HE practices. A key question is a balance of the economics and sustainability while maintaining quality. This paper uses the “sufficient and sustainable” HE model (Teay, 2007) of redefining HE’s sufficiency through a middle path philosophy that is moderating, reasonable and self-resilient moderated by a set knowledge and virtuous conditions. Sufficiency must be sustained through the institution and individual capacity and capability. It calls for the institution and individual transformation of both the “the teaching and learning dimensions” leading to the transformation of the students. In this paper the focus is on the imperative to create education value through the individual capacity which is the nuts and bolts of skills, knowledge, experience and personality interacting within the context of values, beliefs and ideals that influence the mind set. This imperative is looked within the sufficiency philosophy of HM King Bhumibhol Adulyadej of Thailand who propagated this pervasive philosophy that is the very foundation of a “Kru - teacher”. In the individual capability aspects, the competency profiles of the teaching and learning must be defined as this forms the crux of quality that reflects real learning and transformation. The performance index for the generic and sufficient teaching and learning are: TCEI (Teaching Competency and Effectiveness Index,) and SCEI (Student Competency and Effectiveness Index) (Teay, 2005) are re-construed to reflect this sufficiency and sustainability philosophy.

Key words: Sufficiency and Sustainability, Capacity Building, Competency and Effectiveness.

In the dynamics of planning and quality management, Strategic Planning can no longer be separated from Quality Assurance, nor can Strategic Planning or Quality Management work in a vacuum of information. To demonstrate the linkages, the
triangularization of planning-information-quality (Teay, 2008) was expounded in the QM1PS (Quality Management, Information and Planning Systems) framework (Teay,2007). Strategic Planning has a history of developmental excellence but execution
paucity. The key issue is "what and how" to action on the strategic plan. The importance of realizing the lofty mission of the HEI (Higher Education Institutions) is a herculean
and tough task. To resolve this issue of implementation dearth and the alignment of the planning and implementation concern, this paper will illustrate a framework to develop the strategic plan using a simplified identification and development of a strategic plan based on the "position" and "capabilities" fundamentals of strategic management on strategic analysis and formulation. It will then illustrate strategic implementation of the plan by the cascading of the vision, mission, goals and objectives from the Strategic Plan into the goals and objectives of action plan and its corresponding projects development and budget requisition. The linkage of the quality management is through the metrics
developed to measure the performance achievement of the projects and its budget. This would resolve the problem of alignment and the execution of the various projects based
on the action plans to achieve the overall strategic plan and its mission in a structured and measurable approach.

Key words: Strategic Plan and Action Plans. Alignment and cascading of the vision,
mission into achievable goals and measurable objectives,

This book aims to bridge the gap between preaching and practice in Strategic Planning in Higher Education Institutions (HEIs). As academics, we have been preachers of management
theories and concepts but, when it comes to the real world of practicing what we profess to know well, it is surprising that preaching and practice often diverge. Management principles
are simple and straightforward to teach but when these principles are put into administrative or management practices in HEI, we do not fare that well in comparison to remaining within the safe zone of teaching. This is normally the case facing most HigherEducation Institutions (HEIs) as they move forward on quality drives which are both turbulent and never-ending journeys of continuous improvement. These journeys can be managed, however, if they are planned and, if planned, they can be better measured based on themission and goals of the position that it is the institution’s intention to achieve and sustain. This is basically management through measurement. In this management, it is necessary first to plan the desired outcomes; these then become the measures of achievement in terms of fulfilling the envisioned dreams. This is strategic management
applied to managing Higher Education Institutions.This
book has therefore been written with the aims of: 1) developing a framework for the strategic management of HEIs by adapting the fundamentals of business strategic management and
planning, and 2) developing a simpler framework for the analysis, formulation and implementation of strategies based on the “capabilities and position” perspectives used throughout this book.