What is the main argument presented in “Using strategic planning to transform a budgeting process”?


Your task is to offer a detailed critique of a peer-reviewed article you located below (Israel, C. A., & Kihl, B. (2005). Using strategic planning to transform a budgeting process. New Directions For Community Colleges, 2005(132), 77-86). The article must be related, somehow, to one or two of the primary topics introduced and discussed in your assigned reading for this unit. In your critique, address the following questions or points:
What are the main points and arguments of the author(s)?
What is your opinion of the article?
How does the article relate to your experience or current job in the public or nonprofit sector?
How can the points and arguments of the author(s) be applied to the public sector in a practical sense?
The critique should be roughly 500 words in length (approximately two double-spaced pages), with Times New Roman 12 pt. font, and have appropriate APA style writing. Be sure to cite all borrowed, quoted, and paraphrased material appropriately in APA format. Your focus of this assignment is to collect your thoughts and opinions on the topic and relate them in an intelligent, critical fashion (the second and third bullet above).
Your task is to offer a detailed critique of a peer-reviewed article you located below (Israel, C.
A., & Kihl, B. (2005). Using strategic planning to transform a budgeting process. New
Directions For Community Colleges, 2005(132), 77-86). The article must be related, somehow,
to one or two of the primary topics introduced and discussed in your assigned reading for this
unit. In your critique, address the following questions or points:

What are the main points and arguments of the author(s)?
What is your opinion of the article?
How does the article relate to your experience or current job in the public or nonprofit
How can the points and arguments of the author(s) be applied to the public sector in a
practical sense?
The critique should be roughly 500 words in length (approximately two double-spaced pages),
with Times New Roman 12 pt. font, and have appropriate APA style writing. Be sure to cite all
borrowed, quoted, and paraphrased material appropriately in APA format. Your focus of this
assignment is to collect your thoughts and opinions on the topic and relate them in an intelligent,
critical fashion (the second and third bullet above).
Using Strategic Planning to Transform a Budgeting Process
Cary A. Israel & Brenda Kihl
(Israel, C. A., & Kihl, B. (2005). Using strategic planning to transform a budgeting process. New
Directions for Community Colleges, 2005(132), 77-86.)
Todays community college leaders face a challenging nancial climate not seen in several
decades. Budget shortfalls, state budget cuts, high unemployment, increased health care costs, and
decreased tax revenue create challenging economic times for community colleges and require
difcult decision making to maintain a strong, nancially sound institution that succeeds in serving
its constituents. The questions college leaders face are familiar: Where can we cut spending?
Which programs need paring back and how far? How and where can we reduce xed costs? How
can we increase revenue streams? Do we need to make reductions in our labor force? Where do
we invest new revenue? These questions are difcult to address without incurring potential
negative effects on students, staff, faculty, and the community. However, the negative impacts can
be minimized by making clear and logical decisions that are supported by the institutions strategic
budgeting and planning processes. This chapter describes how the Collin County Community
College District (Texas) answered these difcult questions, and discusses steps taken to control
spending, make the most of limited resources, and incorporate the districts strategic plan into the
budgeting process.
Addressing Rapidly Changing Economic Conditions
Collin County Community College District (CCCCD) is a ve-campus district in a
historically afuent county in North Texas. Enrolling more than forty thousand credit and
noncredit students annually, the district serves suburban and rural communities covering nearly
one thousand square miles, with a population of approximately seven hundred thousand. CCCCD
opened its doors amid the strong economic climate of 1985. Located in Texass Telecom
Corridor, CCCCD ourished during the technology boom of the late 1990s. During that decade,
Collin Countys population grew by 150 percent, and CCCCDs enrollment rose by 57 percent.
Prior to 2001, the district had never known difcult economic times, and never had to consider
difcult budgetary decisions. This changed in the fall of 2001, when downturns in the
telecommunications and airline industries, the areas two economic bellwethers, began to require
mass layoffs. Before 2001 CCCCD received the majority of its revenue from local property taxes
(44 percent), and signicant amounts from state appropriations (28 percent), tuition and fees (15
percent), and other sources, such as grants and auxiliary services (13 percent). Tuition income
remained low because the districts board of trustees has always been committed to affordable
education and opposes signicant tuition increases. Unfortunately, this left the institution
extremely vulnerable to economic downturns and dependent on increases in property values and
state appropriations. In 2000, CCCCD was not in a nancial position to withstand a signicant
decrease in state or local revenue, yet this was about to occur. State funding for Texas community
colleges is calculated using an instructional formula based on contact hour reimbursement. Each
biennium, the Texas legislature sets a rate to which it will reimburse colleges for instructional costs
incurred. Between 1994 and February 2003, Texass contributions to the community college
instructional formula fell from 86.9 percent to 51.8 percent (Texas Association of Community
Colleges, 2003). Local property taxes could not make up the difference in revenue. The district
was already collecting local taxes at its maximum rate of nine cents per hundred dollars of assessed
value, one of the lowest rates in Texas. With a depressed economy, it was unlikely that county
voters would approve an increase in the property tax rate to support the community college. These
circumstances made it increasingly evident that district leaders must make signicant changes to
their operating procedures to ensure long-term nancial stability.
The Coming Economic Storm and Enhanced Environmental Scanning
In 2000, CCCCDs leaders determined that a more comprehensive environmental scanning
process would help prepare for the future and improve the districts ability to withstand changes
in the economy. All community college leaders analyze enrollment trends, such as the market share
of high school graduates attending our institutions; growth and decline of specic disciplines; the
overall general economic climate of our communities; faculty salary requirements, retirements,
and new hires; and other factors that affect the budgeting and planning processes. As members of
CCCCDs leadership team, we monitored this information closely. However, like many
institutions, we did not track other factors that might be better indicators of the overall economic
vitality of our service areas. Anticipating drastic changes in the economy, CCCCD instituted an
environmental scanning process in 2000 that monitors and tracks these other factors, detailed here,
to help us predict where the economy was going and to develop a realistic three-year budget plan.
This scanning also made us aware of pending challenges and allowed us to develop what-if
scenarios as economic conditions changed (as they indeed did). We thus started to track the volume
of food stamps awarded in Collin County over a ve-year period, to see if we could identify trends
that could help predict the economic future of our community. We also tracked trends in
Temporary Assistance for Needy Families, sales tax allocations, and residential building permits.
In addition, we monitored home foreclosures, local public school lunch program recipients,
indigent health care claims, small business bankruptcies, the states rainy day fund, appraised
property tax growth rate, and companies moving in and out of Collin County. Nearly all of this
information was readily available from the county, regional council of governments, the state
comptroller, the Small Business Administration, the realtors association, nancial institutions,
and the districts small business development center. Our environmental scanning paid off.
Residents in Collin County were hit hard by the 2001 downturn in the economy, which also had a
signicant budgetary impact on the district. Unemployment rates reported by the Texas Workforce
Commission (2005) showed a 163 percent increase from October 2000 to October 2001, and this
had a precipitous effect on other economic factors in Collin County and throughout Texas.
Newspapers reported other disturbing trends; the Collin County home foreclosure rate for the
month of January increased over 300 percent between 2001 and 2004 (Graham, 2003). In addition,
indigent health care claims were climbing steadily, and requests for free lunch programs at our
local school districts were soaring. Indeed, the percentage of economically disadvantaged students
was growing rapidly; in 1999, the district disbursed $2.5 million in nancial aid, scholarships, and
federal and state grants. By 2000 that number doubled to nearly $5 million, and in 2004 the district
disbursed more than $12 million in nancial aid. Moreover, local businesses were moving out,
closing, or going bankrupt faster than those that were relocating or being created. Texass rainy
day fund was moving toward decit, and interest rates were beginning to drop. Despite these
disturbing trends, our community was still seeing record population growth. Had we just
concentrated on population growth and housing startstraditional measures used in planning for
enrollment growthwe might have concluded that the economy was still scally sound. Yet by
scanning a more expansive set of environmental data, we knew that it was a matter of time before
funding for the district and other community colleges in the state would be cut.
At the fall 2000 State of the District presentation, the president discussed these alarming
statistics. Although some individuals disagreed that the economy might be on the verge of a
downturn, most began to discuss the ndings. Against this backdrop, we started to plan for the
districts future so that we could minimize the impact of any revenue loss. After thoughtfully
discussing and planning a course of action, we decided to develop a very conservative budget that
anticipated the coming economic meltdown. Although the practice of environmental scanning may
not always be an accurate economic gauge, we believe it helped our college move to a more
strategic budgeting process. We continue to employ all the external environmental data at our
disposal in order to plan for a fast-changing economic landscape.
Planning for Shrinking Resources
Environmental scanning data led us to believe an economic storm was coming, so we began
to plan for shrinking resources. The rst order of business was stabilizing and reducing
Reducing Instructional Costs. To reduce expenditures, we rst looked at the cost of
instruction, because it makes up the largest proportion of the overall budget. It was imperative that
any budget cuts in this area not inhibit the districts ability to accommodate its growing student
population and maintain academic excellence. However, we were able to reduce the number of
extra faculty stipends and contracts by limiting them to only those services essential to the quality
of our educational offerings. For example, we cut instructional release time for faculty serving as
treasurers of faculty constituency groups, because the duties of the ofce required far less time
than teaching a semester-long course. In addition, we challenged college deans to increase the
average class size from nineteen students per section to twenty-three rather than adding new
sections to accommodate enrollment growth. The deans had exibility to run some classes with
fewer students but were strongly encouraged to keep the average divisional class size at twentythree. These initial steps reduced spending without adversely affecting instructional quality or
student services.
Analyzing Third-Party Expenditures. In addition, we started examining existing
partnerships with third parties (such as foodservice agencies, those who rent our facilities, and
local agencies that are freely allowed to use campus facilities) to ensure that equitable relationships
existed. Historically, although the district did not charge rent to local economic development
agencies for their use of college ofce space, the cities charged the district to rent their facilities
for graduation and commencement ceremonies, as well as other functions. By correcting this
imbalance, CCCCD saved thousands of dollars. This was but one of many examples of the ways
in which we saved money by thoroughly analyzing third-party expenditures. It was not easy to
renegotiate these informal arrangements, but an increased focus on external communications
allowed city and county leaders to understand our budget predicament. Indeed, through this
experience we learned that there are always opportunities to be more scally conservative without
jeopardizing instruction or professional development.
Replacing Revenue Bonds with General Obligation Bonds. Texas state law requires local
community college districtsnot the stateto fund construction of new facilities. To
accommodate enrollment growth in the early 1990s, a bond referendum was proposed to fund new
buildings and deferred maintenance but was defeated by area voters. Because new classrooms had
to be built to accommodate enrollment growth, CCCCDs board of trustees issued revenue bonds
to accomplish this goal. But the revenue bonds carried higher interest rates and were a drag on our
operating funds. We knew that this issue needed to be remedied before revenue streams,
particularly those from state sources, eroded. Thus, in early 2001, the district decided to ask voters
to pass a $57 million general obligation bond. The timing of this initiative was both crucial and
fortuitous. The economic bubble had not yet burst, and enrollment was mushrooming. Fortunately,
voters overwhelmingly passed the bond referendum, which signicantly relieved pressures on our
operating budget. Our strategic budget preparation and forecasting processes made us realize the
interconnectivity of disparate budget lines.
Making Miscellaneous Budget Cuts. Although CCCCD was able to shrink its budget by cutting
extra instructional costs, reducing third-party expenditures, and moving toward lower-interest
bonds, much more had to be accomplished to align the districts budget with anticipated revenue
cuts. We consolidated administrative functions, revamped an uncapped salary grid, closed poorly
enrolled programs, created a continuing education prot center, discontinued leisure classes,
bought down the debt of callable high interest revenue bonds, and established a three-year salary
schedule for faculty and staff. All in all, though some decisions were difcult and challenging, our
planning paid off. When the economic storm hit, our academic classes remained open and
accessible, agreed-upon salary increases were honored, more students were admitted, and new
academic programs were created. With spending brought under control, we also began looking at
other sources of revenue to supplement existing streams. We established CCCCDs rst deferred
giving program, set lofty fundraising goals, increased federal and state grant awards tied to our
strategic plan, and planned other revenue generating activities. Concurrent with these activities,
we began to revamp a traditional incremental budget process and move toward one that is more
strategic and responsive to changing economic conditions.
From Incremental to Strategic Budgeting
In 2000, an internal survey of CCCCDs budget process and nancial management
revealed the need for change, and college leaders began planning to strengthen their budgeting and
planning processes. At that time, the districts budget process consisted of annual incremental
increases based on the overall amount of revenue. Each division received the same percentage
increase over the prior years allocation and was not required to submit evidence of need or prove
effective use of funds. Budget managers maintained the status quo and were not challenged to
move strategically beyond established processes (Ibrahim and Proctor, 1992). The incremental
budgeting system in place in 2000 could not prepare the district for the coming downturn in the
local economy. The districts practice of incremental budgeting provided too much latitude, and it
did not hold managers accountable for their budgeting decisions. The process also created
administrative silos within CCCCD, rather than creating a sense of interdependence and team.
CCCCDs incremental budgeting process also committed funds to certain budget areas without
evidence that the base allocation or additional monies were needed to meet and accomplish
institutional goals. The incremental process assumed that the districts priorities remained
constant, which prevented leaders from launching new initiatives or providing access to additional
resources to support growing areas of the district (Curry, 2000). Furthermore, several top-level
administrators did not have a working knowledge of their budgets and found it acceptable to
delegate scal responsibilities to administrative assistants. This proved to be a signicant barrier
to making difcult choices about funding priorities as the economy changed. In this age of data-
driven decision making, budget managers must be accountable for their nances and make
decisions in support of the institutions strategic plan. Thus, it soon became evident that the rst
step in building a nancially sound institution was to modify the budgeting system and make
budget managers accountable. CCCCD also realized that departments and programs change over
time, and that base allocations should be exible too. A new budgeting system was needed to
distribute funds based on something other than steady state existence. Accordingly, we decided
to conduct a series of administrative meetings in spring 2000 to discuss budget responsibility and
the goals of the coming years. The district president informed vice presidents and deans that the
current culture must change and they would no longer be rewarded for over budgeting (hoarding
money) or allowed to continue the practice of under budgeting. In these meetings it became evident
that administrators must thoroughly understand and effectively plan their budgets. The districts
three-year strategic planning process became the launching point for setting funding priorities and
addressing the difcult funding decisions that lay ahead.
Zero-Sum Budgeting
Effective budgeting systems for community colleges must possess the stabilizing processes
found in an incremental budgeting system to minimize annual justication of obvious institutional
necessities. However, the process must also incorporate a zero-based budgeting system that allows
for questioning and minimizing redundant expenses (Williams, 1981). The destabilizing process
of zero-based budgeting, unfortunately, requires all expenditures to be justied each new period,
which is a time-consuming process (Curry, 2000). Neither of these common budgeting practices
alone ts the districts vision and changing needs. College leaders had to establish a new model
that would meet the four purposes of an effective budget: continuity, change, exibility, and
rigidity (Wildavsky, 1978).
Thus CCCCD decided to move to a form of zero-sum budgeting, a decit-neutral budget
process, where new expenditures are paid through cuts in existing programs or increases in
revenue. Keeping the districts mission and strategic plan in mind, leaders adopted a modied
zero-sum process to help make decisions that could reduce unnecessary or wasteful spending,
streamline and minimize costs, and strengthen revenue streams. Our desired result was a static
bottom line, with no direct annual increases in expenditures. In order to accommodate the needs
of growing programs, new initiatives, and achievement indicators outlined in the strategic plan,
we added a supplemental budget request process.
The Budget Process. A zero-sum budgeting process takes about four months and begins
with an allocation for each of a college presidents direct reports (for example, vice presidents and
provosts). These allocations are equal to the previous years budget, minus a formula reduction for
line items that had spent less than 50 percent of allocations at midyear. Vice presidents and
provosts then distribute this lump allocation among their respective division managers. Each
division manager, who may be a dean, director, or coordinator, is responsible for the budget of one
or more departments. At this point in the budget process, division managers have the exibility to
reallocate resources between budget lines and across departmental budgets in their division. In the
end, division managers propose a budget that is less than or equal to the previous years budget.
However, supplemental budget requests allow for increased allocations for costs associated with
CCCCDs three-year strategic plan (Collin County Community College District, 2004). Each vice
president and provost then compiles preliminary budgets and associated supplemental requests
from division managers, and if necessary, further reallocates resources; for example,
underspending in one division can meet the supplemental requests in another. Vice presidents,
provosts, and their division managers negotiate budgets and justications for supplemental
requests. The communication and information-sharing that occurs during this negotiation phase
ensures that managers are more accommodating of other divisions needs (Taylor and Rafai, 2003).
Ultimately, it is the vice presidents or provosts responsibility to ensure an overall adherence to
the initial allocation and the districts strategic plan. A budget must be agreed upon in order to
move to the next step in the budgeting process, where each budget is examined in open hearings.
Open Hearings. Open budget hearings take place over the course of a week. One at a time, the
president, vice presidents, provosts, and division managers defend their budgets to CCCCDs
leadership team, nance department, and each other. Hearings require division managers to answer
questions and explain signicant changesboth positive and negativein any one budget or
individual line item. Supplemental requests are also reviewed during the hearings to ensure that
additional funds will meet the goals and achievement indicators outlined in the districts strategic
plan. Open hearings are time-consuming, but the public venue requires all employees with scal
responsibilities to have a rationale for the amount allocated to each line item in their budget. The
budget hearings also serve to provide budget managers, college leaders, and other responsible
budget personnel with a broader, beyond the-silo perspective of college operations. Through the
process, budget managers realize there is no hidden money in district budgets, and they can no
longer hoard excess money that will not be used. They also learn about the importance of deferred
maintenance costs, bond interest payments, fund balances, encumbered payroll lines, and all the
other categories that affect the districts overall budget. On conclusion of the budget hearings, the
leadership team considers organizational priorities and makes a nalized budget proposal to
CCCCDs board of trustees.
Drawbacks and Benets of Zero-Sum Budgeting. A disadvantage of zero-sum budgeting is the
potential for competition between managers, because money is reallocated from one department
to another. However, implementing a process for requesting supplemental funds alleviates the
competitive element of zero-sum budgeting and helps mitigate begging for new funds. At the same
time, it forces the leadership team to identify and eliminate funding for lower priorities in order to
fund new initiatives. Budget managers also understand that extra funds can come at the expense
of an existing program if projected revenue falls short of the overall budget increase, and this
knowledge helps create internal accountability. Over time, training for midlevel budget managers,
combined with a budgeting hearing process that ties internal budgeting processes directly to the
districts strategic plan, signicantly broadened CCCCD leaders understanding of how to manage
scarce resources prudently.
Where Are We Now?
As this chapter is being written in summer 2005, we are condent that CCCCD is spending its
money better and that because of changes in our budgeting process expenditures are more aligned
to our strategic plan. By implementing a more comprehensive environmental scanning process to
predict the economic environment, and by moving from incremental to strategic budgeting, we
were able to make difcult decisions more easily. We are not yet out of the woods, however.
Community college leaders will always be required to make difcult decisions, but they can do so
with forethought and planning to minimize negative impact and public opposition. In 2003, our
strategic planning process was put to the test. Texas faced a record decit of $9.9 billion (Hill,
2004), and legislators were challenged to balance the budget. All public colleges and universities
were mandated to cut their state appropriation by 7.5 percent, which resulted in a $1.5 million
reduction in the districts operating budget. Because of foresight and careful planning, however,
the overall impact of this budget cut was minimized. The districts nances were already under
control, a new budgeting system was in place, and new revenue sources slightly decreased our
dependence on local taxes and state appropriations. The difcult decisions CCCCD made in 2000
and 2001 paid off, making the district nancially and administratively stronger.
Keys to Creating a Strategic Budgeting Process
Planning and accountability are keys to weathering economic downturns and sustaining funding
for community colleges. It is imperative that academic, student development, and technology plans
be aligned with a colleges overall nancial plan. This is undoubtedly a major undertaking, but it
is a necessary step in achieving nancial stability. This plan must then be communicated to all who
are involved with or who have a vested interest in the community college. Budget cuts are rarely
met with excitement. Therefore, effective communication with college stakeholders, including
faculty, staff, students, the board of trustees, and the community at large, is vitally important to
continued success. Key stakeholders must buy in to any strategic budget in order to minimize
opposition to any necessary future budget cuts. At CCCCD, internal stakeholder communication
takes place at the annual All College Day, which all faculty and staff are required to attend. The
president delivers a State of the District address to ensure that all college employees understand
the current economic climate and its impact on college operations. In addition, the district has
established the Committee of 100a group of community and business leadersto facilitate
external communication. The committee comes together every three years, is educated on the state
of CCCCD, and brainstorms the strategic direction the district should follow over the next three
years. Such community involvement not only helps disseminate information about a colleges
needs and goals to the general population but also allows a more informed public to better
understand the difcult decisions community college leaders face. Our advice for community
college leaders facing tough economic times is to focus on your colleges mission, goals, and
strategic plan, the fundamental elements that describe your institution and its future. Internal
planning and budgeting processes must support these fundamental elements if your college is to
survive when funds are limited. Institutional constituents must accept the colleges mission, goals,
and strategic plan if they are to support the tough decisions that must be made in a challenging
economic climate. For this reason, it is essential to develop a comprehensive training program for
senior staff and midlevel budget managers and ensure high levels of communication when difcult
decisions are necessary. CCCCDs move from incremental to strategic budgeting clearly helped
us withstand a downturn in the Texas economy and diminished state revenues, and we believe it
can help other institutions as well.
Collin County Community College District. Strategic Goals and Achievement Indicators 2004
2006. Plano, Tex.: Collin County Community College District, 2004.
Curry, J. R. Budgeting. In C. M. Grills (ed.), College and University Business Administration
(6th ed.). Washington, D.C.: National Association of College and University Business Ofcers,
Graham, L. Home Foreclosures Soar Amid Jobless Recovery. Frisco Enterprise, Dec. 26,
2003, n.p. http://www.zwire.com/site/news.cfm?newsid=10717727&BRD=1426
&PAG=461&dept_id=528197&r=6. Accessed May 16, 2005.
Hill, I. State Responses to Budget Crises in 2004: Texas. Washington, D.C.: The Urban
Institute, 2004. http://www.urban.org/UploadedPDF/410955_TX_budget_crisis.pdf#
search=texas%20state%20budget%20decit%2020042004. Accessed May 17, 2005.
Ibrahim, M. M., and Proctor, R. A. Incremental Budgeting in Local Authorities. International
Journal of Public Sector Management, 1992, 5(5), 1126.
Taylor, A., and Rafai, S. Strategic Budgeting: A Case Study and Proposal Framework.
Management Accounting Quarterly, 2003, 5(1), 110.
Texas Association of Community Colleges. Community College Formula Appropriation FY
199091 to FY 200405. Austin: Texas Association of Community Colleges, 2003.
http://www.tacc.org/pdf/ctc_formula_tacc.pdf. Accessed May 19, 2005.
Texas Workforce Commission. Unemployment (LAUS). Austin: Texas Workforce
Commission, 2005. http://www.tracer2.com/cgi/dataanalysis/AreaSelection.asp?table
Name=Labforce. Accessed May 4, 2005.
Wildavsky, A. A Budget for All Seasons? Why the Traditional Budget Lasts. Public
Administration Review, 1978, 38(6), 501509.
Williams, J. J. Designing a Budgeting System with Planned Confusion. California
Management Review, 1981, 24(2), 7585.
Authors Information
1. CARY A. ISRAEL is president of Collin County Community College District.
2. BRENDA KIHL is assistant to the president and director of the Center for Teaching,
Learning, and Professional Development at Collin County Community College District.

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The process of budgeting is a crucial aspect of the financial management of nonprofit organizations and public institutions, particularly community colleges. However, the current economic climate has made financial management for these institutions a challenging task. Community college leaders are now faced with the task of making difficult decisions that would enable them to maintain a financially sound institution that satisfies its stakeholders. One notable approach to addressing this challenge is the use of strategic planning to transform the budgeting process. In this paper, we take a critical look at the article, “Using strategic planning to transform a budgeting process” by Cary A. Israel and Brenda Kihl, a peer-reviewed article published in the New Directions for Community Colleges.


Using Strategic Planning to Transform a Budgeting Process, a peer-reviewed article, analyzes the role of strategic planning in transforming budgeting processes in community colleges. The authors argue that traditional budgeting approaches cannot address the current challenges of community colleges, including declining funding and increasing costs. The authors suggest that strategic planning can support community college leaders in making informed budgeting decisions that reflect both short- and long-term goals.

The article highlights three primary benefits of using strategic planning to transform the budgeting process: integration, alignment, and flexibility. Firstly, strategic planning promotes the integration of a college’s mission and long-term goals with the budgeting process. Secondly, strategic planning aids in aligning a college’s budget with its mission and goals, ensuring that its limited resources are allocated optimally. Finally, strategic planning enhances the flexibility of budgeting processes by enabling community college leaders to make informed decisions during challenging times.

In my opinion, the authors present a persuasive argument for the integration of strategic planning into budgeting processes. Their argument is well-structured, backed by research, and presents practical approaches to addressing the current challenges faced by community colleges. As a professional content writer with experience working with nonprofit organizations, the article’s relevance aligns with what I have encountered in my work. The case for strategic planning in transforming budgeting processes not only addresses budgetary challenges but also promotes the attainment of the long-term goals of an organization.

In practical terms, the arguments presented in the article can be applied to the public sector by aligning budgetary decisions with the sector’s goals. Like community colleges, public organizations face economic constraints that require well-informed budgetary decisions. The integration of strategic planning in the budgeting process would ensure the optimal allocation of resources while pursuing long-term goals.

In conclusion, using strategic planning to transform a budgeting process has significant implications for nonprofit organizations and public institutions, particularly community colleges. The article presented a persuasive argument for the adoption of strategic planning, specifically highlighting its role in integrating a college’s mission, aligning its resource allocation with its goals, and enhancing the flexibility of budgetary decisions. Public organizations can also apply these arguments to optimize resource allocation while pursuing their long-term goals.

Administrative expenses? How can we increase revenue? The authors respond to these questions by arguing that a strategic planning process can transform a college’s budgeting process and help colleges navigate these difficult economic times.

1. To understand the challenges that community college leaders face in today’s financial climate.
2. To examine the role of strategic planning in transforming a college’s budgeting process and managing economic challenges.

Learning Outcomes:
1. Students will be able to identify the financial challenges that community colleges face in the current economic climate.
2. Students will be able to describe the role of strategic planning in transforming a college’s budgeting process and mitigating economic challenges.
3. Students will be able to apply the principles of strategic planning to a community college setting and recommend strategies for navigating financial challenges.

1. Introduction to Budgetary Challenges in Community Colleges
2. The Role of Strategic Planning in Transforming Budgeting Processes
3. Critique of Israel and Kihl’s (2005) Article
4. Practical Applications of Strategic Planning in Navigating Financial Challenges in Public and Nonprofit Sectors.

Solution 1:

Using Strategic Planning to Transform a Budgeting Process

Solution 1 is a comprehensive discussion and analysis of the article, “Using Strategic Planning to Transform a Budgeting Process.” The article highlights the challenges faced by community college leaders in today’s financial climate, including budget shortfalls, state budget cuts, high unemployment, increased health care costs, and decreased tax revenue. The authors argue that strategic planning can be an effective approach to transforming a budgeting process and providing a strong and financial institution that serves its constituents.

The main argument of the authors is that community colleges must adopt strategic planning processes that enable them to adapt to the changing financial climate and make crucial decisions on budgeting. They posit that the traditional budgeting process is a one-size-fits-all approach that is not effective in dealing with the current financial challenges. The authors suggest that strategic planning should be adopted as a more collaborative, transparent, and meaningful method that provides a way to align financial and operational resources and goals with institutional mission and vision. The article concludes that strategic planning can successfully transform the budgeting process by aligning institutional goals and priorities to budgets, improving decision making, and enhancing institutional planning processes.

My opinion of this article is that it offers a valuable and insightful perspective on the importance of strategic planning to transform the budgeting process in community colleges. The authors have provided a well-researched and well-argued article, demonstrating the need for strategic planning in dealing with the challenges facing community colleges today. I agree with the authors’ proposition that a strategic planning process provides the capacity to make informed decisions that address the community college’s unique needs and ensures that funding allocations align with institutional goals and priorities.

The article relates to my experience as a public sector employee, where budgeting is a crucial element in decision making. Strategic planning can ensure that budgeting decisions are informed and driven by organizational vision and mission, thus improving service delivery and resource allocation.

The arguments presented by the authors can be applied practically in public sector institutions by adopting strategic planning processes that allow informed budgeting decisions. It is important to ensure that budgeting decisions are not made in isolation but are aligned with organizational missions, visions, and priorities. This analysis implies that implementing strategic planning processes will require institutionalizing collaborative decision-making structures and transparency in the allocation of resources.

Solution 2:

Dear Dr. Israel and Dr. Kihl,

I thoroughly enjoyed reading your article on “Using Strategic Planning to Transform a Budgeting Process.” Your article provided an insightful perspective on the adoption of strategic planning for budgeting decision-making processes, emphasizing the need for alignment with institutional mission, vision, and priorities.

Your arguments on the challenges faced by community college leaders in today’s financial climate are especially relevant, not just to Community Colleges but also to the public sector as a whole. The article emphasizes that strategic planning for budgeting decisions can transform the budgeting process to provide effective and financially sound institutions that serve their constituents. The article’s primary purpose was well-presented and demonstrated, and it would be of great value to policy-makers, senior leaders, and budget managers alike.

Institutions could apply your arguments pragmatically by adopting strategic planning processes for budgeting that promote transparency, collaboration, and informed decision making, align funding allocations with institutional mission and priorities, and provide an integrated approach to financial and operational planning. The article contends that adopting such an approach would enable public sector institutions to make critical adjustments to budgeting while responding to the challenges facing them.

In conclusion, I found your article informative and stimulating. The adoption of strategic planning processes for budgeting decisions is an essential tool for public sector decision-makers in ensuring financial viability while fulfilling the organization’s mission and vision. I commend you on the article’s relevance, timeliness, and practicality, and I look forward to hearing more research regarding the topic in the future.


[Your Name]

Suggested Resources/Books:

1. “Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement” by John M. Bryson
2. “The Budget-Building Book for Nonprofits: A Step-by-Step Guide for Managers and Boards” by Murray Dropkin, Jim Halpin, and Bill La Touche
3. “The Public Budgeting Laboratory in Democracy and Accountability: A Handbook for Practice” by Irene S. Rubin and David M. Van Slyke

Similar Asked Questions:

1. How can strategic planning be implemented effectively in a budgeting process?
2. What challenges does a nancially strained institution face in its budgeting process?
3. How can community college leaders make difficult budgeting decisions while maintaining a strong institution?
4. What role does strategic planning play in financial decision making for public and nonprofit organizations?
5. How does budgeting for nonprofit organizations differ from budgeting for public institutions?

Article Critique:

In their article titled “Using Strategic Planning to Transform a Budgeting Process,” Cary A. Israel and Brenda Kihl address the financial challenges faced by community college leaders in the current economic climate and discuss the importance of incorporating strategic planning in the budgeting process. The authors argue that strategic planning can help policymakers make difficult decisions that ensure a strong, financially sound institution that serves its constituents. They provide a case study of a community college that transformed its budgeting process through strategic planning and offer insights into the process that can be applied to other institutions.

Overall, I found the article to be well-written and informative, providing a practical framework for incorporating strategic planning into a budgeting process. The authors make a compelling case for why institutions must focus on strategic planning in budgeting, particularly in the current financial climate. The case study provides specific examples of how strategic planning can be effective in transforming a budgeting process in a community college setting.

The article relates to my experience in the public sector, particularly in the context of nonprofit organizations. Nonprofits, like community colleges, face budget shortfalls and the need to make difficult financial decisions. Strategic planning can be a useful tool for ensuring that nonprofits are making the right decisions, focusing on their mission, and achieving their goals. However, the article could have been improved by providing more concrete examples of how strategic planning can be applied in the nonprofit context.

The authors make several practical recommendations for incorporating strategic planning into a budgeting process, including involving all stakeholders, setting clear goals and objectives, and monitoring progress. These recommendations can be applied to the public sector in a practical sense. For example, policymakers can involve stakeholders in the budgeting process by convening public meetings or soliciting input through surveys or other means. They can set clear goals and objectives by prioritizing spending and making trade-offs where necessary. They can also monitor progress by reviewing budget data regularly and adjusting spending as needed.

In conclusion, Israel and Kihl provide a valuable contribution to the literature on budgeting and strategic planning in community colleges. Their article offers practical insights into how institutions can transform their budgeting process through strategic planning, which is relevant to both the public and nonprofit sectors. Understanding the importance of strategic planning in budgeting is critical for public leaders, and I look forward to applying the insights gained from this article in my own work.

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