Date of Award

Summer 8-2020

Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Richard Shrubb


This qualitative study examined the implementation of the strategic plan in the College of Education at a select southern university. Among Higher Education Institutions (HEI), strategic planning has become one of the most fundamental factors of today’s education system as HEIs adjust to meet the calls of a knowledge-based global economy (Bakoğlu, Öncer, Yıldız, & Güllüoğlu, 2016). Raluca and Alecsandru (2012) claimed that HEIs should consistently find ways to remain applicable and competent in such a competitive market as the higher education system.

Failed or unfinished implementation of strategic plans in HEIs is prevalent (Fooladvand, Yarmohammadian, & Shahtalebi, 2015; Immordino, Gigliotti, Ruben, & Tromp, 2016; Kohtamäki, 2010; Nataraja & Bright, 2018; Omuse, Kihara, & Munga, 2018). Furthermore, an insufficient number of studies focus on the processes of strategic planning within HEIs, as well as the implementation challenges that hinder strategic plans of such institutions (Fooladvand et al., 2015; Immordino et al., 2016; Kohtamäki, 2010; Nataraja & Bright, 2018; Omuse et al., 2018).

The theoretical framework for this study is the Fogg Behavior Model (FBM). Fogg’s (2009) Behavior Model states that these three elements, motivation, ability, and prompt, must converge at the same moment for a behavior to occur. That is, when the right motivators are in place, the behavior is more likely to occur, and if you provide a trigger, then the desired behavior is more likely to take place (Fogg, 2009).

The results of this study fill the gap in existing literature (Abdel-Maksoud, Elbanna, Mahama, & Pollanen, 2015; Alqahtani, 2016; Crittenden & Crittenden, 2008; Fooladvand et al., 2015; Halley-Boyce, Robinson, & Bradley, 2013; Mintzberg, 1993; Thompson & Strickland, 1995) by focusing on the implementation of the strategic plan. The analysis of data revealed four themes: communication, each unit had its own goals and roles that influenced the college and university strategic plans, participants assigned value to the process, and challenges and obstacles.