Abstract
This paper assesses the utility and role of institutional purpose statements. If they are as effective as one is led to believe, what intrinsic facts or elements make them so? Is there value in having a purpose statement, or is the value attributed to the exercise of creating and discussing it? If there is such a value, what forms and circumstances create the value? What forms do mission statements usually take? Do different forms have different attributes? In addressing these questions, two methods are employed. One is conventional in that literature documenting the theory and research of others has been carefully reviewed, but from the particular perspectives of form and effectiveness. The other is to examine a series of actual statements of institutional purpose, with particular regard to form, content, and context of planning. To elucidate the context of planning, a series of master plans and mission statements for systems of higher education are also examined. In total, 32 institutional statements and 12 system plans or statements are examined. (The plans that are examined are listed in Appendixes A and B.) The paper observes that mission statements are effective in some situations, but not in all. In some situations they may be disadvantageous. Although planning theorists suggest that mission statements follow an approximately common form, the study of actual statements indicates several different types.
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Lang, D.W., Lopers-Sweetman, R. The role of statements of institutional purpose. Res High Educ 32, 599–624 (1991). https://doi.org/10.1007/BF00974734
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DOI: https://doi.org/10.1007/BF00974734