Start the Process
An institution might be “ready” for transformation… but what comes next?
This stage marks the transition from recognition to activation. Institutions that have laid the groundwork now begin turning shared urgency into shared direction—aligning leadership, engaging stakeholders, and naming a new way forward.
Leadership sets a clear “why,” articulates expectations, and begins forming the teams and structures that will drive the work. Key concepts like equity, student experience, and cross-functional collaboration start shaping campus dialogue—and transformation begins to feel real.
This is the moment when disconnected innovations give way to a cohesive strategy. When transformation becomes not just possible, but tangible.
Success in this stage creates alignment and prepares institutions to Sharpen the Focus
Your Institution Could Benefit from Resources in this Stage if…
- Leadership is aligned around the need for change, but the “how” and “who” are still emerging.
- A vision exists—but the roadmap, timeline, and engagement strategies need definition.
- You’re building a transformation team or seeking more cross-functional collaboration.
- Staff are unsure how their work connects to the institution’s transformation goals.
Example Milestones of Institutions that are Starting the Process
- Senior leaders communicate a clear, student-centered vision for transformation. The institution’s “why” is broadly shared, signaling urgency and setting the foundation for campus-wide involvement.
- A high-level roadmap or planning framework is introduced. Leaders outline transformation goals, timelines, success metrics, and engagement expectations—giving the work structure and direction.
- Core transformation teams are formed and begin collaborating. Cross-functional groups start working together to build shared understanding and co-own the work.
- Foundational concepts and priorities begin shaping campus conversations. Equity, the student experience, and institutional alignment emerge as guiding principles.
- Transformation is named and framed as a campus-wide priority. The institution signals this is not just a new project—but a new approach to how it serves students.
Most Relevant Institutional Capacities when Starting the Process
Catalytic Leadership
Why it Matters
In this stage, leadership moves from making the case for change to mobilizing people and systems around it. Presidents, provosts, and senior leaders play a critical role in aligning messaging, structures, and expectations.
What it involves:
- Setting clear expectations for transformation across units and roles
- Embedding transformation priorities into strategic plans and budgets
- Empowering mid-level leaders and forming cross-functional teams
- Aligning communication and planning processes with equity goals
- Defining what success looks like and how it will be measured
Strategic Data Use
Why it Matters
As institutions shift from “why” to “how,” strategic data use helps teams focus on the right challenges, understand student needs, and build a shared sense of direction. Data strengthens credibility and fuels trust.
What it involves:
- Setting expectations for the role of data in processes and decision-making
- Introducing shared metrics for student success
- Using disaggregated data to illuminate equity gaps
- Aligning data practices with planning, implementation, and improvement cycles
- Creating space for collaborative data interpretation and use, and providing professional development for those who would benefit from skill-building in these areas
Catalytic Leadership
Why it Matters
In this stage, leadership moves from making the case for change to mobilizing people and systems around it. Presidents, provosts, and senior leaders play a critical role in aligning messaging, structures, and expectations.
What it involves:
- Setting clear expectations for transformation across units and roles
- Embedding transformation priorities into strategic plans and budgets
- Empowering mid-level leaders and forming cross-functional teams
- Aligning communication and planning processes with equity goals
- Defining what success looks like and how it will be measured
Strategic Data Use
Why it Matters
As institutions shift from “why” to “how,” strategic data use helps teams focus on the right challenges, understand student needs, and build a shared sense of direction. Data strengthens credibility and fuels trust.
What it involves:
- Setting expectations for the role of data in processes and decision-making
- Introducing shared metrics for student success
- Using disaggregated data to illuminate equity gaps
- Aligning data practices with planning, implementation, and improvement cycles
- Creating space for collaborative data interpretation and use, and providing professional development for those who would benefit from skill-building in these areas
Starting the Process with Evidence-Based Practices
In Starting the Process, leaders should introduce the types of Evidence-Based Practices – a broad term inclusive of topics, units, or processes – that reflect meaningful opportunities to impact the student experience in significant ways. These macro-level practices should be supported by research showing they hold the potential to drive improvement in student outcomes. Introducing them as areas of focus (and not yet specifying any particular reforms within them) helps communicate the scope of potential change efforts while reserving time to be intentional about who will be engaged in exploring them in depth.
Institutions often find it useful to organize early transformation efforts around these evidence-based practices, such as:
- Create internal teams to explore the evidence-based practices in greater depth. Focus on assembling cross-functional groups that reflect the topic from multiple perspectives (including the student perspective) and build momentum for potential reform.
- Assess the current state of practice using the Institutional Transformation Assessment, or other diagnostic tools, to align on known challenges and uncover opportunities for improvement. This helps institutions understand where internal processes support—or hinder—equitable student success.
- Avoid "solutionitis." Keep exploration open and inclusive. Use this time to build buy-in and set the stage for intentional, evidence-informed action in the subsequent stage.
Advising Reform
Recommended resources related to Advising Reform in Starting the Process:
Developmental Education Reform
Recommended resources related to Developmental Education Reform in Starting the Process:
Digital Learning Reform
Recommended resources related to Digital Learning in Starting the Process:
Continuous Improvement considerations when Starting the Process
Prepare
- Develop and share a macro-level plan that outlines an approach or framework for organizing transformation efforts.
- Define key terms and concepts to support shared understanding.
- Build internal teams to explore high-level topic areas (e.g., advising, digital learning).
The Continuous Improvement Model (PRPAM)
These phases are connected—and continuous. Each cycle builds on the last, deepening impact and embedding equity-driven change over time.
Establish a shared vision. Define the challenge, build the team, and ground your work in equity and student success from the start.
Examine disaggregated data and student experiences to understand root causes. Identify what needs to change—and why it matters.
Focus your resources on what matters most. Target high-impact strategies that advance equity, improve student experience, and align with your mission.
Implement reforms through cross-functional coordination. Test strategies, support your teams, and adapt based on feedback and student outcomes.
Track results, gather insights, and assess progress. Use data and voice to refine strategy and ensure equity stays at the center.
Cross-Functional Roles in This Stage
Senior Leaders
Communicate the vision, align structures and resources, and set clear expectations for transformation across units and roles.
Mid-Level Leaders
Coordinate across departments, build buy-in, and help translate vision into potential strategy through cross-functional collaboration.
Core Staff (IR)
Gather and share data, support data analysis and interpretation.
Faculty
Offer critical insight into teaching, curriculum, and learning conditions. Ensure the classroom experience is part of transformation discussions.
Frontline Staff
Build a broader understanding of current practices among transformation constituents to inform future discussions of potential opportunities for improvement.
