When real resources decline, demands change, or programs lose vitality, then a logical move is to reallocate resources to facilitate academic planning. Reallocation schemes and experiences at the University of Michigan-Ann Arbor and Oklahoma State University are described and compared. (Author/MLW)

Various approaches to planning for retrenchment in higher education are summarized. Planning and research are viewed as crucial components in dealing with declining enrollments, maintaining quality education, and preventing unanticipated circumstances from affecting the institution in the future. (Author/SF)

The planning process at Christopher Newport College in Virginia is described. The college has utilized an integrated planning system that incorporates qualitative and quantitative elements into a process that can adapt to the institution's unique social and political situation. (Author/SF)

Creative responses of the poorer higher education institutions to the demands of production under restraints of minimal resource allocation are described. It is suggested that similar cooperative arrangements and group efforts could help other institutions facing financial restraints. Sources for additional information are cited. (Author/SF)

Faculty members have the capacities for work and change that can contribute to maintaining institutional quality despite budget cuts. Together, faculty members and administrators can create environments that release energy, but faculty have to have a sense of the expectations and confidence placed in them. (MSE)

An examination of recent experiences in the varied institutions of The University of Wisconsin System suggests valuable lessons regarding the impact of various approaches to faculty reduction. Principal provisions of retrenchment regulations are summarized. (Author/LB)

New strategies for allocating limited resources to achieve maximum program effectiveness in times of declining enrollments coupled with inflation are discussed. A model for resource allocation is proposed and a case study presented. (Author/SF)

A framework for analyzing and classifying cost factors in higher education is presented. Costs are located in three sources (individual colleges and universities, the higher education community, and the socioeconomic and scientific-technological environment), and within each source, are a result of either cultural or material conditions. (MSE)

The effects of faculty cutbacks might be alleviated through the use of creative methods to hire new faculty, the development of alternative career opportunities for faculty, and unique retirement schemes; but such "escape routes" probably will not be effective overall. Implications for institutional research are addressed. (Author/LB)

Evaluation of academic programs in higher education institutions has existed in the United States since 1640. In the succeeding 34 decades, demands for program review and accountability have led to the present development of academic program evaluation as a primary means to revise, curtail, or eliminate degree programs. (Author/MSE)

The operation of the institutional research unit at Fayetteville State University is discussed. It is suggested that small institutional research offices can survive periods of financial restraint and maintain the quality of research through the use of innovative and efficient techniques. (Author/SF)

External changes and new technological developments along with new perspectives on organizations are changing institutional governance and management in ways that challenge some conventions of institutional research practice. (Author/MLW)

Because the public views higher education differently from other institutions, public policy for and reaction to faculty reductions will be unique. Public interest in program viability, declining enrollment, access, and economics demand that faculty participate fully in institutional planning. (Author/LB)

Essential requisites for managing institutions in a retrenchment economy include: a clear-cut institutional mission, effective student recruiting, adequate self-knowledge, and competent and dynamic leadership. Practical implications of these conditions for administrators and institutional researchers are discussed. (Author/SF)

The planning, management, and evaluation system is discussed as an effective aid for academic decision makers during a period of retrenchment for higher education institutions. (Author/SF)