120 Strategic Leadership
eventually, position a fourfold self-definition. Although an identity statement typi-
cally does not have a linear relationship to the decision-making process, it provides
a coherent interpretive framework for the development of the other aspects of the
self-definition and priorities of the plan. By offering participants in the process
a set of shared reference points, values, images, and metaphors, it sets a common
course for their work. By reflecting the experiences, beliefs, and contributions of
the wider campus community, it provides an important resource for leadership as
an interactive process of influence.
The length and character of narratives and identity statements will vary widely
to reflect institutional needs, characteristics, and circumstances. If an institution
already has a heightened consciousness of its story, it may only need a paragraph
or two to communicate its identity. In other cases, a college might need several
pages or more to capture its defining epochal moments, themes, characteristics,
and core values. If there has been little thought given to the institution’s narra-
tive of identity, or if strategy is a new process to the campus, the section will be
longer. Institutions that have undergone substantial change or that contemplate
doing so can use an identity statement to interpret their changing story to their
constituencies. They can reflect their sensitivities to the challenges of change,
show authentic continuities of purpose and values, and rally support for the chal-
lenges and opportunities that lie ahead.
Core Values
Similarly, a set of core values should be defined and stated as a thematic expres-
sion of the institution’s identity and in some cases may be that statement. Based
on our earlier analysis of values, this means inquiring into what really matters
to a place—as expressed in its history, its priorities, its budgets, its facilities, its
policies and programs, and its culture and relationships. What is privileged and
what is secondary? What is enduring and what is passing? What would people
sacrifice in the name of what greater good? What are the authorities and norms
that do and should drive choices? If a good cross-section of a campus is asked to
pick out a limited number of truly characteristic values in answer to these kinds
of questions, the institution’s profile of values begins to emerge. When a value
is proposed to be central and fundamental, it can be queried repeatedly with the
question “Why?” until people give good explanations of its relevance and reach
deeper levels of identity. Core values can never be just a set of abstract nouns but
should be characterized and explained with reference to events, programs, and
practices that give the values texture, authenticity, and credibility as the lived
norms of the organization’s story (cf. Sevier 2000).
In his study of five entrepreneurial universities in Europe, Clark (1998) describes
the evolution of the University of Twente in the Netherlands as a successful and
innovative technological university over a thirty-year period after its founding in
- We can use the interesting analysis of its core values as an illustration of
a statement of identity.