The strategic compass: A qualitative inquiry into the role of strategic planning in fostering long-term success in educational institutions

Abstract

This qualitative multiple-case study investigates how educational leaders perceive and enact strategic planning to foster long-term institutional success, moving beyond plan-as-document to understand strategy-as-practice. Grounded in strategy-as-practice theory, the research examines four diverse educational institutions through 32 semi-structured interviews with senior leaders, middle managers, and operational staff, plus analysis of 12 strategic documents (2021-2024), analyzed via reflexive thematic analysis. Three themes emerged: strategic planning as a social process building shared ownership; the agility paradox requiring balance between fidelity and flexibility; and implementation primacy through aligned systems, data-informed monitoring, and clear accountability. Findings indicate that inclusive, dialogic planning processes transform planning from bureaucratic exercise into transformative practice. The study demonstrates that adaptive frameworks and robust implementation infrastructures with aligned incentives and continuous strategic review rhythms are essential for sustained institutional success, recommending leaders design flexible rather than rigid blueprints.