Managing Consultation Overload in University Transformation Projects: 10 Strategies to Prevent Scope Creep

A university is a place where everyone's an expert, genuinely. Any transformation project will almost always require some level of consultation to gather input and ensure alignment with stakeholders. Given the collaborative nature of universities, many subject matter experts (SMEs) will want to get involved, providing valuable insights but also potentially overwhelming the process. When conducting formal consultations in a university setting, particularly during transformation projects, managing the volume of responses and outcomes can be challenging. Additionally, the outcomes of these consultations may suggest several changes, making it essential to contain and control the volume of responses and recommendations to maintain project scope and direction.

Here are 10 strategies to manage scope creep and manage the volume of responses and outputs.

1. Surveys and Questionnaires

These can be used in a technology implementation project to gather user requirements or feedback on system functionality from a broad user base. They can also be deployed to survey students and faculty on the effectiveness of current online learning tools and platforms. To contain and streamline the feedback, 

• limit the scope: Keep surveys focused on specific, critical aspects of the project to avoid collecting excessive data. Use closed-ended questions where possible to streamline analysis

• sampling: Target a representative sample of stakeholders rather than the entire population to manage response volume, and

• control outcomes: Use automated tools to analyse results quickly and filter out irrelevant or repetitive feedback.

2. Workshops and Focus Groups

This is a popular method applied during a university restructure to engage department heads and faculty in discussing new organisational structures and roles. For teaching, focus groups with faculty and students can brainstorm improvements in blended learning methods or curriculum delivery. Best practice in this mode of consultation is to,

• selective participation: Invite only key stakeholders or representatives from each group to participate, ensuring that discussions remain focused and manageable

• pre-set agendas: Establish a clear agenda and stick to it to prevent discussions from straying into unrelated topics, and

• control outcomes: Summarise key takeaways at the end of each session, focusing on actionable insights. Limit the number of recommendations or ideas generated to a manageable amount.

3. Public Forums and Town Hall Meetings

When introducing policy changes where broad stakeholder input is needed, such as introducing new academic integrity policies, townhall information sessions are a fitting approach. These can also be used to discuss potential changes in lecture formats or course delivery approaches. With such a broad cohort, the organisers need to put in place,

• pre-registration: Require participants to register in advance, possibly with a cap on the number of attendees, to control the size of the audience

• time limits: Set strict time limits for discussions and for each speaker to ensure that the meeting stays on track, and

• controlled outcomes: Focus on capturing the most frequently raised issues rather than trying to address every single point made. Summarise key themes rather than detailed points.

4. Formal Written Submissions

In many capital works projects, written submissions are used to collect detailed feedback from key stakeholders, like faculty and facilities management, on building designs. These can also be a method used in curriculum transformation for submissions on the proposed shift from face-to-face delivery to hybrid models, detailing challenges and recommendations. To the respondents, provide 

• structured submission guidelines: Provide a template or structured guidelines for submissions, with specific sections and word limits, to encourage concise and relevant feedback

• deadline management: Set firm deadlines for submissions to control the flow of incoming feedback, and

• controlled outcomes: Prioritise submissions based on relevance, importance, and alignment with project goals. Create a summary report highlighting key points, rather than addressing every detail.

5. Advisory Committees and Working Groups

Establishing committees and working groups are imperative in large-scale change programs. These are ideal for setting up a new entity within the university, such as a research centre, where ongoing expert guidance is needed. A working group can also focus on developing strategies for the adoption of innovative teaching technologies (such as VR in learning). Such forums serve as a good form of consultation when there is/are,

• limited membership: Keep the size of committees and working groups small and focused, with a clear selection of members who represent the most critical stakeholder groups,

• task prioritisation: Clearly define the tasks and issues to be addressed in each meeting, avoiding broad or open-ended discussions, and

• controlled outcomes: Record only the key decisions and recommendations, avoiding overly detailed minutes. Use a decision-making framework to prioritise outcomes.

6. Stakeholder Interviews

Stakeholder interviews are another way to test the planning of a restructure by gathering insights from senior leadership on strategic goals. Interviews with senior academic staff, in other scenarios, can help to explore how teaching methodologies could be adapted to better suit postgraduate or international students. To achieve the required outcomes, ensure there is/are,

• selective interviewing: Focus interviews on key influencers or decision-makers rather than a broad swath of stakeholders,

• pre-defined questions: Prepare a concise set of questions to guide the discussion and keep it on track, and

• controlled outcomes: Summarise interviews into key themes and insights. Prioritise action items that emerge from common or critical points raised.

7. Online Platforms and Portals

If there is a technology or LMS upgrade project, where ongoing updates and feedback loops with end users are necessary, an online portal is effective as staff and students can provide continuous feedback on the new system. To keep the feedback manageable, the portal should have,

• controlled access: Limit access to the platform to specific stakeholder groups or require login credentials, reducing the volume of feedback from casual participants

• moderated discussions: Employ moderators to guide discussions, keeping them relevant and on-topic, and

• controlled outcomes: Use automated filtering tools to manage the volume of comments, focusing on high-impact feedback. Summarise the most liked or frequently mentioned points.

8. Roundtable Discussions

These take place during policy development, such as revising student enrolment processes, where focused discussions with key administrators are required. Roundtable discussions with educational technologists, faculty, and students can help explore ways to enhance interactive learning in large classes. Similar to the above containment strategies, facilitators must ensure,

• selective participation: Invite only a small, relevant group of stakeholders to each roundtable, ensuring focused discussions

• time-boxed sessions: Limit the duration of each session to keep discussions concise and on-topic, and

• controlled outcomes: Capture only the consensus or key disagreements, avoiding a detailed account of every point made. Summarise outcomes in bullet points or key action items.

9. Deliberative Polling

When there are governance reforms, where a small, representative group is engaged to deliberate and vote on proposed changes to university governance structures, deliberative polling is an apt solution. To prevent scope creep, again ensure

• limited sample size: Use a carefully selected, small sample of stakeholders to ensure the process remains manageable,

• focused issues: Narrow the topics for deliberation to the most critical aspects of the project, and 

• controlled outcomes: Focus on the final, informed opinions or votes after deliberation, summarising the rationale behind the key decisions without documenting every discussion detail.

10. Consultation Papers

Consultation papers are distributed for feedback during the early stages of a capital works project, such as a new campus building, to gather structured responses on design proposals. These documents are also used by faculties on proposed changes to assessment methods, such as transitioning from exams to continuous assessment models. Value is best derived from this artefact when there are,

• specific questions: Pose targeted questions in the consultation paper to guide responses and avoid receiving irrelevant feedback.

• word limits: Encourage or enforce word limits for responses to keep feedback concise, and

• controlled outcomes: Focus on the key themes emerging from the responses, rather than addressing every point in detail. Prioritise responses that align closely with the project’s objectives.

Conclusion

In the ever-evolving landscape of higher education, change cannot take place in isolation. It impacts a diverse number of stakeholders across the board making consultation a must before any implementation. To limit the high propensity of scope creep, general control measures are: to catergorise feedback, use automated tools, and summarise feedback. This will ensure that the process remains focused and aligned with the project’s objectives.