This study examined the attitudes and perspectives of members of faculty towards strategic planning activities of their institutions. The study was conducted across four tertiary institutions and had a targeted sample of one hundred lecturers. A total of fifty-three (53) lecturers responded. The instrument used was a self-designed questionnaire consisting of thirty-five items, twenty-six (26) of which were on a Likert scale and the other nine focused on demographics. The study found that 75% of faculty members either agreed or strongly agreed that they are involved in strategic planning activities, while 66% agree or strongly agree that the process is meaningful. The study found a correlation of 0.563 between the variables 'involvement' and 'meaningful'. Two factors, namely 'use of insights from previous planning activities' and 'holding faculty members accountable for deliverables' (in relation to the strategic plan) accounted for 67.1% (45.8% and 21.3% respectively) of the variation in the data, while a third factor which contributed significantly to the variation in the data relating to the meaningfulness of the process accounted for 10.1% of the variation in the data. The findings of the study suggest that faculty members can be persuaded to participate in strategic planning activities provided they are satisfied that the process is structured and purposeful and is not merely done out of formality. The findings further suggest that among the ways by which the leadership of the institution can signal to faculty that the strategic planning process is to be taken seriously are by the involvement of the leadership in the planning process and the holding of faculty members accountable for deliverables. The study has implications for how strategic planning activities are undertaken and suggest that the credibility of strategic planning activities and the plans they generate, rests largely on what they in fact accomplish.