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Higher Education; Stakeholders; Best Practices; Sustainable Development; Sustainability; Program Implementation; Educational Finance; Colleges; Money Management; Interviews; Institutional Characteristics; Educational Research; Models; Budgets; Budgeting; Financial Support

Abstract:
The goal of this introductory implementation guide is to provide practical guidance for designing, implementing, and managing a green revolving fund (GRF) at a college, university, or other institution. The GRF model is widespread in higher education, with at least 79 funds in operation in North America representing over $111 million in committed investment as of late 2012. GRFs have proven their ability to reduce operating costs and environmental impact while promoting education and engaging stakeholders. The number of GRFs in operation has increased 60 percent since 2010 and 15-fold in the last decade. In 2011, the Sustainable Endowments Institute (SEI) launched The Billion Dollar Green Challenge, an initiative that encourages colleges, universities, and other nonprofit institutions to invest in their own GRFs. As part of this initiative, SEI has researched GRFs at a wide range of institutions and has developed a suite of tools and resources to support GRF adoption. However, it can be difficult to establish and manage an effective GRF. There is a need for a guiding document that taps into the expertise of presidents, administrators, facility managers, sustainability directors, students, consultants, and other stakeholders with GRF experience to establish best practices. This Guide--a co-publication of SEI and the Association for the Advancement of Sustainability in Higher Education (AASHE)--is intended to fulfill that need. The Guide is informed by data and insights from schools that have already incorporated GRFs into their campus operations. It includes information from (1) interviews with dozens of stakeholders representing institutions that vary in size, setting, and wealth; (2) research conducted by SEI, AASHE and other organizations; (3) and the direct experience of its authors in implementing and advising on GRFs at a variety of institutions. A list of resources is included. (Contains 1 figure.) [Additional funding for this paper was provided by the David Rockefeller Fund, John Merck Fund, Merck Family Fund, Roy A. Hunt Foundation, and Wallace Global Fund.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; College Faculty; Governing Boards; Search Committees (Personnel); Leadership; Strategic Planning; Department Heads; College Administration; Budgeting; Teacher Attitudes; Decision Making; Governance

Abstract:
Colleges and universities looking to recruit leaders from within the faculty ranks will face more and more difficulty. From their respective positions--as a provost (Janel) and a search consultant (Dennis)--they often hear senior executives in higher education say that building a new generation of faculty leaders will be a major challenge in the next decade. They hear the same thing from trustees and members of search committees seeking college and university leaders. At stake is the effective governance of the academy. All too often in academe, taking an appointment as department chair is seen as a demotion or simply a temporary term of service. Those who do become chairs are thought to be sacrificing what they want for what the institution decides it needs. Department chairs see themselves as mere paper-pushers rather than leaders. That represents a lost opportunity, because they are on the first crucial step toward leadership on campus. Decision-making structures in higher education also contribute to limited leadership development for faculty members. Faculty members must accept that change is the norm. Higher education is going through significant changes at a fast pace. Some faculty members simply do not comprehend how challenging the times are. Governing boards may grasp that better, but they have difficulty understanding the decision-making culture of academe. The question is: Can faculty members lead in this context of rapid change? The times demand a different sort of academic leader, one adept at strategy. Can this culture be changed? The authors believe it can, but it will take intentional action on the part of the faculty and those in administration. Structures need to be developed that provide professors with meaningful opportunities to learn vision-setting, strategic planning, and budgeting at the departmental level. But it will also take a change on the part of faculty. What is needed are breed of professors who will not nurture antipathy toward leadership. Maybe the immediacy of the leadership dilemma will galvanize faculties and administrations alike to re-examine their prejudices. Then again, maybe this culture is too entrenched, and higher education will have to continue looking beyond the traditional faculty for its leaders. Either way, one thing is clear: Faculty members can lead. Everything they need is available to them. The future of leadership in the academy, then, turns on that latter question: Will they? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Strategic Planning; Educational Finance; Institutional Mission; Budgeting; Goal Orientation; Colleges; Governing Boards; Trustees; College Administration; Higher Education

Abstract:
The strategic plan represents an institution's top priorities. Yet colleges commonly set aside financial resources to pursue them only after investing in maintaining the status quo. When building a budget, boards should focus on putting institutional assets at the center of the process and aligning fiscal decisions with their college's mission and long-term goals, while investing in strategic priorities through an intentional set of decisions. Such a method of allocating resources helps guarantee the long-term capacity and health of the institution and puts boards at the beginning of the process rather than the end. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Systems; Commercialization; College Administration; Colleges; Higher Education; College Faculty; College Students; Institutional Mission; Labor; College Role

Abstract:
This paper aims at identifying the characteristics acquired by the university under the regime of academic capitalism. It also attempts to put forward their antinomic relationship to the essential properties of academic activity, perceived in the light of the concept of "universal labour" introduced by Karl Marx. (Contains 1 note.)

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Higher Education; First Generation College Students; Black Colleges; Presidents; Eligibility; Financial Aid Applicants; Educational Finance; Instructional Leadership; College Administration; Trustees; Colleges; Current Events; Student Loan Programs

Abstract:
When historians review 2012 for its noteworthy moments, events and milestones, they will find the year was a trying one for the American higher education system, despite its being able to educate and enlighten thousands in search of more choices and preparation for adult self-sufficiency. Many academicians and students worked for and celebrated the re-election of President Barack Obama to a second term. Obama's re-election helped ensure higher education would continue having a strong advocate in the White House. This summer and fall, the Department of Education imposed tighter eligibility requirements for Parent PLUS Program (PPL) loan applicants, causing schools to lose thousands of students and millions of dollars in anticipated revenue in the fall. Universities across the spectrum continued to wrestle with leadership voids and turf battles between trustees and presidents. Nearly 15 percent of the nation's institutions of higher learning were on the hunt in 2012 for new presidents, including more than a dozen historically Black colleges and universities (HBCUs). The year did have many a high note. There were graduations of thousands of first-generation college students. There were also "finish-line" milestones reached by many. It was certainly a noteworthy year. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Risk Management; Risk; Money Management; Costs; Colleges; Trustees; Governing Boards; Educational Objectives; Institutional Mission; Educational Finance; Operating Expenses; Budgets; Budgeting; Higher Education

Abstract:
Managing liquidity--a college or university's ability to access cash quickly or to easily convert assets to cash--is an increasingly crucial component of enterprise risk management. Liquidity risks lurk around nearly every corner--in the endowment portfolio, the debt portfolio, and in working-capital management. It also influences students' abilities to pay tuition, the federal government's ability to reimburse research and medical center costs in a timely manner, states' abilities to support their universities, and donors' abilities to live up to agreed-upon pledge schedules. Given its importance to financial stability, managing liquidity is a topic deserving of increased and sustained attention from board members. In fact, within each institution, operating budgets, capital budgets, and balance sheets should be linked together through a singular focus on liquidity. Such a focus on liquidity or cash flow has often been absent in the past. Today, however, the pendulum seems to be swinging back almost 180 degrees, as many institutions are seeking to reduce their risk and increase their liquidity positions, sometimes dramatically. For example, some boards have instructed their institutions' treasurers to maintain high operating cash balances; others have called for investing working capital only in U.S. Treasury bills. However they approach it, boards must increasingly pay attention to how their institutions plan and predict cash flow. While a focus on liquidity is crucial, it's also important to note that one must not lose sight of strategic objectives. Cash hoarding or focusing singularly on minimizing risks incurs opportunity costs. It can lead to a critical kind of "shortfall" risk: the failure to meet institutional goals. Thus, while there are costs attending too little liquidity, there are also costs attending too much liquidity. A key role of boards is working explicitly with administrators to find the right balance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Innovation; Educational Technology; College Faculty; Stakeholders; School Culture; Sustainability; Educational History; Failure; Barriers; Educational Finance; Technology Integration; Program Implementation; Program Evaluation; College Administration; Higher Education; College Students; Student Attitudes; College Environment; Program Descriptions; Program Effectiveness

Abstract:
This paper investigates a "grand" educational technology innovation through theoretical lenses inspired by Cervero and Wilson's (1994, 1998) work. Through taking this approach it is possible to show how ideas about the form of the innovation and perceptions of its ultimate "success" or "failure", varied between stakeholder groups. The project was pedagogically effective and popular with students, but was difficult to "sell" to academics, had no senior management sponsor, and was unable to bring about cultural change in the institution despite the capital funding designed to do just that. Although many pedagogical lessons were learned, and have since been applied in other learning spaces around the host campus and elsewhere, these successful disseminations of changed practice were not in accordance with the objectives of key stakeholders. Therefore, they went unconsidered when decisions were taken about the project's sustainability: hence the notion of "invisible success". The project's "failure" is only apparent when viewed from certain perspectives; nevertheless, these perspectives are those of the powerful (or in Bourdieu's (1986, 1988) terms, those possessing "capital" and "academic power") and are the consequence of deeply-rooted structural features in HE, which include funding models, risk-averseness, and fragmented responsibilities. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Postsecondary Education; Educational History; Public Agencies; Organizations (Groups); Educational Policy; Agency Role; Institutional Role; Higher Education; Government Role; Vocational Education; Professional Associations; Advocacy; Canada Natives; Faculty Organizations; Student Organizations; Educational Administration; College Faculty; College Students; College Administration

Abstract:
This report describes agencies (established by government) and organizations (established by others) that dealt exclusively with postsecondary education in British Columbia, Canada and which had at least one professional employee and/or were separate legal entities. Of the fifty groups described since 1960, about two dozen existed in 2012. The current groups tend to have special interest or self interest mandates, whereas system-level bodies providing educational and other leadership were more common in previous decades. Although the information is presented thematically rather than chronologically, four eras are evident: (1) launch of a comprehensive postsecondary system (to 1973); (2) helping the young system to mature (to 1987); (3) supports in particular areas (to 1997); and (4) transition into the next generation postsecondary system. Agencies are categorized as either decision-making or facilitative. Categories for organizations include institutional advocacy, students, employers and employees, and information and infrastructure. The report is descriptive rather than interpretative, but quotes in sidebars convey the character and context of the various bodies and a few concluding thoughts are provided. A list of acronyms is appended. (Contains 3 footnotes.) [For Volume 5, see ED532003.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Universities; Private Financial Support; Humanities; Humanities Instruction; Budgeting; Retrenchment; College Administration

Abstract:
Given the widespread tendency to direct budget cuts in higher education toward areas perceived as less essential to economic productivity, there is not a single college or university humanities program in the United States that would not benefit from philanthropy. However, because some moneyed interests use the current crisis as a pretext to further diminish publicly sponsored opportunities for the less well-off, there is good reason to be wary of some donors' motives. Many of those teaching in North Carolina's public universities know that a philanthropist to whom this principle strongly applies is Art Pope, a conservative multimillionaire. Pope came to national prominence last October, thanks to Jane Mayer's superb "New Yorker" profile of him, appropriately titled "State for Sale." That profile mostly concentrated on Pope's influence on state legislative races, although it devoted a few paragraphs to Pope's role in higher education in North Carolina. This article focuses on conservative philanthropy in North Carolina that comes at a price. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Colleges; College Administration; College Students; Accreditation (Institutions); Administrators; Institutional Mission; Innovation

Abstract:
This article features Antioch College, an old campus with a new future. With no tuition, no accreditation, and a mostly empty campus, the college is making a slow and careful start. Reopening a college that had been shuttered for three years certainly qualifies--especially a college with a rich history that, at this point, is equal parts blessing and burden. The tiny start-up has a spacious, picturesque campus, for instance, but it once housed 2,000 students, far more than the new institution anticipates enrolling. Most of the buildings are empty, including the iconic, towered Antioch Hall, and the deferred-maintenance list is beyond daunting. Similarly, the college's name is well known, but to many people it is a brand synonymous with the kind of liberals, leftists, and hippies who used to be the subjects of photo essays in "Life" magazine. If Antioch sounds like a college with marketing challenges, it is. Reopening a college is "a huge, huge undertaking," said Cezar O. Mesquita, who took over as dean of admissions and financial aid late last summer. Mr. Mesquita tells people that Antioch hopes to earn accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools after it graduates its first class, in 2015, and that the accreditation will be retroactive. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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