The SRA Symposium - College of Medicine

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Papers Generally speaking, fundraising at public institutions is way behind when compared to these efforts at private institutions. Privates out-raise publics by a ratio of 2 to 1. The role of trustees at privates is different from that of government-appointed regents at publics. The perception of private and public institutions is very different. Public institutions are seen as state-supported. Private institutions receive corporate support and large private gifts, while this is not generally the norm for publics. The need for publics to raise money is fast becoming the single greatest challenge in public education. Resources from federal and state agencies are on the decline, the cost of keeping “the door open” is increasing, and there is pressure on public institutions to compete for the “best and brightest.” This has created a need for better faculty, better facilities, and better programs. Public institutions must find resources in order to remain competitive. Publics have turned to fundraising / major campaigns to help finance public higher education. In fact, publics are meeting with very good success and are closing the “giving/fundraising gap” between public and privates. Publics are creating organizational structures to conduct fundraising. Institutional foundations that are independent of the state political process, governance, and regulation are being created to conduct the business of fundraising. Publics must sell the “value” of their institution to be successful in the philanthropic arena. Privates have historically relied on high tuition cost, large endowments, and successful fundraising. Publics, on the other hand, are viewed as taxpayer-supported with modest tuition cost. In general, the public accepts that privates must raise money to maintain their elite status. Alumni from privates are expected to give back and indeed do, by a much higher ratio than those of publics, in both percentage and amounts when compared to publics. In more recent times, publics are closing the gap and experiencing success. They are now cultivating large donors. Alumni from publics are finding their way into large corporations, are accumulating wealth, and are giving back to their schools. Public institutions are maturing rapidly in conducting major campaigns and are becoming very successful. A challenge of large publics is the records management of alumni that is key to successful campaigns. Large public institutions (30,000 – 50,000 students) with rapidly growing alumni, must invest in data management systems to be successful in fundraising. One area of major concern to two-year institutions is that their alumni go on to four-year schools and give to the four-year school vs. the community college. Community colleges are trying to figure out how to reverse this trend. Many MSIs, especially smaller ones, have not been involved in a “major campaign” or successful fundraising. Major campaigns require a total commitment from the institution, both in human and fiscal resources, as well as a substantial time commitment in order to be successful. There must be “buy in,” a strong statement on benefits to the institution and community. This is the opportunity to tell and sell your institution’s story. Involvement in the campaign includes the board of regents/trustees, the president, senior administrative staff, academic units, and everyone at the institution, especially, the development office. Whether your institution hires a firm (outsources the campaign) or hires in-house staff to conduct the campaign, the commitment will be significant and the campaign will be 5-10 years in duration. Campaigns are not a sprint, but rather a marathon. There are many decision points that an institution must meet as it prepares to determine to enter into a major campaign. A review of the literature will assist the institution in determining if it is ready to assume a major campaign. In general, MSIs have not conducted major campaigns, even though the financial needs of MSIs are often greater than those of private and larger comprehensives, and research schools. It is often the case of the rich getting richer and the remaining poor, getting poorer. Prior documentation regarding capital/major campaigns will greatly assist “new presidents” (maybe some veterans, as well) in preparing, managing, and celebrating campaigns. 46 2005 Symposium Proceedings Book
Papers In the July/August (2004) issue of CASE publications, CURRENTS, the roots of minority giving are discussed. In her article, M. Ann Abbe talks about understanding the philanthropic tradition of different cultures and how to solicit them more effectively. The author examines minority giving. If MSIs are expecting to increase giving from minority constituents and alumni, they must understand how minorities give, who they give to, and why they give. It is not always as simple as a question of wealth. Minorities are not only growing in numbers; their buying power and economic power are also growing. As the minority population continues to grow and participate in higher education, obtain better jobs, and accumulate wealth, this group becomes a prime target for giving, especially to causes that have helped them succeed and to causes in which they believe. The question is not whether development offices at MSIs should target minorities, but rather how. Development staffs need to be educated on how to go about getting minorities to give to MSIs. A good start would be to hire more minorities to do development. MSI administrators, faculty, and staff need to look like their student population, their community, and their state. It is important for the development office to learn all it can about minority populations, their giving history and cultural differences. It is necessary for development offices to reach out to minority groups and not to assume that just because they haven’t given, they won’t. The bottom line is to learn more about minority givers. This knowledge can be used and put to work to get minority groups to give to your institution. Various capital campaign phases and activities are required for success including the planning phase, the first phase, announcing and launching the campaign, wrap-up and celebration, and troubleshooting the campaign. Generally, the first phase involves answering questions such as: Why are we doing a campaign? What will the money be used for? Is there support for the campaign? Announcing and launching the campaign involves a very critical communication plan. Wrap-up and celebration involves thanking your volunteers, evaluation, and financial records. Troubleshooting involves seven categories of capital campaign problems including dollar goals, people, specific gifts, public relations, organizational issues, project difficulties, and natural disasters or acts of God. MANAGING RESOURCES Appropriate management of these resources requires an understanding of financial statements. An understanding of financial statements may be obtained from the United States Small Business Administration (SBA) and ‘Understanding financial statements is critical to good business’ and may be found at www.sba.gov/managing/financing/statement. Another resource for understanding financial statements is Bizzer Professional Training – Understanding Financial Statements ‘An introduction to financial statements and financial statement concepts’ which may be found at http://bizzer.com/images/Financial. Books, journals, and periodicals that may contribute to a better understanding of managing resources include Good to Great authored by Jim Collins, #1 Bestseller – Why Some Companies Make the Leap……and Other’s Don’t, Influence: Science and Practice authored by Robert B. Cialdini. This will help executives make better decisions and use their influence wisely. The Majority in the Minority, Expanding the Representation of Latina/o Faculty, Administrators and Students in Higher Education, Edited by Jeanett Castellanos and Lee Jones, and Presidential Compensation in Higher Education authored by Robert H. Atwell and Jane V. Wellman are also good reference materials. Additional materials that may contribute to appropriate resource management include Policies & Best Practices Native American Colleges authored by Paul Boyer, Progress & Prospects, Accounting & Budgeting in Public and Nonprofit Organizations authored by C. William Garner, A Managers Guide, Field Guide to Academic Leadership edited by Robert M. Diamond, A publication of the National Academy for Academic Leadership – ISSN 1533-7812, Journal of Higher Education Policy and Management – ISSN 1360-080x, The Journal of Career and Technical Education – ISSN 1531-4952, and The Journal of Higher Education – ISSN 00221546. 2005 Symposium Proceedings Book 47
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2005 Symposium Proceedings The SRA
Page 7: Dear Colleagues and Friends, Octobe
Page 10 and 11: Table of Contents Karen M. Wilson.
Page 13: Poster Abstracts
Page 16 and 17: Poster Abstracts Poster Abstract 20
Page 32 and 33: Poster Abstracts Contributed Poster
Page 37: Papers
Page 40 and 41: Papers The principles of respect fo
Page 42 and 43: Papers The narrative approach, on t
Page 44 and 45: Papers References Agre, P., Campbel
Page 46 and 47: Papers Potts, A., Grace, V., Gavey,
Page 48 and 49: Papers Introduction Day by day soci
Page 50 and 51: Papers Brent: Karl has been a great
Page 52 and 53: Papers Karl: During my time at the
Page 54 and 55: Papers Work Hard. Another very impo
Page 56 and 57: Papers External Resource Acquisitio
Page 60 and 61: Papers Organizations and websites t
Page 62 and 63: Papers Public HBCUs and smaller chu
Page 64 and 65: Papers There are key databases avai
Page 66 and 67: Papers 2. Basic Institutional Compo
Page 68 and 69: Papers The Utility of Gender, Race,
Page 70 and 71: Papers As a three hospital health c
Page 72 and 73: Papers References Amdur, R., Banker
Page 74 and 75: Papers • Dramatic Growth in Resea
Page 76 and 77: Papers • Cross Unit Collaboration
Page 78 and 79: Papers The Development, Implementat
Page 80 and 81: Papers Background: IRBs in AMCs hav
Page 82 and 83: Papers Institutional Quality Improv
Page 84 and 85: Papers Institutional Audit Findings
Page 86 and 87: Papers References: Burke, G.S. (200
Page 88 and 89: Papers Table 1 Total Number of Prot
Page 90 and 91: Papers Sunday, December 7, 2003. D
Page 92 and 93: Papers Similarly, the OGE audit ind
Page 94 and 95: Papers Changes to 5 C.F.R. §5501.1
Page 96 and 97: Papers * * * However, § 5501.106(c
Page 98 and 99: Papers 4. Conclusion The NIH Februa
Page 100 and 101: Papers Within the context of a mana
Page 102 and 103: Papers As illustrated (Figure 1) th
Page 104 and 105: Papers Figure 3. Recommendation lev
Page 106 and 107: Papers References Australian Vice-C
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Papers The Problem and Its Statemen
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Papers ated directly or indirectly
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Papers Table 1: Survey Respondents
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Papers Conclusions With the creatio
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Papers APPENDIX 2 I. Research Admin
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Papers facing patients being recrui
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Papers Even if prospective subjects
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Papers sponsors must have some idea
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Papers 4) Heuristics: Since the con
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Papers Hochhauser, M. Informed Cons
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Papers How “readable” are conse
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Papers of vowels per word, some on
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Papers followed by 39 side effect b
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Papers References Chall, J.S. & Dal
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Papers Coping involves the effort t
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Papers Conclusion Defense mechanism
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Papers of Pennsylvania in 2000. In
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Papers for board members, reviewing
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Papers Focusing on “Development
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Papers Figure 1: Total UB Internal
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Papers Figure 3: Academic staff vie
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Papers Respondents’ evaluations o
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Papers 140 2005 Symposium Proceedin
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Papers ing proposals, the greater t
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Papers Abstract “Best Practices
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Papers INSTITUTIONAL ERA PLANNING A
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Papers process than an end product;
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Papers realization of the benefits
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Papers State and private institutio
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Papers Institutions of higher educa
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Papers Typically, all interactions
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Papers Figure 2 There are nine pers
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Papers Questions that can be discus
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Papers Using the innovation success
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Papers students in non-science subj
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Papers For example, to address inno
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Papers The second is the Botswana T
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Papers manpower is not trained, and
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Papers European and Federal Funding
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Papers As the majority of US Univer
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Papers Integrated Project Duration
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Papers up to these terms (called
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Papers Collective responsibility -
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Papers • Revised implementation p
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Papers Conclusion SRA is an interna
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Papers Virgin Territory: The Role o
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Papers and in which disciplines. Th
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Papers a historically black univers
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Papers Benefits of Working with Jun
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Papers Human Subjects Research and
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Papers observational and could do v
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Papers ted on patients at l’Hopit
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Papers The pastor of the Bergen hos
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Papers it was at any rate an imposs
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Papers The Environmental Protection
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Papers of the restriction on the he
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Papers Mentoring and Motivating: Br
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Papers more importantly, individual
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Papers with little or no cash outla
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Papers better outcomes for areas th
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Papers attention of the research of
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Papers discussion of each prepropos
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Papers Appendix A Sample Feedback N
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Papers Introduction Certification p
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Papers The list of certified resear
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Papers Research Question 2 What is
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Papers 8. Twenty-nine percent (29%)
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Papers individuals outside their or
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Papers References Bratton, B. & Hil
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Papers Never let your sense of mora
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Papers Lakoff (2002) describes inte
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Papers place blame at the feet of i
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Papers Lower, G. (2005, June 27). W
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Papers Institute of Ecosystem Studi
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Papers • Collaborative research p
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Papers How Administrators Can Help
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Papers How to Develop a Centralized
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Papers The current trend of selecti
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Papers References Kaiser Daily Heal
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Papers Evaluation of Strategies for
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Papers on research activity; manage
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Papers 4. Introduction of encourage
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Papers Table 1 Research Attitudes -
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Papers Constraints When staff were
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Papers Houston, D. & Studman, C.J.,
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Papers to look at the technologies
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Papers areas of responsibilities. T
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Symposium Future Proposals
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Symposium Future Proposals Symposiu
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Symposium Future Proposals Symposiu
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