News

Overcoming the Heavy Weight of Tradition: A Practical Approach

Series: Costs Down, Quality Up Historically, initiatives to improve quality have also meant added cost—smaller class sizes, more faculty who conduct research, etc.—but this is no longer a sustainable model for all institutions. What are the innovations that can actually drive the cost to educate a student lower while driving critical outcomes like student success and completion higher? This series offers provocative questions that challenge the cost-quality paradigm and the old ways of managing institutional strategy and growth. Also in this series: Rethinking General Education: Too Many Options? Why Good is Still the Enemy of Great for Most Colleges and Universities 3 Ways to Address the Cost/Quality Challenge Facing Higher Ed: Lessons from the Healthcare Sector by Marcel J. Dumestre, Ed.D. The media is rife with predictions about a significant increase in university closings and mergers over the next decade. In fact, this dire higher education meme has become so commonplace that it has lost its cautionary impact. And that is a mistake. More than a decade into the 21st Century, it is becoming increasingly evident that the traditional university business model is moving many institutions into an at-risk status. Consider: The cost of attendance has increased at an inflationary rate over the past […]

The $10,000 Bachelor’s Degree That Works

by Daniel Fusch

A few years ago, National Louis University in Chicago, which has historically served adult working students, has launched the new Harrison Professional Pathways Program, which provides access to bachelor’s degrees for traditional-aged high school graduates from all socioeconomic and academic backgrounds, but aims in particular to increase college access and success for first-generation, often low-income students. Priced at only $10,000 per year, the program is remarkable both in its outcomes and in the intentionality of its design. The curriculum, student support, and the financial model were all designed deliberately to meet the needs of this student demographic. The program was launched in response to a low (14%) four-year college completion rate for Chicago Public high school freshmen. This caught our attention; here in Denver, CO, where Academic Impressions is based, the four-year college graduation rate for Denver Public Schools graduates is just 9%. These low percentages are red flags, and when colleges can innovate to answer this societal need, that is a clear win. It takes courage on the part of the institution’s leadership to create the space needed for that innovation and to dedicate institutional resources toward it, and it takes intentionality to do so in a way that […]

Developing a High-Performing and Productive Advising Department, Part 1: Assessing and Meeting Student Needs

by Sue Ohrablo, Ed.D.

READ THE WHOLE SERIES: Ask academic advising professionals what they perceive to be the primary role of academic advising, and you’ll most likely hear responses such as “to help students,” “to serve students,” or “to facilitate student growth and development.” All are appropriate responses which get to the most basic reason that advising departments exist; however, these objectives often remain ambiguous and ill-defined. What does “help” or “serve” look like? How is it achieved? Advising administrators need to assess the specific needs of the students whom they serve and implement a specific plan for meeting those needs. Here are three strategies for assessing student needs and three strategies for meeting student needs. 3 Strategies for Assessing Student Needs 1. Student Feedback: Formal Assessment Formal instruments, such as student satisfaction surveys, can be used to solicit feedback from students regarding their advising experience. When selecting or developing such an instrument, it is important to consider what it is that you most wish to learn. For example, surveys of this type are often designed to collect feedback on the advisor’s behaviors and characteristics. However, it is equally important to examine processes and student expectations in order to obtain a big picture view […]

3 Ways to Address the Cost/Quality Challenge Facing Higher Ed: Lessons from the Healthcare Sector

by James E. “Cid” Seidelman, Ph.D.

Series: Costs Down, Quality Up Historically, initiatives to improve quality have also meant added cost—smaller class sizes, more faculty who conduct research, etc.—but this is no longer a sustainable model for all institutions. What are the innovations that can actually drive the cost to educate a student lower while driving critical outcomes like student success and completion higher? This series offers provocative questions that challenge the cost-quality paradigm and the old ways of managing institutional strategy and growth. Also in this series: 3 Ways to Address the Cost/Quality Challenge Facing Higher Ed: Lessons from the Healthcare Sector In a previous article in this series, I noted that many colleges and universities are trapped in the thinking that quality can only be increased if costs are increased. This is a paradigm we have to challenge if we are to find a sustainable business model for our colleges and universities. At the end of that article, I issued this call to action: “Let’s empower our colleges and universities to learn from the success of other organizations and other industries.” Healthcare, for example, has a number of success stories where unnecessary procedures have been eliminated, clinical outcomes have improved, patient engagement has increased, and costs have been […]

Why Fundraisers Need to Be Excellent Beat Reporters

by Jim M. Langley

Series: Creating the Conditions for Support Everyone is trying to raise more money. Rather than simply suggest the next tactic that can boost giving in the short-term, this series offers a more intensive look at the strategic thinking that drives philanthropic support: Why do donors give? How do institutions strengthen their core and emphasize initiatives worthy of support? How do we align strategic plans, strengths, and advancement strategy to create the conditions for ongoing and sustained support? In this series, distinguished current and past chief advancement officers apply their most innovative and creative thinking to this question. Previously in this series:Why Donors Give: It’s Not What You ThinkMore than Dollars: How Many Opportunities are You Missing with Your Alumni?Engaging Women in Philanthropy: Practical Ways to Shift Our ApproachChecklist: Questions the Governing Board Must Ask Before Launching a Fundraising Campaign If you were running a college or university and had the resources to hire only one person in advancement, what skills would you look for and why? I’d look for someone with the skills of an outstanding “beat reporter,” – a naturally curious person with a nose for good human interest stories. I would ask him or her to circulate throughout […]

Chief Advancement Officers: What Do You Wish You’d Known When You Started?

by Erin Swietlik

Turnover is an issue across almost every advancement shop — and movement at the leadership level is no exception. Besides movement between institutions, every year many fundraising professionals enter their first year as vice president of advancement or chief advancement officer. As we start off a new fiscal year and prepare for the start of a new academic year, we asked the speakers at our conference, Essential Leadership Skills for VPs of Advancement, for one piece of advice for new advancement leaders. “What do you wish you had known when you first took the chief advancement officer position?” we asked. Here’s what they had to say: KELLY GAGAN, Nazareth College“When I realized that the true power of the position came from asking the right questions of your staff as well as your campus colleagues, it was a seminal moment. While the team obviously looks for visionary leadership, they are much more invested if you have asked the questions that allow them to share the vision with you when you explore answers together. The ability to ask open-ended questions is one that needs to be practiced but once perfected can yield pivotal results. The key to coaching is to stay curious […]

Donor Conversations: What’s Often Missing (and Needn’t Be)

by Kathy Drucquer Duff, CFRE

“We are responsible for building meaningful relationships and for moving those relationships towards transformative, impactful, or participatory philanthropy. Simply visiting with someone is not enough.” Here’s what we need to be doing. AN AUTHENTIC APPROACH TO DONOR CONVERSATIONSThe following article is an excerpt from Kathy Drucquer Duff’s popular new book Productive Conversations with Donors: A Handbook for Frontline Fundraisers. Watch a video interview with the author at the end of this article. You can also learn more from Kathy Drucquer Duff at our upcoming conference Frontline Fundraising: Essentials of Gift Solicitation. As fundraisers, we have many responsibilities that, when allowed, will get in the way of our primary function: building authentic relationships with an aim of enhancing philanthropic support for our organization. When staff members walk into my office and share that they are experiencing a lack of enthusiasm for our work, are burned out, or are getting caught up in the smaller details of their jobs, I always ask the same question: “When was the last time you were on a donor visit?” The answer usually lists all of the other things that they have on their desks. And yet, I know that when we are inspired by our philanthropic […]

11 Things You Can Do Right Now to Set Your Phonathon Up for Success

by Jessica Neno Cloud, CFRE

MORE RESOURCES FROM THIS AUTHOR Jessica Cloud, CFRE, is the author of Successful Fundraising Calls: A Phonathon Scripting Workshop, in which she critiques and revises 6 real phonathon scripts submitted by institutions across North America. In this book, you will learn the pillars of writing effective scripts; review sample LYBUNT, SYBUNT, young alumni, and future donor scripts; explore Cloud’s in-depth critique of the samples; and view revisions of the sample scripts. You can also read more of Cloud’s advice for phonathon managers in these complimentary articles: A Quick Assessment for Your Phonathon ScriptsHow Data Mining Can Increase Direct Mail AcquisitionHow Data Mining Can Increase Phonathon AcquisitionScripting for Acquisition Calls Here are 11 things you can do right now to set your phonathon up for success this fiscal year: 1. Cultivate your relationship with Advancement Services. The database folks are crucial allies for any fundraising professionals, but as a phonathon manager you are even more dependent than most other fundraisers upon the cooperation of this group for your success. Good data gives you a head start in phonathon. Bad data can hold you back all year. I recommend reaching out to gift processing and other advancement services staff now. Start by asking them […]

2 Ways to Move Students Out of Academic Probation

by Christine Robinson

Moving at-risk students out of academic probation quickly is a worthy challenge—and at Western Michigan University, two recent retention efforts at the Haworth College of Business (HCoB) have seen positive outcomes in this regard. Students who complete HCoB’s Phoenix Success Course as well as mandatory study hours in the University’s new award-winning Bronco Study Zone are retained at a rate of approximately 73%. Compared to students who do not participate in these two efforts, this rate represents a 32% increase in retention. HCoB is one of nine Colleges at Western Michigan University with an enrollment of approximately 3800 undergraduate students and 400 graduate students, and its success in these new initatives provides valuable clues for other institutions. Let’s take a closer look. 1. The Phoenix Student Success Program Launched in 2013, The Phoenix Program is a holistic student success and engagement program implemented to intercept a high dismissal rate for undergraduate students on academic probation, whereby approximately 59% of students on academic probation in HCoB were being dismissed at the end of their first probation semester. The program includes initiatives across several touchpoints throughout students’ academic careers. These initiatives include: One main component of the Phoenix Student Success Program is […]

Improving Student Success Can’t Be a One-Office Effort

by Paul Marthers

Managing the Whole Student Life CyclePaul Marthers is the author of Managing the Whole Student Life Cycle: A Handbook for Higher Ed. Make retention a whole-campus initiative in more than just name. From matriculation to graduation, walk through how to coordinate across enrollment management, student affairs, and academic affairs to create conditions and programs that drive student success. Find out more. Across higher education, we are seeing sweeping reorganization of student affairs, often driven by cost reduction, the need to do more with less. But the conversation we need to be having is how to structure student affairs and allocate resources in ways that help the institution manage the whole student lifecycle. Equally critical to the need to reduce costs is the need to move away from a history of one-office efforts to improve student success. These efforts are rarely successful and are often the product of a campus that is a collection of silos or what some call (with no small amount of irony) “cylinders of excellence.” And this can’t only be about getting student affairs and academic affairs talking. We need a more integrated effort than just that. In more than twenty five years working in the enrollment and student […]