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How One Institution is Monetizing its Physical Assets

The Ohio State University recently monetized their parking operation — which OSU identified as a campus asset that was non-mission critical — and secured $400 million, most of which OSU invested in its endowment. As other institutions seek to counterbalance increasingly depleted revenue streams, OSU provides a key example of how to identify assets that are ideal for monetization. To learn more about the thinking behind OSU’s recent transition, we interviewed Michael Papadakis, Ohio State University’s treasurer, and Sarah Blouch, president of CampusParc LLP, an entity formed to manage university parking concessions—including the transaction recently closed at The Ohio State University. AI: What do institutions need to keep in mind when looking to monetize physical assets? “Typically in the past,” Papadakis notes, “when a service is needed, we have tended to think that we can provide that service better than anyone else. Our instinct is to want everything customized to our particular needs and culture. So the trend in the past was to bring everything in-house. That’s very counter-intuitive; it’s very different from how the corporate world looks at this.” “There are some things that it may not make sense for us to do in-house, and where it may be […]

Speechwriting for Your Institution’s Leaders: Why Speeches Fail

BEFORE WRITING ANY SPEECH FOR AN ACADEMIC LEADER Speechwriter and policy analyst Chuck Toney suggests 2 crucial preparatory steps that can make all the difference between boring and compelling speeches: For specific examples, please listen to this free podcast from Chuck Toney and Academic Impressions: It’s likely that at some point we have all seen a convocation, state-of-the-university, or other speech by an institutional leader fall flat — even when the subject matter of the speech was not itself intrinsically dull. Yet it has rarely been more important for presidents and cabinet members to be able to speak compellingly and directly to a wide array of constituents, as institutions are increasingly called upon in the public sphere to make strong cases for funding, for their impact and outcomes, and even for their relevance. To learn why well-intentioned speeches by campus leaders sometimes fail — and how to help your academic leaders prepare better for them — we turned this week to speechwriter and policy analyst Chuck Toney, who serves as assistant to the president of the University of Georgia. He offers these tips in avoiding two common pitfalls: Research “Know the audience. Know what they know. Know what they expect. Know their […]

Speechwriting for Campus Leaders: 2 Crucial Tips

In this audio supplement to our article “Speechwriting for Your Institution’s Leaders: Why Speeches Fail,” Chuck Toney discusses 2 crucial steps you need to take before writing any speech for your academic leaders: In the audio, Toney also provides specific examples from effective speeches. For practical advice on the nuts and bolts of speechwriting, we hope you’ll consider our prerecorded online training “Speechwriting for Campus Leaders.” See Other Topics in Enrollment Management & Marketing

Conversations That Matter: Approaching the Academic Calendar More Creatively

In one of our recent 7 Second Surveys, we found that: Special sessions are emerging as a key strategy for optimizing enrollment. To learn a little more about the opportunities these calendaring options present, we interviewed Ken Smith, Virginia Tech’s vice provost for resource management and institutional effectiveness, in the following 7 minute podcast. Ken has both chaired and staffed multiple committees charged with overall improvement of special sessions operations at Virginia Tech. See Other Topics in Institutional & Academic Planning

General Education Reform: Unseen Opportunities

A recent national survey conducted by Academic Impressions revealed a surprising and welcome finding that 80% of the more than 300 institutions surveyed have recently completed or are currently involved with reforming their general educationprograms. For years, leaders across all types of institutions have been calling for reforms to general education to improve persistence and quality. Traditionally thought of and treated as core to the idea of educating the whole student, general education programs have become increasingly watered down with: The proliferation of courses that can meet general education requirements marks a missed opportunity to improve student persistence by offering a tightly structured and mission-driven core. This also adds cost for the institution. As Lucie Lapovsky, past president of Mercy College, notes, “General education curricula with lots of choices tend to be inefficient because all of the seats in most of the classes are not filled.” The reasons for this situation are many—general education programs are infrequently reviewed, quality is defined only by internal standards, and faculty lobby to have courses included to ensure credit hours for their department. So it’s encouraging to us that institutions are looking to reform their curriculum—because if done the right way, there are numerous […]

Title IX Checklist

The April 2011 Office of Civil Rights (OCR) “Dear Colleague” letter mandated changes for how institutions must handle reports of sexual misconduct. Recently, we conducted one of our informal 7 Second Surveys to learn whether a general sample of faculty and staff across campus were concerned about the changes and their institution’s compliance, we received little response–and only a few of the respondents noted that they had more than a “little” anxiety. Most (84%) knew who their Title IX coordinator was, and most indicated that their Title IX coordinator had a handle on the compliance issue. Yet, in a series of in-depth phone conversations conducted by Lisa LaPoint, assistant conference director with Academic Impressions, attorneys and Title IX coordinators note that complying with the mandated changes is something everyone on campus should be worried about. “It is the responsibility of everyone on campus to understand Title IX compliance. Faculty and staff who work directly with students may not be the ones making decisions about Title IX compliance, but they need to understand what to do. Just one conversation with a student, if not handled correctly, can lead you down a terrible path.” Lisa LaPoint, Academic Impressions To learn more, we […]

Conversations That Matter: Copyright, Fair Use, and MOOCs – What To Be Aware Of

Fair use and copyright ownership are complicated enough when we are considering materials for a class with seven or 70 students. But what if you are venturing into the world of the MOOC, where media and written materials may be shared with 7,000 or 70,000 students? How do fair use and copyright considerations change as you move into that setting, and what do your faculty need to be aware of? For answers, we turned to higher-education librarian and attorney Kevin Smith, director of copyright and scholarly communication at the Duke University libraries. Smith shared several key considerations with us in this 10-minute podcast: See Other Topics in Academic Leadership

2 Checklists: Selecting the Right LMS

In last week’s 7 Second Survey, Academic Impressions asked academics to comment on their learning management system (LMS). 184 academics responded. What they told us: We asked Thomas Cavanagh, associate vice president of distributed learning at the University of Central Florida, to comment on the findings. Cavanagh and his team recently underwent an LMS review and selection process, including external consultations, vendor demos, comparative feature checklists, pricing, etc. Cavanagh reacted especially to the second finding–that over one third of academics responding to our survey expressed a need for more faculty involvement in the LMS selection process. “My experience is that you almost can’t have too much faculty involvement. The faculty are the front lines who will be using this system. If they are not comfortable with the usability, the features, and the affordances of that particular system, it will be very difficult to make that LMS successful at your institution. Involve faculty as early as possible.”Thomas Cavanagh, U of Central Florida So how do you ensure that your review of possible LMS platforms doesn’t miss any critical steps? Cavanagh offers two short checklists to get you thinking: Checklist A: 6 Questions to Ask Your Faculty There are many technical and […]

How to Reach Millennial Donors

The 2013 Millennial Impact Report offers data on millennials’ propensity to give: 83% of millennial respondents gave a financial gift to a non-profit in 2013 (up from 75% in 2012) 52% would be interested in monthly giving In light of this high propensity to give and the significant opportunity this presents to grow the donor pipeline, it is especially crucial for annual giving professional to take stock of what motivates their millennial alumni to give–and be intentional in strengthening this base of givers as these donors age into their early 30s. Millennials first support causes they are passionate about (rather than institutions), so it’s up to organizations to inspire them and show them that their support can make a tangible difference on the wider issue. The question for nonprofits becomes then: How can we fully invest in this generation, immerse them in the cause, and maximize the impact of their interest, time, and giving? 2013 Millennial Impact Report To gather practical suggestions, we turned to Jeff Mavros, director of the Wesleyan Fund at Illinois Wesleyan University, who has led a very intentional effort to research the motivations and affinity of IWU’s alumni and to craft deliberate strategies for acquiring and […]

Conversations That Matter: Reviewing Your Academic Library’s General Collection

Are you managing your library’s general collection in a way that is responsive to the needs of all of your stakeholders–including faculty and students? Recently, for our podcast series Conversations That Matter, we interviewed Annie Belanger with the Dana Porter Library at the University of Waterloo and Michael Levine-Clark with the University of Denver Libraries, who have an especially responsive approach to managing the general collection. You can listen to their ideas and advice here: Critical Questions to Ask To ensure an intentional approach to collections management, Belanger and Levine-Clark also suggest this brief checklist of critical questions to answer at the outset of an effort to review, audit, or weed the general collection: See Other Topics in Institutional & Academic Planning