Learning Resources

Abstract: The focus on information exchange and collaboration is defining a sea change in the evolution of the campus into a technology-rich virtual learning environment. The rapid advances of technology in the last decade, the rise of cohort-oriented inquiry-based pedagogies, and the future of virtual learning are redefining the planning issues for learning space. Near-term and future technologies offer the potential for education to become a continuous, interconnected, and integrated process that allows students to succeed in a perpetually changing world. The themes of upcoming SCUP conference events make it clear that the society is again focusing on advances in collaboration and educational processes that will have an immediate impact on our members who are planning for the inevitable ongoing learning space evolution.

Abstract: This report synthesizes the trends observed by more than 90 members of SCUP’s planning academies through the 2013 fall concurrent session proposal review process for SCUP’s 2014 annual, international conference (SCUP–49). This document is a flash report of the continuing and emerging issues of interest to SCUP. It’s a reflection of what was in the minds of the academy members who participated as reviewers for the SCUP–49 concurrent proposal selection process, and of those desiring to contribute to SCUP’s body of knowledge through their program submission.

Abstract: This report synthesizes the trends observed by more than 90 members of SCUP’s planning academies through the 2012 fall concurrent session proposal review process for SCUP’s 2013 annual, international conference (SCUP–48). This document is a flash report of the continuing and emerging issues of interest to SCUP. It’s a reflection of what was in the minds of the academy members who participated as reviewers for the SCUP–48 concurrent proposal selection process, and of those desiring to contribute to SCUP’s body of knowledge through their program submission.

Abstract: All universities need an integrated plan to chart their path through these turbulent times and amidst the changing expectations of higher education. This is especially true for universities in developing countries. Such universities operate with very scarce resources and limited depths of expertise, but still seek to respond to surging demand. The result is a strain on these universities and a threat to quality. This article introduces the processes and concepts of planning and development for universities in developing countries, focusing mostly on the African context. Our premise is that the basic planning processes and concepts that work in North America and Europe are still valid for universities in developing countries, even if the nature, content, and resulting strategies are very different. Therefore, this article draws from published work in planning applied in the context of the authors’ experience in higher education in East Africa. We conclude that good strategic planning is necessary for universities in developing countries, as is operational planning for programs, resources, and capital. The information in this article is more fully explored and explained in the authors’ book Planning and Resource Guide for Higher Education in Africa.

Abstract: This book is an outgrowth of Phillip S. Waite’s popular SCUP workshops and webcast. In his preface, Waite explains that “[N]on-architects are often placed in positions of leadership or responsibility in a capital project process. Administrators, managers, and academics, while no doubt experts within their own specialties, often have little or no training to prepare them for a role in a major capital project.” This book provides the non-architect with a broad framework of understanding in the steps, phases, and sequence of planning, designing, and delivering a capital project. Although written focused on the higher education environment, the lessons to be learned from this book are as pertinent in the K—12 and corporate world as they are in the realm of colleges and universities. In addition to appealing to ”non-architects,“ it should also appeal to architects who (a) may wish to understand what those non-architects are learning from this book and (b) may wish to purchase for distribution to clients or potential clients as part of the information process.

Abstract: The increased attention to costs in recent years at colleges and universities draws attention to the matter of whether all costs are reflected and accounted for in the institution’s internal and external financial reports. One category—capital costs—is thought by some to be overlooked at times. The possible neglect of capital costs in institutional planning and in financial reporting has its basis in a theoretical debate on how nonprofit institutions view capital. In order to justify capital as an essential, reportable cost to a nonprofit, it is necessary to see how capital is viewed in the for-profit firm. Even if capital is an essential cost to higher education, accounting and measurement difficulties may arise. This study explores these issues and examines the literature relevant to this topic.

Abstract: The capital renewal and replacement of the nation’s public higher education facilities has been a growing problem for several decades. While the need for new and improved facilities has increased over the years, many campuses simply have too many aging infrastructures that are too costly to replace. This, at a time when we have less than favorable economic conditions, only adds to the situation. As the age, size, and complexity of buildings continue to grow, so too does the amount of maintenance funding required to keep buildings in good working order. The purpose of this study was to assess and compare the 50 states’ efforts of funding public higher education capital needs. This study investigated areas relating to capital needs financing, planning, decision-making processes used in each state, available funding, and future directions in the various states. Of the 50 states, 41 states responded, representing 82 percent of the 50 states.

Abstract: Four distinct waves can be discerned in the history of American higher education. The 85 years before the Civil War were characterized by the founding of hundreds of liberal arts colleges. The post–Civil War era saw the majority of these small colleges disappear, replaced by public land-grant schools. Around the turn of the last century, the giants of American industry led the founding of the great private research universities. The term "megaversity" entered the American lexicon after World War II, when thousands of returning GIs swelled the ranks of higher education; the second half of the 20th century also witnessed the proliferation of community colleges. The fifth great wave is now breaking, with for-profit competition and revolutionary teaching technologies among its main characteristics.

Abstract: An innovative approach to the capital planning process will determine the future physical character of an institution and the capability of facilities to support its programs.