Learning Resources

Abstract: Have we heard from enough people? Sometimes leaders ask this question to seek consensus or in the hope of making a tough call easy with more data. But this is the wrong question to ask. A better question is, “Have we talked to the right people?” In this article, we discuss how institutions can research their “lead users” whose extreme behaviors today will be the norm tomorrow. Using a case study rethinking Georgia Tech’s library services, spaces, and staffing, we explain who lead users are, how to identify them, how to research them to uncover insights, and how they can champion innovation on your campus.

Abstract: The sustainability movement in higher education has made considerable headway in the areas of research, campus operations, and community outreach, but has been less successful in bringing about curricular reform. To promote greater thinking about sustainability in the undergraduate curriculum, this essay explores three main questions: What are the implications of sustainability for higher education? What are some noteworthy examples of institutions incorporating sustainability into the curriculum? And, what can we learn from their experiences? The author advocates implementation of a "third order" learning model, emphasizing deep learning, a participative process which takes the form of continual exploration through practice.

Abstract: What fuels the push toward privatization of public higher education institutions? This article attempts to unravel the nine beliefs that underlie conversations taking place in state legislatures and on higher education campuses and then asks, Will privatization work? How will it work for the state's citizens, the states, and institutions? The answer is mixed and depends upon how certain questions are answered and how much faith one places in the higher education market.

Abstract: Green buildings offer many compelling advantages over their conventional counterparts—increased educational performance, lower energy costs, and lower environmental impact, to name a few—so green buildings should be easier to develop. Unfortunately, that isn’t always the case. Several strategies are important to avoid a protracted process. Develop a set of clear environmental performance goals (buildings as pedagogical tools, climate-neutral operations, maximized human performance), use Leadership in Energy and Environmental Design (LEED™) as a gauge of performance, and use the project to reform the campus building process. All of these steps need to involve a range of participants—students, faculty, administration, and facilities staff—to achieve the best results.

Abstract: The authors explore institutional effectiveness and offer suggestions for developing meaningful institutional effectiveness plans for institutions of higher education. Their discussion is based on their review of institutional effectiveness plans from nearly 30 institutions of higher education as well as SACS publications. The article includes an exploration of the topic of institutional effectiveness, suggestions for developing meaningful institutional effectiveness plans, and potential problems that were identified through the experiences of other institutions. An extensive list of suggested readings, which includes many online references, follows the article.

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.

Abstract: Examines traditional assumptions underlying space management and proposes an alternative approach to projecting space use. Specifically, the author recommends making projections based on space per faculty rather than space per student, and then comparing these projections with the space allocation at peer institutions. Problems with traditional methods of space allocation are discussed, as is the process of implementing this approach and identifying comparable institutions.