Learning Resources

Abstract: In 2009 the Arizona University System (supporting over 130,000 enrollments) through its Board of Regents directed its board president and the presidents of Arizona State University, University of Arizona, and Northern Arizona University to create an operational plan that reflected the board’s vision, goals, and strategic directions. A primary objective was to transform the system (or enterprise) vision into concrete goals and outcomes that would directly connect to financial decision making at the system and university level. The backdrop for higher education planning and budgeting expectations included the continuation of severe reductions in state funding, rapidly increasing student tuition and fees, and a call for greater accountability. The planning processes were characterized by the integration of board and presidential discussions, inclusion of constituent debate, identification of strategic choices, and approval of outcomes focused on measuring performance. The integration ran across and within three organizations or levels that included the Arizona Board of Regents, its system administration, and the three universities.

Abstract: After its first application nearly 40 years ago, responsibility center budgeting/responsibility center management (RCB/RCM) is now in place at nearly 70 major North American universities. An unstudied fact is that despite its popularity RCB/RCM is rarely deployed to its fullest extent. Instead, it usually exists in parallel with conventional planning and budget models. This study asks why, instead of fully implementing RCB/RCM, universities have chosen to apply it partially. The study finds multiple explanations. On the revenue side, some universities hold back a portion of income to create funds that are used to underwrite institution-wide strategies or subsidize mission-central academic programs that cannot be fiscally sustained under RCB/RCM. In other cases, revenue is held back to fund shared “public utility” services, while in still others the practice of holding back revenue for allocation by some other means is due to difficulty in drawing a functional line between the “academic” and the “non-academic.” On the cost side, some universities have limited the application of RCB/RCM in order to limit market behavior and forestall “fragmentation” (Burke 2007). The study points to several problems in both the practice and theory of RCB/RCM. For example, models meant in theory to complement RCB/RCM may in practice compete with it or promote monopolistic behavior.

Abstract: The imperative for higher education institutions to dramatically reduce greenhouse gas emissions is driven by the energy required to sustain their campus facilities and by rapid, irreversible changes to the climate that threaten global infrastructures. This article provides a framework that comprehensively addresses campus facilities’ energy consumption reduction and conversion to renewable resources while helping building users become more aware of how their actions impact greenhouse gas emissions. Case studies illustrate how two different institutions developed campus energy master plans and set incremental goals toward carbon neutrality and net-zero fossil fuel energy consumption.

Abstract: The complexity of college pricing policies makes it difficult for students and families to understand how much they will have to pay and which colleges will fit their budgets. Colleges and universities should be able to explain their pricing and aid policies and why they have chosen them. Both financial aid and the high returns on a postsecondary education make college more affordable than most people believe. Colleges should take responsibility for clarifying this confusing issue.

Abstract: This article presents the research, design options, and space planning guidelines prepared for Montgomery College specifically for spaces designed to address the needs of an increasingly diverse student body. The guidelines cover gender-inclusive restrooms and locker facilities for transgender people, lactation rooms for nursing mothers, and serenity space for an increasing Muslim population and others. Extensive research conducted by Stantec and Inquiry2Solutions informed the guidelines. The research included a review of the college’s institutional policies and governance structure; interviews with students, faculty, and staff as well as colleagues across the United States and personnel from relevant professional associations; and discussions with associations that support the needs of LGBTQ students and institutions that have begun to address these kinds of space planning. Foremost, the planning team learned that there are few space planning guidelines to meet these needs.
Montgomery College is charting new territory with the adoption of these space planning guidelines and has helped establish an important benchmark in this emerging area of campus planning.

Abstract: This article explores how the University of the West Indies can become economically sustainable and relevant by using its human capital to generate wealth and develop strong linkages between academia, the private sector, and governments. It makes a clear distinction between institutional and research-driven innovations, listing examples and best practices found throughout the university. Further, it presents a practical road map for enhancing both organizational- and research-based innovations within the university while aligning its vision of becoming an innovative institution with government policies and the private sector agenda. It also proposes key performance indicators to benchmark innovations at the university that can be emulated by other tertiary level institutions regionally and internationally.

Abstract: Transdisciplinary learning is the next frontier in higher education. Our innovation economy is applying tremendous pressure on all types of organizations to innovate and re-innovate at increasing speed. Transdisciplinarity requires us to engage and co-depend on others to co-identify humanity’s challenges and co-investigate and co-implement solutions in integrated and collaborative processes. To adapt and succeed, higher education needs to shift to a transdisciplinary mind-set model of learning in new environments. The Transdisciplinary Atelier is a concept for understanding space as a facilitator of disciplinary integration that can be used by all universities and colleges whether in new or existing buildings.

Abstract: The thickening and expanding digital layer of our world has prompted us to reevaluate how we navigate through it and also what, why, where, when, and how we read the things within it. In an institutional setting, reading for learning and research is no longer confined to the printed page or the campus; this has led to a hubbub by those who fear an embrace of digital technologies will in some way diminish students culturally, intellectually, creatively, and emotionally. Sorting through the hubbub, there is reason to be optimistic as examples abound of how the digital layer enhances learning and knowledge creation. Institutions have an important role here: they have the heft to help drive innovative practices, policies, technologies, materials, and spaces for reading now and tomorrow in this hybrid physical-digital information landscape.