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Planning for Higher Education Journal

Published
January 1, 2013

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Understanding the Effects of State Oversight and Fiscal Policy on University Revenues

Considerations for Financial Planning

By: Gabriel Ramon Serna

This article outlines the ways in which increased state oversight and restrictive state fiscal policies have affected public four-year college and university revenue structures, highlights how these policies introduce new considerations for institutional financial planners, and outlines some possible institutional responses.

From Volume 41 Number 2 | January–March 2013

Abstract: This article surveys the impact of state oversight and fiscal policy on universities’ revenue structures with special attention to tuition and state appropriations. It highlights the difficulties that arise for financial planners who face increasing state oversight, diminishing state support, and significant reliance on increases in tuition and fees. It also considers the impacts of restrictive state fiscal policies on financial planning. The author suggests that as institutional planners seek out the factors affecting revenues, it is sensible for them to consider the consequences of state oversight and state fiscal policy in their assessment of the internal and external fiscal environments.

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Planning for Higher Education Journal

Published
January 1, 2013

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Transforming in an Age of Disruptive Change

Part 2: Getting Started, Getting it Done

By: Donald M. Norris,Robert Brodnick,Paul Lefrere,Joseph E. Gilmour,Linda L. Baer

Get started reinventing strategies, business models, and emerging practices. Examine a two-track model for moving ahead, and think about planning from the future backwards.

From Volume 41 Number 2 | January–March 2013

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Planning for Higher Education Journal

Published
January 1, 2013

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Agency and Influence

The Organizational Impact of a New School of Education Building

By: Nathan F. Alleman,L. Neal Holly,Carla A. Costello

The study presented in this article was guided by a single research question: What difference, individually and organizationally, does a new academic building make to its users?

From Volume 41 Number 2 | January–March 2013

Abstract: In this article we discuss the organizational impact of an academic unit’s move from an old adapted structure to a new building constructed specifically to meet its needs. We emphasize the interaction of user agency and building influence as the faculty sought ways to enact group values and goals in a new space that promoted some and frustrated others. In conclusion we discuss specific examples of the interaction between agency and influence and propose steps that planners and users might take prior to and following a building transition to better promote congruence between the purposes of academic units and the spaces that support them.

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Planning for Higher Education Journal

Published
January 1, 2013

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Transforming in an Age of Disruptive Change

Part 1: Back to the Future, Zooming to the Present

By: Donald M. Norris,Robert Brodnick,Paul Lefrere,Joseph E. Gilmour,Linda L. Baer

From 1995 to 2013, it remains true that—'Just because we are changing a great deal does not mean that we are transforming.'

From Volume 41 Number 2 | January–March 2013

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Planning for Higher Education Journal

Published
January 1, 2013

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Planning for the Future

The Impact on the Public University Diversity Budget in Time of Recession

By: Jeffery L. Wilson

Diversity budgets are not experiencing cuts as great as those to other units, demonstrating that institutional leaders are making an effort to protect their diversity budget despite the lingering recession.

From Volume 41 Number 2 | January–March 2013

Abstract: The study presented in this article investigated the state of the diversity budget at the nation’s flagship institutions during an economic recession. The sample included higher education administrators who oversaw a diversity budget at their respective institution and who were familiar with the state of budget cuts. Results indicate that 53 percent (17) of diversity units have experienced some type of cut in their operating budget. While many experienced some form of budget cut, when compared with other areas within the institution, the amount of the cut in diversity areas was not as significant as that in other areas.

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Planning for Higher Education Journal

Published
October 1, 2012

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Institutions, Educators, and Designers: Wake Up!

Current Teaching and Learning Places Along with Teaching Strategies Are Obsolete

By: Lennie Scott-Webber

Higher ed is being turned upside down due to the changes in pedagogy, technology, and space which are re-shaping learners’ needs. The planning, design, and use of learning spaces must change.

From Volume 41 Number 1 | October–December 2012

Abstract: Beautiful buildings are built for schools from kindergarten through higher education. Why do we insist on designing our learning settings based on just the question, “How many ‘bums’ in seats do you need?” and the response, “Oh, we have a template for that” (i.e., row-by-column seating with X numbers). The world of education is being turned upside down by the “entrepreneurs” of education—the K–12 arena—as changes to pedagogy, technology, and space are being made and children’s brains are actually being altered due to the digital age. Higher education’s educators and the designers who develop educational solutions are hereby issued a wake-up call to change.

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Planning for Higher Education Journal

Published
October 1, 2012

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Architecture & Academe

College Buildings in New England before 1860

By: David A. Thurman

The trustworthy Mr. Tolles lets history, rather than his own speculations, speak for these beautiful campuses, each college basking in its own unique glow. His effort stacks up as dependably and timelessly as the Old Brick Row.

From Volume 41 Number 1 | October–December 2012

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Planning for Higher Education Journal

Published
October 1, 2012

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Planning for Environmental Sustainability

Learning from LEED and the USGBC

By: Shannon Chance

The author analyzes the relationship between USGBC and higher education by examining campus use of LEED credits over time, and also suggests that the USGBC provides a model for large-scale learning organizations.

From Volume 41 Number 1 | October–December 2012

Abstract: The LEED® Green Building Rating system was designed to transform the American building industry. Colleges and universities have become important contributors to the green movement, and today higher education represents one of LEED’s largest user groups. This article investigates the popularity of LEED in higher education—probing strengths, weaknesses, and issues of cost—and identifies trends in universities’ use of the rating system. The article also identifies trends in campus construction and discusses planning practices that can help university administrators who seek to foster transformational change and organizational learning. The article concludes with recommendations for improving LEED and the way institutions use it.

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Planning for Higher Education Journal

Published
October 1, 2012

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The Yin and Yang of Genius Loci

By: Charles A. Craig

This case study design for a new campus in China illustrates how symbolic narrative may be expressed in the physical environment, and calls for multi-dimensional considerations to inform and advance ecologically sensitive and meaningful campus designs everywhere.

From Volume 41 Number 1 | October–December 2012

Abstract: This article examines current trends in campus development in China. The context of ancient cultural symbolism is juxtaposed with the often-expressed intent to emulate Western campus design precedents. The apparent complexity and seeming contradictions of Oriental culture are reviewed in comparison to attitudes about historic campus development in America. A case study design for a new campus in China illustrates how symbolic narrative may be expressed in the physical environment. The importance of genius loci or a distinctive sense of place is reaffirmed with a call for multi-dimensional considerations to inform and advance ecologically sensitive and meaningful campus designs everywhere.

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