Learning Resources

Abstract: Private higher education institutions are those entities owned and operated by the private sector, while public institutions are those established, supported, and controlled by a governmental agency, most often a state. Key differences exist between private and public institutions that affect budgeting in critical ways. Such differences include governance, governmental support, student tuition and fees, student financial aid, constituent support, and accounting regulations.However, when all is said and done, both public and private institutions must be careful to fulfill their fiduciary responsibilities because higher education overall is essential to the public interest.

Abstract: Since the creation of the Kentucky Community and Technical College System (KCTCS) in 1998, we have transformed the lives of more than 500,000 Kentuckians by providing them with the skills and education they need to succeed in today’s economy. KCTCS has become the largest provider of higher education and workforce training in Kentucky by focusing on workforce and transfer education and college and workforce readiness. For most Kentuckians, higher education begins at one of our system’s 16 colleges because we provide students with a quality and affordable education right in their own community. We are well on our way to achieving our vision to be the nation’s premier community and technical college system. This article describes the KCTCS approach to budgeting.

Abstract: Space budgeting processes assist administrators in managing and allocating academic space, but there are many external and internal factors to consider. Once these factors are identified, space budgeting processes can be tailored to encourage desired behaviors that meet institutional goals. Increased understanding of space budgeting strategies can also lead to more effective solutions and increased opportunities for institutions to survive during difficult times.

Abstract: This article applies Clayton Christensen’s definition of disruptive technologies in business to the question of whether online learning is a disruptive technology in higher education. Four examples are discussed that focus on the higher education market, learning object repositories, course redesign, and course management systems, and each is evaluated for evidence of disruption. Tentative support for disruption was found in the marketplace and course redesign, but other factors (such as faculty time, institutional resources, and choice of pedagogy) are proposed as reasons for why online learning may not disrupt as proposed.

Abstract: While mentoring increasingly has taken center stage in national conversations about education, additional research is needed to understand the impact of mentorship on the senior party in the relationship. Mentorship is conventionally understood as a process bestowing significant benefits on the junior party (mentee); recent studies, however, suggest that mentors also benefit from developmental relationships. In this article, we analyze and present selections of qualitative narratives from81 graduate-student mentors participating in the Intellectual Entrepreneurship (IE) Pre-Graduate School Internship at The University of Texas at Austin. These narratives explore the benefits of participating in the program and working with undergraduate mentees.Because of its integration of academic and community engagement, UT-Austin’sIE Consortium offers a promising innovation in higher education worthy of close investigation. Findings suggest that, in addition to personal gains, mentorship can promote four major outcomes related to mentors’ professional lives:a deeper perspective both on themselves and their academic disciplines; the development of advising and mentoring skills; the opportunity to contribute to the diversity of their field by assisting emerging scholars from underrepresented populations; and the knowledge that mentoring can assist both mentees and mentors in reaching their goals.