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Resources in higher education steer colleges and universities both strategically and tactically. They drive incentives and accountability for faculty and staff while providing academics with the infrastructure they need in order to perform effectively. But while American colleges and universities remain the gold standard for worldwide higher education, "Resource Management for Colleges and Universities" argues that their decision-making cultures and business models are beset by serious flaws. In this audacious book, William F. Massy writes that resource allocation in colleges and universities needs to become more responsive to academic mission, marketplace realities, and the requirements of financial sustainability. Such improvement is needed, he asserts, because few institutions currently have the evidence, know-how, and cultural capacity to take advantage of modern information systems and models. Luckily, today's academic resourcing models enable academic leaders and faculty to close the gaps and do a significantly better job of controlling costs and improving academic performance. Massy describes three kinds of contemporary, comprehensive AR models: internal economic, external economic, and mission-market-margin. He explains how these models, if used correctly, support mission-critical academic decisions and reveals why they are game-changers for college and university management. Describing how real universities are using these models to understand their teaching and research revenues and costs and to predict changes needed in budget planning, Massy also provides numerous insights about how academic organizations function and how they can be induced to adopt needed changes. Building on "Reengineering the University," Massy's earlier book, "Resource Management for Colleges and Universities" will provide readers with the wherewithal, and the motivation, to fundamentally transform their institutions. [For the earlier book "Reengineering the University: How to Be Mission Centered, Market Smart, and Margin Conscious," see ED608097.]

Higher education expert William F. Massy's decades as a professor, senior university officer, and consultant have left him with a passionate belief in the need for reform in America's traditional universities. In "Reengineering the University," he addresses widespread concerns that higher education's costs are too high, learning falls short of objectives, disruptive technology and education models are mounting serious challenges to traditional institutions, and administrators and faculty are too often unwilling or unable to change. An expert microeconomist, Massy approaches the challenge of reform in a genuinely new way by applying rigorous economic principles, informed by financial data and other evidence, to explain the forces at work on universities and the flaws in the academic business model. Ultimately, he argues that computer models that draw on data from college transaction systems can help both administrators and faculty address problems of educational performance and cost analysis, manage the complexity of planning and budgeting systems, and monitor the progress of reform in nonintrusive and constructive ways. Written for institutional leaders, faculty, board members, and policymakers who bear responsibility for initiating and carrying through on reform in traditional colleges and universities, "Reengineering the University" shows how, working together, administrators and faculty can improve education, research, and affordability by keeping a close eye on both academic values and the bottom line.

Higher education is a linchpin of the American economy and society: Teaching and research at colleges and universities contribute significantly to the nation's economic activity, both directly and through their impact on future growth; federal and state governments support teaching and research with billions of taxpayers' dollars; and individuals, communities, and the nation gain from the learning and innovation that occurs in higher education. In the current environment of increasing tuition and shrinking public funds, a sense of urgency has emerged to better track the performance of colleges and universities in the hope that their costs can be contained while not compromising quality or accessibility. "Improving Measurement of Productivity in Higher Education" presents an analytically well-defined concept of productivity in higher education and recommends empirically valid and operationally practical guidelines for measuring it. In addition to its obvious policy and research value, improved measures of productivity may generate insights that potentially lead to enhanced departmental, institutional, or system educational processes. "Improving Measurement of Productivity in Higher Education" constructs valid productivity measures to supplement the body of information used to guide resource allocation decisions at the system, state, and national levels and to assist policymakers who must assess investments in higher education against other compelling demands on scarce resources. By portraying the productive process in detail, this report will allow stakeholders to better understand the complexities of--and potential approaches to--measuring institution, system and national-level performance in higher education.

This book asserts that improvements in quality and cost containment are required not only for the well-being of individual institutions of higher education, but also to honor the trust placed in academe by society. The book outlines a practical program for improvement. The chapters of part 1, "The Case for Change," are: (1) "The Erosion of Trust"; (2) "Universities as Economic Enterprises"; (3) "Subsidies and Contribution Margins"; (4) "Research, Teaching, and the Quality of Education"; and (5) "Technologys Misunderstood Potential." Part 2, "Improving Practice," contains: (6) "Education Quality Processes"; (7) "Core Quality Principles"; (8) "Education Quality Oversight"; (9) "Balancing Cost and Quality"; (10) "Performance-Based Resource Allocation"; and (11) "Higher Educations Action Agenda." (Contains 215 references.) (SLD)

Based on new research exploring the training and employment of science and engineering PhDs in the United States, this book predicts that with constant future resources and with constant domestic employment outside academe, academic departments will produce an average 20% to 24% annual excess of new Ph.D.s over employment opportunities. The models show that expanding university research and education will make the imbalance worse over the long run. These arguments are advanced in these chapters: (1) "The National Investment in PhDs"; (2) "The System of Training and Employing PhDs"; (3) "The Employment Gap for PhD Scientists and Engineers"; (4) "Production of Teaching and Research in Departments"; (5) "Student Attainment of the PhD"; (6) "Faculty Career Patterns"; (7) "Conclusions about the Academic System"; (8) "Modeling the Employment Gap for PhD Scientists and Engineers"; (9) "Modeling Production of Teaching and Research in Departments"; (10) "Modeling Student Attainment of the PhD"; (11) "Modeling Faculty Career Patterns"; and (12) "Future Directions in Research." An appendix discusses the treatment of departments in the modeling. (Contains 35 tables, 27 figures, and 36 references.) (SLD)

The strategic indicators defined in this book, which builds on two earlier studies published by the Association of Governing Boards of Universities and Colleges, are intended to enable institutions to compare their position in key strategic areas with their peer institutions. Data for more than 100 key indicators was collected from nearly 1,000 institutions and is arranged in six peer groupings: public two-year colleges, regional colleges and universities, and research universities, and private colleges with tuition and fees of less than $9,000, from $9,000 to $12,000, and more than $12,000. The indicators are grouped in four broad categories: (1) financial capital, which includes revenues, expenditures, assets, liabilities, and fund balances, and fund raising; (2) physical capital, which includes plant operation and maintenance and new investment; (3) information capital, which includes library and other information resources and technology access; and (4) human capital, which encompasses student enrollment, admissions, tuition, fees and financial aid, and faculty. A narrative, accompanied by tables and visuals, discusses each indicator, details its significance, explains how to interpret it, and sets out related policy questions. Appended are notes on the survey and a copy of the survey instrument, a glossary, and indicator calculations. (CH)

This volume contains six essays on higher education which provide lessons and successful techniques for meeting the challenges of the future. The first essay, "Academic Renewal at Michigan" (James Duderstadt), describes the modern research university as a complex corporate conglomerate in danger of diluting its core business. The successful university, it argues, will maintain the centrality of student learning and faculty scholarship while focusing on transforming these core functions to take advantage of new technologies and respond to changing societal needs. The second essay, "The Future of Academic Tenure" (Richard P. Chait), explains that academic tenure stands on two legs: economic security and academic freedom and both of these are unsteady in the current climate. Third,"Today in Higher Education" (Richard Lester) examines the implications of the wave of industrial restructuring for the academic world. The fourth essay, "Restructuring British Higher Education" (Graeme Davies), examines one country's approach to an important new development on governmental funding for higher education-performance-based resource allocation. Next, "Applying Contribution Margin Analysis in a Research University" (Daniel J. Rodas, and others) describes an internally developed financial statement--the Stanford Cost Model-- that summarizes cost and revenue data in a format highly useful for understanding and analyzing academic programs. In contrast to other cost analyses models, this one focuses on academic activity-the primary "business" of the institution. "Going for the Baldrige: Restructuring Academic Programs" (Dean Hubbard) discuses the Baldrige Criteria, and how Hubbard's institution began the process of incorporating the concepts and criteria into its planning process. Information on the authors is also provided. (JB)