Critical Resources for Financial Impacts of Change
Intended Audience
Higher education administrators, faculty involved in campus-based change efforts; change agents on a campus; directors of centers for teaching/STEM/etc.
Overview
Have you ever felt as if you were faced with an impossible decision regarding allocation of funding or resources? In higher education we are often called upon to improve educational outcomes with scarce institutional resources. We are asked to make difficult fiscal decisions without the tools we need to determine the possible fiscal and moral implications of supporting new initiatives and projects. If you have wondered whether it is possible to make modest changes that have a great impact, while also saving money and resources, the answer is yes.
The ASCN Financial Alignment with Inclusive Teaching Effectiveness Critical Resources (FAITE) Working Group created this resource list to share tools and examples that can help with evidence-based fiscal decision making. These resources demonstrate that it is possible to invest scarce institutional resources wisely to advance your priorities. They were gathered to address questions and issues you might be facing at your institution, such as:
- Increasing learning outcomes for all students;
- Adopting instructional practices to improve retention, increased enrollment, persistence, etc.;
- Articulating and communicating the benefits of institutional change to potentially skeptical decision-makers both inside and outside the university;
- Quantifying both the cost and return on investment of implementing instructional change during transitions and over the long-term;
- Determining how to best implement institutional change into institutional budgeting, planning, and decision-making.
- What are some of the cost categories associated with implementing instructional change during transitions and long-term?
- Have the costs of instructional change initiatives been documented and has the return on investment been measured?
- Is there guidance about how to undertake such measurement at my institution?
- Are there any strategies in place for embedding considerations of potential benefits and associated costs into institutional budgeting, planning, and decision-making? What are some of these strategies?
- How can we make explicit increased learning outcomes for all students associated with instructional change?
- Other than typical benefits like improved learning outcomes and more satisfying teaching experiences, what other kinds of benefits are envisioned from improving instructional practices at the department, college or university level (e.g., retention, increased enrollment, persistence, etc.)?
- What are some ways of articulating and communicating various types of benefits to potentially skeptical decision-makers inside and outside the university?
Target Audience
Resource Type
Program Components
Change Topics (Working Groups)Results 1 - 2 of 2 matches
Instructional quality, student outcomes, and institutional finances
Jessie Brown; Martin Kurzweil
A report from the American Council on Education exploring the question of whether improving instructional quality can increase an institution's revenue. Principal Conclusions (p.22): As the cost of college grows and sources of funding of decline, college and university leaders face mounting pressure to find effective and efficient ways to improve their core business: educating and graduating students. Numerous studies show that research-based pedagogical practices and participation in faculty development can help institutions achieve these goals by increasing student learning, engagement, persistence, and degree completion. There is also evidence that improvements in retention increase revenue and have a positive return on investment. Other interventions—including remedial course redesign, increased course-taking in the first year, and more comprehensive first-year curricular and co-curricular reforms—have been shown to improve cost per degree.
Target Audience: College/University Staff, Institution Administration, Non-tenure Track Faculty, Tenured/Tenure-track Faculty
Resource Type: Report
Program Components: Institutional Systems:Strategic Planning, Evaluating Teaching
Ranking ROI Of 4,500 US Colleges And Universities
Anthony P. Carnevale; Ban Cheah; Martin Van Der Werf
Principal findings: Community colleges and many certificate programs have the highest ROI in the short term. Colleges that primarily award bachelor's degrees have the highest ROI in the long term. Public colleges have higher ROI than private colleges in the short term. Degrees from private nonprofit colleges generally have a higher ROI in the long term than public universities.
Target Audience: Institution Administration, College/University Staff
Resource Type: Report
Program Components: Institutional Systems:Strategic Planning