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This handbook guides college and university business officers, from small liberal arts colleges to community colleges to research universities, through the complex set of decisions and actions associated with replacing financial management systems. It lists the steps necessary to evaluate an institution's current hardware, network, and software; and identifies change strategies for both incremental and large-scale financial system changes. An introductory chapter sets out the issues that have altered the context of financial systems planning. The second chapter discusses vision, planning principles, goals and strategies, and the development of a decision framework. Chapter 3 covers the structure and management of the project; Chapter 4 covers the business and technology requirements. Reviewing alternative strategies, issuing the request for proposal, developing an evaluation and measurement system, and presenting recommendations to the steering committee are among the topics covered in the fifth chapter. The final chapter discusses implementation of the system. Seven appendixes include: a list of planning principles relating the use of information technology to the solution of business problems; a glossary of terms and concepts; components of a typical request for proposal; sample vendor evaluation criteria; two model measurement systems; a list of available corporate products and services; and a reading list. Biographical and sponsor profiles are also appended. (Contains approximately 165 references.) (CH)

This executive summary presents the results of a 2001 study of endowment assets at higher education institutions. It is intended to allow administrators and trustees to evaluate the performance of their endowments and to learn about the investment policies and practices of other higher education institutions. The 2001 National Association of College and University Business Officers (NACUB)) survey was administered entirely in a Web-based format. A total of 617 institutions completed the survey, a response rate of 81%, but only 611 are ranked by endowment. Following a section of "Comments on Data," the "Report Summary" gives details about the 611 institutions for which there were full data. Of these 611, 32.4% are public and 67.6% are independent. Of the 41 institutions with endowment assets totaling more than 1.0 billion dollars, 31 are independent and 10 are public. The report summary contains: (1) descriptions of participating institutions; (2) investment management practices and policies; (3) characteristics of institutional endowments; and (4) performance and spending. A glossary and a directory of NACUBO sponsors are appended. (Contains 19 tables.) (SLD)

This guide to successful change at colleges and universities has two parts. Part 1 explores the process of change at institutions of higher education, focusing on some of the underlying factors and issues that have proven vital to long-term success. In part 1, the first section discusses collaboration, key to a successful change process at any institution. Section 2 focuses on creating an institutional culture that supports and fosters change, and section 3 discusses developing and using a shared vision of the future s a centerpiece of the change process. Section 4 focuses on leadership, and section 5 contains advice on building trust. Section 6 discusses engaging the various constituencies who have a stake in the change process. Partnerships described in section 7 can provide benefits and cost savings partners may not be able to enjoy separately. Section 8 wraps up part 1 by sharing lessons learned over years of consulting about change in higher education. The designs in part 2 provide detailed instructions for collaborative activities for various groups in these sections: (1) "Data Gathering and Diagnosis"; (2) "Communication"; (3) "Team/Group Effectiveness"; (4) "Learning and Leverage"; (5) "Problem Solving"; and (6) "The Change Leader's Toolkit." An appendix discusses the role of the leader facilitator in planning and implementing a strategic design. Each chapter contains references. (SLD)

This publication is intended to provide readers with practical, detailed guidance in acquiring the knowledge and skills (and perhaps in unlearning certain skills that helped get readers where they are) that will take their leadership to the next--extraordinary--level. Two case studies are detailed at pertinent places throughout the book to illustrate this guidance: the ACUBO 20/20 Initiative and the Cornell University Student Communication and Mailing Project (SCAMP). The ACUBO 20/20 Initiative has proved to be a powerful vehicle for innovation and collaboration among the National Association of College and University Business Officers and the four regional Associations of College and University Business Officers. The SCAMP project overhauled the process of communicating with and registering newly admitted freshmen at Cornell. The case studies are presented in Chapter 3, and examples appear throughout the text. (Contains 4 figures.) [Funding for this paper was provided by the Follett Higher Education Group Fund for Financial Management.]

This guide was prepared for public institution business officers as a supplement to the "Guide to Implementation of GASB Statement 54 on Basic Financial Statements--and Management's Discussion and Analysis--for State and Local Governments, published in April 2000 by the Governmental Accounting Standards Board (GASB) on GASB Statements 34 and 35. Since GASB Statement 35 merely amends GASB Statement 34 to make it apply to public institutions, the GASB Statement 34 implementation guide also addresses Statement 35. The GASB 35 Guide is the product of a joint effort of the faculty of NACUBO's 1999-2000 Reporting Model Implementation Workshops, its Accounting Principles Council, and the accounting firm of PricewaterhouseCoopers LLP. Section I of this guide features questions and answers that expand on those questions and answers included in the GASB Statement 34 implementation guide. The questions and answers will help public institution business officers apply the applicable provisions of GASB Statement 34. Section II expands on the table included on page 22 of GASB Statement 35, which summarizes the pertinent paragraphs of GASB Statement 34 that apply to public institutions. Section III presents sample financial statements, and Section IV offers general guidelines for and examples of the inflows and outflows on the statement of cash flows.

This report, from the National Association of College and University Business Officers' (NACUBO), is the nineteenth in a series of comparative data studies of public two-year colleges. A result of an intensive six-month study involving 252 community colleges, it contains financial and other statistics for fiscal year 1997-98. Report highlights include: (1) mean revenues per credit full-time-equivalent (FTE) student was $6,254 (tuition and fees, appropriations, gifts, grants, contracts, and other); (2) on average, students paid $1,783 in tuition and fees; (3) students spent approximately $6,208 per credit FTE student; (4) at the median college, 62% of all expenditures were directed to academic programs, and 50% of expenditures to instruction alone; (5) institutions averaged one credit instructional staff member for every 19 credit FTE students, one counseling and career guidance staff member for every 434 credit FTE students, and one institutional support staff member for every 81 credit FTE students; (6) on average, 41% of credit instructional faculty FTEs were part-time; and (7) institutions employed 113 staff members per 1,000 credit FTE students. The report contains a list of all 252 participating community colleges. (NB)

This guidebook is based on the belief that e-business applications will transform academia and academic support experiences, with learners participating in distributed learning environments that mix physical and virtual learning resources in many combinations, and it offers insights into the strategies and planning needed to develop a college campus infrastructure of e-business applications, products, and services. The ten chapters cover the following topics: (1) "What Is E-Business and Why Is It Important?"; (2) "The Status of E-Business Today and Tomorrow"; (3) "Future E-Business Applications in Education"; (4) "Building Migration Paths for E-Business in Education"; (5) "Technology Infrastructures, Tools, and Competencies"; (6) "Investing in Technologies To Support E-Business: Important Roles for the Business Officer" (7) "Policies, Standards, and Legal and Security Competencies"; (8) "Strategic Alliances and Co-Sourcing Competencies"; (9) "New Tools: Electronic Publishing, Learningware, Learning Agents, and Online Communities"; and (10) Paving the Way for E-Business: 20 Initiatives for Your Learning Enterprise." A list of on-line resources is appended. (Contains 78 references.) (CH)

This guide offers sample administrative procedures and policies that can be used by small colleges and universities to prepare or revise administrative procedures manuals. The sample procedures and policies offered here have been compiled from a review of many manuals from many different institutions, and vary from the general to the specific. Material is presented in six sections: (1) "Billing, Collections, and Cash Management"; (2) "Budgeting and Accounting"; (3) "Employee Benefits"; (4) "Facilities Management"; (5) "Human Resources;" and (6) "Purchasing and General Services." Examples of some of the specific procedures outlined include the following: bookstore transactions; delinquent account collections and bad debt write-offs; monthly payment options and loan plans; budget preparation process; capital budgeting; overhead; travel expenses; employee benefits for independent colleges; health insurance; nondiscrimination rules; parental and adoption leave; retiree and survivor group health insurance; employment termination, retirement benefits; tax-sheltered annuities; construction administration, parking, remodeling and reallocation request; use of campus facilities; affirmation action; conflict of interest; grievance procedure and problem-referral procedure; job classification systems; job posting and job hotline, promotion, sexual harassment; copying and copyrights; independent contractor payments; mail services; printing and graphic services, records management; telecommunication services. (CH)

This book examines the institutional movement toward outsourcing support services, focusing on the development of outcome-oriented performance indicators and continuous self-assessment. Using 125 "lessons" based on support service theories, philosophies, and practices at George Mason University (Virginia), which collectively are termed "blended management," the book attempts to demystify outsourcing, help institutions cultivate a "culture of change," and show how George Mason staff and its outsourcing partners have improved services at the university. In Part 1, three chapters cover such topics as embracing change, how to develop requests for performance, assessing the proposals received, and signing the contract. Part 2 offers a five-step approach to blended management, including: (1) identifying the potential universe of service; (2) determining the rationale for services; (3) evaluating performance of services; (4) identifying effective leaders and determining best practices; and (5) making the decision to restructure, discontinue services, outsource, or stay with current operations. In Part 3 a final chapter defines the key components of a successful outsourcing partnership, including regular communication, joint responsibility for both the process and the result, and an understanding that the organizational objectives of the partners are not the same. (CH)

This report is intended to help institutions interpret and compare student aid at their institutions with those of peer institutions. Each chart, graph, or table is accompanied by an explanation of how the reported statistic was calculated; directions on how to interpret the data for participating institutions and peer groups are also offered. The document is divided into four sections: definitions; summary results; cohort characteristics; and an appendix. Graphs and tables in the summary section are broken down into the following groups: small colleges/lower tuition; small colleges/higher tuition; and large colleges/universities. Data is provided for average tuition discounts for full-time freshmen; average percent of full-time freshmen receiving institutional grants; average size of institutional grant for full-time freshmen as a percentage of tuition and fees; percentage of institutions providing grants; tuition discount components; average gross and net tuition revenue per full-time freshmen; and relationship between gross and net tuition rates, 1998. Cohort characteristics include average cohort enrollment, full-time freshmen; and participating institutions by categories and peer groups. The 1998 National Association of College and University Business Officer survey of independent institutions is appended. (CH)

Comparative financial information derived from a national sample of 405 two-year colleges is presented in this report for fiscal year 1994-95, including data for the national sample and for 6groups of peer institutions. The first section provides introductory information on the annual study, discussing the study sample and the use of study findings, while the second describes limitations of the study with respect to data extrapolation and institutional comparability and explains calculations and definitions. The next section provides a table of institutional participation by state and region, followed by guidelines for developing comparative analyses related to institutional revenues, expenditures, staffing, outcomes ratios, and student characteristics. The next two sections provide data on revenues by source and expenditures by function for the national sample, multi-campus districts, and single-college districts by size (i.e., peer group), presenting tables for credit full-time equivalent (FTE) students and credit and noncredit FTE students. Staffing is then addressed, presenting data on credit FTE students per FTE staff, unduplicated student headcount per FTE staff, and FTE staff and part-time staff as a percentage of FTE staff. Next, selected ratios showing staffing patterns, service areas, appropriations, space and scholarships per student, and budgetary and physical plant information are provided. Finally, data are provided on student characteristics for the national sample, multi-campus districts, and peer groups. Appendixes provide additional information on methodology, the questionnaire, and a list of participating colleges/peer groups. (BCY)

Based on responses by 405 public two-year colleges in the United States to 2 surveys, this report provides comparative financial information for fiscal year 1994-95. The report provides space for colleges to compare their institutional statistics with national sample medians, quartile data for the national sample, and tables and graphs of findings. The first section presents background information on the annual study of two-year college finances, discussing objectives of the study and the potential uses of findings. The second section reviews limitations of the study and explains the study methodology, including a section attempting to dispel the myth of the "typical" institution and sections on calculations; interpretation of proportions, medians, and quartiles; means; and definitions of terms. Following a table showing participation by state and region, the next sections present national data on revenues per credit full-time equivalent (FTE) student and expenditures per credit FTE student, including selected expenditure ratios. Finally, data are provided on the numbers of credit FTE students per FTE staff and part-time FTE staff; student characteristics (i.e., credit units enrolled, hours attended, and class level); and mean class size. Appendix includes a list of participating colleges and their peer group classification. (HAA)

This collection of essays explores a new paradigm of higher education. The first essay, "Beyond Re-engineering: Changing the Organizational Paradigm" (L. Edwin Coate), suggests a model of quality process management and a structure for managing organizational change. "Thinking About Consortia" (Mary Jo Maydew) discusses cooperative effort and organizational issues for consortia. In "Rethinking the Academy's Administrative Structure" (Jillinda J. Kidwell and David O'Brien), administrative inefficiencies and the business case for change are studied; included also is a case study of a budget experience at the Stanford University School of Medicine. "Meeting the Challenges of Change at Kent State" (Myron S. Henry) discusses fiscally driven changes to rethink curricula, administrative roles, and operations of major functional units. "New Paradigms in Student Affairs" (Paula M. Rooney and P. Gerard Shaw) briefly reviews the history of student affairs, describes changes currently underway at many institutions, and peeks at the future. "Organizational Restructuring at Carnegie Mellon University" (Patrick J. Keating, et al.) explores the university's creation and implementation of a strategy for process restructuring and suggests it as a model for other institutions facing similar problems. The final essay, "Academic Renewal at Michigan" (James Duderstadt) sees the modern research university as a complex, international conglomerate of highly diverse businesses. (Some individual essays contain references.) (CH)

This manual provides instructions and sample documents for all tax-exempt organizations required to file Form 990 "Return of Organization Exempt from Income Tax" or Form 990-1 "Exempt Organization Business Income Tax Return." The short introductory section covers who must file and summarizes the changes in the 1996 forms. The section "Who Must File" defines the parameters for using Forms 990, 990EZ, Schedule A (Form 990) "Organization Exempt Under 501 (3)", 990-T "Exempt Organization Business Income Tax Return", and estimated tax payments (Forms 8109 and 990-W). The next section covers due dates. Section 3 covers the steps for preparing Forms 990 and 990-T, and includes some additional filing tips, cost allocations, and supporting schedules. Section 4 provides guidance for completing each part and line of Form 990 and Schedule A; Section 5 provides detailed instructions for Form 990-T, the unrelated business income tax. Section 6 covers filing for extensions (Form 2758); Section 7 summarizes various Internal Revenue Service Rulings and Determinations; and Section 8 covers public inspection requirements. Three appendixes show a sample university financial statement; a worksheet; and a completed return. Appendix D reprints filing instructions for Form 990EZ, "Short Form Return of Organization Exempt from Income Tax." (CH)

This manual covers cost accounting applications and techniques as they apply to institutions of higher education, focusing mainly on the different methods of allocating costs. The manual covers four major costing topics: aggregate institution and systemwide costs; major academic and administrative program costs; academic and administrative activity-based costs; and indirect cost recovery. After an introductory chapter, individual chapters cover: (1) the four-tier full-cost matrix and institution-wide macro-costing; (2) cost centers and macro-cost charts of accounts used in higher education; (3) institution full costs of primary by-function programs under various allocation rules; (4) aggregate costing of major professional academic programs; (5) macro-costing of departments; (6) academic micro-costing and determining the full cost of a course; (7) costing of support activities (total-cost management, activity-based costing, and process-cost management); and (8) other costing topics and issues. There are approximately 100 figures throughout the text; some chapters have worksheet exercises; and most have notes. Appendixes A and B cover the range of precision in costing standards, and a hierarchy of primary and support activities. Appendix C summarizes provisions of Circular A-21, Office of Management and Budget, "Cost Principles for Educational Institutions." (CH)

Based on responses by 427 public two-year colleges in the United States to two surveys, this report provides comparative financial information for fiscal year 1993-94. The report provides space for colleges to compare their institutional statistics with national sample medians, quartile data for the national sample, and tables and graphs of findings. The first section presents background information on the annual study of two-year college finances, discussing objectives of the study and the potential uses of findings. The second section reviews limitations of the study and explains the study methodology, including a section attempting to dispel the myth of the "typical" institution and sections on calculations; interpretation of proportions, medians, and quartiles; means; and definitions of terms. Following a table showing participation by state and region, the next sections present national data on revenues per credit full-time equivalent (FTE) student and expenditures per credit FTE student, including selected expenditure ratios. Finally, data are provided on the numbers of credit FTE students per FTE staff and part-time FTE staff; student characteristics (i.e., credit units enrolled, hours attended, and class level); and mean class size. Appendixes include a list of participating colleges and their peer group classification and a user's survey for rating the report. (HAA)

Comparative financial information derived from a national sample of 427 two-year colleges is presented in this report for fiscal year 1993-94, including data for the national sample and 6 groups of peer institutions. The first section provides introductory information on the annual study, reviewing the objectives of the study and potential uses of findings, while the second describes limitations of the study with respect to data extrapolation and institutional comparability and explains calculations and definitions. The next sections provide a table of institutional participation by state and region and guidelines for developing comparative analyses regarding institutional revenues, expenditures, staffing, outcomes ratios, and student characteristics. The next two sections provide data on revenues by source and expenditures by function for the national sample, multi-campus districts, and single-college districts by peer group, presenting tables for credit full-time equivalent (FTE) students and credit and noncredit FTE students. Staffing is then addressed, presenting data on credit FTE students per FTE staff, unduplicated student headcount per FTE staff, and FTE staff and part-time staff as a percentage of FTE staff. Next, selected ratios showing staffing patterns, service areas, appropriations, space and scholarships per student, and budgetary and physical plant information are provided. Finally, data are provided on student characteristics for the national sample, multi-college districts, and the peer groups. Appendixes provide additional information on methodology, the questionnaire, a list of participating colleges/peer groups, and a user's survey for rating the report. (BCY)

This monograph describes how team- and process-oriented change techniques such as Total Quality Management (TQM) and Business Process Reengineering (BPR), were adapted to an academic environment to effect a comprehensive change program at the University of California Santa Cruz (UCSC). The $3 million program, begun in 1993, produced radical changes and redesign of administrative functions from accounting systems to purchasing to information systems. The first chapter introduces the UCSC setting and introduces the concepts of quality process management, TQM, continuous process improvement, and BPR. The next chapter covers the first phase of the BPR process, assessment, which identifies specific change opportunities. The BPR tool kit--customer surveys and focus groups, process mapping, error analysis, technology mapping, and activity-based costing--are discussed in Chapter 3. Phase 2, selection of a financial information system and implementation planning, is covered in the following chapter. Chapter 5 addresses the implementation methodology; while the next two chapters discuss a case study involving the redesign of purchasing and acquisition functions; Chapter 8 considers organizational restructuring and changes in campus technology. Chapter 9 speaks to communication, managing risk, and human resources implications. The final chapter addresses the "Lessons Learned." (Contains notes and 16 references.) (CH)

This publication is designed to be a desktop reference and assist financial officers in both public and independent institutions of higher education in the preparation of consolidated financial statements. Chapter 1 covers generally accepted accounting principles and other accounting literature, and summarizes reporting rules of the Financial Accounting Standards Board (FASB) and the Government Accounting Standards Board (GASB). Chapter 2 describes methods of consolidation and reviews reporting relationships between two or more not-for-profit organizations and between not-for-profit and for-profit organizations. Chapter 3 focuses on elimination of intercompany transactions and conformity of accounting principles and display. Six appendices reprint, in whole or in part, consolidation guidelines, standards, and policies of the FASB, GASB, and the American Institute of Certified Public Accountants. (CH)

This book is a guide to the major elements of planning and conducting capital campaigns for colleges and universities. Chapter 1 provides an overview of a capital campaign and reviews the elements needed before campaign planning begins. Chapter 2 offers some historical background of development programs, and discusses selection of a campaign counsel, the campaign case statement, and feasibility studies. Chapters 3 and 4 cover the creation of a campaign organization, and the role of volunteers and the external campaign organization. The process of soliciting and asking for gifts is addressed in Chapter 5. Chapter 6 describes campaign mechanics, including a brief discussion of campaign cash flow as it relates to bricks-and-mortar gifts. The public relations aspects of campaigns are discussed in Chapter 7. Next, Chapter 8 looks at campaign accounting in relation to guidelines promulgated by the Council for Advancement and Support of Education (CASE). Finally, Chapter 9 reviews post-campaign plans including an agenda for future fund raising. Twelve appendixes include: a typical feasibility study; a needs statements; sample language for named chairs, endowments and fellowships; samples of advertising campaigns; an organization chart for a university relations department; and sample pledge forms. The CASE management and reporting standards for educational fund-raising campaigns are also appended. (CH)