A FUNDRAISING BLUEPRINT
Howard University sets the bar high for its largest ever capital campaign, and now plans to share the secrets of its success with fellow HBCUs.
7 Responses to “A FUNDRAISING BLUEPRINT”
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May 1st, 2008 at 6:00 pm
I’m very proud of Howard University. As an alum who has pledged a contribution to the most recent campaign, I am looking forward to the $1 Billion Campaign for Howard. I think a $1 Billion campaign is long overdue and will certainly be a success.
Thank you President Swygert and Mr. Parsons. Job well done.
May 2nd, 2008 at 7:51 pm
ABSOLUTELY FANTASTIC! I have fond memories of HU but all the administrative and financial problems really was the turn off from the experience. Now, I am soooo, sooooo proud of my school! Thanks President Swyger and Mr. Parsons! I LOVE HU!
May 3rd, 2008 at 3:06 pm
Focus On Colleges, Universities, and Schools
Summer 2008
National Implications: Why HBCU Presidents Need Entrepreneurial Focus
Monica G. Williams
PhD Student in Educational Leadership
College of Education
Prairie View A&M University
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
________________________________________________________________________
ABSTRACT
Public Historically Black Colleges and University (HBCU) presidents are being increasingly called upon to develop an entrepreneurial spirit that encourages fundraising from the private sector. Fundraising at HBCUs is no longer the sole responsibility of development officers. The overwhelming truth is that donors want relationships with CEOs, not managers. So often, donors need to feel connected to the cause and the recipient. This connection presupposes direct presidential involvement in the cultivation activities for donors. Unfortunately, many HBCU presidents fail to engage in the donor cultivation and stewardship process that creates a continuum of giving by alumni, foundations, corporations, and other university friends who have an interest in charitable giving. The purpose of this article is to discuss the importance of presidential involvement in fundraising at HBCUs.
Introduction
In reviewing the literature regarding alumni giving, it was determined that predominantly white institutions have alumni giving rates that range between 20-60 percent while black college alumni giving rates typically fall below ten percent. At a time when endowments are decreasing due to economic forces and public support of institutions of higher education is at an all-time low, it is a matter of survival that black colleges increase their giving rates (Gasman, 2003, p.22).
Purpose of the Article
This purpose of this article is to demonstrate the importance of entrepreneurial orientation of public HBCUs and university presidents and to illustrate how those orientations are related to the revenue-generating activities of their institutions and the institutions’ financial stability.
The Problem
Increasing the endowments at HBCUs means placing more emphasis on cultivating alumni and educating them about the importance of philanthropy. Advancement professionals at these specialized institutions face a growing dilemma – how to strengthen university resources in a climate that has historically relied almost wholly on public funding. Public HBCUs will eventually be forced to identify private resources to survive and thrive. The higher education landscape is changing rapidly and both private and public institutions are searching for new revenues – requiring more entrepreneurial ways (Bowen and Shapiro 1998).
Background of the Problem
Changing economic conditions at the state level have reduced the amount of governmental support available to public institutions of higher education. These shrinking revenues have added a new responsibility to chief executive officers at institutions of higher education. Embracing an appreciation for cultivating relationships with donors is a must step for university presidents at public institutions. This is a different and oftentimes unwelcome responsibility among HBCU institutional leaders (Birnbaum, p. 39).
The fact of the matter is simply that HBCUs have to step up to the plate in order to compete with majority institutions. The competition is on for student enrollment, student recruitment, public funding, and now private fundraising. The need for funds has put tremendous pressure on the presidents of HBCUs–so much that 25 percent of all presidents of these institutions left their jobs during the two-year period between 2000 and 2002. A major source of these fundraising difficulties arises from the small size of the institutions and from their less-affluent alumni bases (New York Amsterdam News 2002).
Presidential Entrepreneurialism
Clark’s (1998) theoretical framework is the basis for defining and understanding the entrepreneurial university. Entrepreneurial activities comprise third-stream income sources that include 1) innovative and profit-based, self-supporting operations that go beyond traditional sources, such as business development activities and innovative retail sales operations, 2) activities that develop and enhance traditional income streams such as endowment and tuition, and 3) activities that involve both traditional and nontraditional aspects, such as distance learning, which uses nontraditional methods of teaching to gain tuition, which is a traditional source of income (Riggs, p. 30).
Presidents Can Cultivate Satisfied Donors and Help Fundraisers Achieve Results
Engaging in basic, traditional fundraising efforts will help HBCU presidents secure substantial gifts from untapped donors as well as donors who have a history of giving. Having an appreciation for the donor’s wishes is what presidents should embrace first. If a donor does not feel connected to an organization or its leadership, the likelihood of acquiring a major gift is minimized. Philanthropists rely on their relationships with organizations to influence their giving. The lack of connection between prospective donors and organizations results in unsatisfied philanthropists. It is incumbent upon the fundraiser and the institutional leader to resolve any differences in philosophical underpinnings prior to donor cultivation. Cultivating meaningful and impacting gifts means resolving deliberative conflicts through choices grounded in responsibilities to persons (Johnsen, p. 115).
Senior fundraising professional and author, Penelope Burke, addresses donor philosophy best by saying, “When a donor sits down to write a check, her heart may be racing, she may be imagining how you will react when you open the envelope, and she is certainly wondering whether her gift will have a positive impact on the work you both cherish” (Burke, p. 15). This statement is the foundation of the fundraising profession and a concept that university presidents should note. People give money to people, not causes. In translation, philanthropists give careful consideration to making sizeable donations, and when cultivated by the right person at the right time, the organization reaps the best harvest.
Historically Black Colleges and Universities (HBCUs) have only recently embraced the concept of matching donor preferences with institutional funding needs. Approaching donors from this angle has yielded more resources for HBCUs. Many of these schools have discovered that using presidents to call alumni produces results. When alumni receive a call from the current president, they feel important. They feel like their gift was truly appreciated. Establishing such a relationship will nearly guarantee support. In the fund development community, stewards often overlook the importance of building relationships. It is imperative that presidents understand and respect donors.
Concluding Remarks
In conclusion, presidents and other upper-level administrators should embrace the understanding of fund development’s importance to institutional financial stability. Administrators must be equipped with meaningful data that will offer insight to enhance the revenue stream from alumni and private industry. “If historically Black colleges are to survive, they must learn how to plan effectively within the institutional context to achieve their desired fund-raising results” (Barrett, p. 7). It is obvious that these specialized institutions must implement some method of strategic planning to develop advancement activities and strategies.
Employing a rational approach to developing and implementing a comprehensive fundraising campaign is key. Identifying institutional needs, developing plans for achieving those needs, beginning to implement those plans, and actually executing the campaigns will be critical to the survival of these institutions.
References
Barrett, T. G. (2006, October/December). How strategic presidential leadership and institutional culture influenced fundraising effectiveness at Spelman College. Planning for Higher Education, 35 (1), 5-18.
Birnbaum, R. (1992). How academic leadership works: Understanding success and failure in the college presidency. San Francisco, CA: Jossey-Bass.
Bowen, W. & Shapirio, H. (1998). Universities and their leadership. Princeton, NJ: Princeton University Press.
Burke, P. (2003). Donor centered fundraising: How to hold on to your donors and raise much more money. Chicago, IL: Cygnus Applied Research.
Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Oxford, UK: Pergamon Press.
Fundraising pressures plague HBCU presidents (2002, September 26-October 2). New York Amsterdam News.
Gasman, M. (2003). Fund raising from Black-College alumni: Successful strategies for supporting alma mater. Council for the Advancement and Support of Education, 22.
Johnsen, L. L. (May, 2005). Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study. Retrieved June 6, 2006, from ProQuest Information and Learning Company website: http://www.lib.umi.com/dissertations/search.
Riggs, D. G (2005). Entrepreneurial activities in independent college and university presidents: A view from the top. Retrieved May 5, 2006, from ProQuest Information and Learning Company: http://www.lib.umi.com/dissertations/search
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com
May 3rd, 2008 at 9:56 pm
National FORUM Journals
25 (4) 2008 - Summer
Integrating the Ways of Knowing Through the Realms of Meaning to Improve National Fundraising Objectives
Monica G. Williams
PhD Student in Educational Leadership
College of Education
Prairie View A&M University
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
ABSTRACT
Improving academic achievement is at the heart of college and university fund development. It has become increasingly important for fundraisers in educational settings to find innovative means to improve educational opportunities by increasing the institution’s financial resources. The purpose of this article is to discuss the benefits of integrating the six realms of meaning as defined by Dr. William Allan Kritsonis in the Ways of Knowing Through the Realms of Meaning (2007) to increase private financial support at higher education institutions.
Introduction
Using the six realms of meaning in the fundraising profession can increase private resources for institutions of higher education. Being a successful fundraiser in higher education means employing a wide range of strategies in order to increase the donor pool and continue the giving cycle for current donors. “Fundraisers know that average gift value increases with donor longevity, so the most productive use of professional and volunteer time in fundraising is spent giving donors what they need to stay loyal to the cause” (Burk, 2003, p. 6). Cultivating loyal donors increases the likelihood of building a solid and sustainable donor base that is willing to contribute meaningful dollars over an indefinite time.
Purpose of the Article
The purpose of this article is to help fundraising professionals increase charitable giving through use of the six realms of meaning as defined by Dr. William Allan Kritsonis (2007) in the Ways of Knowing Through the Realms of Meaning. University advancement professionals and development officers can increase and stabilize institutional resources by using symbolics to improve donor communication; by using empirics to become more knowledgeable about their individual donor preferences; by using esthetics to gain an appreciation for the value of donors’ personal interests; by using synnoetics to cultivate relationships with new donors; by employing ethics to foster a sense of trust between fundraisers and donors; and by using synoptics to increase giving among historical donors.
Using Symbolics in Fundraising
One of many ways to build donor relations and secure the next gift is through the use of symbolics. The use of ordinary language between fundraisers and donors demonstrates existence of a true, personal relationship and creates a forum for open communication. People give money to people, not causes. Donors need to believe that they can communicate on a personal level with development professionals. Oftentimes, donors communicate their wishes through gestures, signs, or symbols, and fundraisers are required to read those signals. “Being conscious of how donors feel when they give makes it easy to respond in kind. A gift given eagerly in the anticipation of achieving something worthwhile should be matched by an equally enthusiastic response from the solicitor or the charity” (Burk, 2003, p. 15).
Donors need to feel connected to the cause. This connection becomes more likely when fundraisers increase communication and recognition practices. Increasing communication means presenting timely information through regular university publications and on-line tools. It means reaching out to donors and having them anticipate a development officer’s next contact. “Everything you do that is read, heard, seen, or attended by even one of your donors is a part of your donor communication inventory, whether you intend it to be or not” (Burk, 2003, p. 113).
A significant component of donor communication is donor recognition or acknowledgement. Thanking donors through written correspondence or with meaningful tokens represents appreciation for gifting. “On a gift-by-gift basis, budgeting communication and recognition relative to gift size seems to make sense, but it is actually the opposite of what we need to do if we want to retain more donors and increase the average value of contributions. We make the mistake of designing and budgeting communication as a post-gift activity instead of what it really is—the investment cost of securing the next gift” (Burk, 2003 p. 111).
Empirics in Fundraising
The ability to secure the next gift from a donor presupposes that fundraisers are empirically savvy. Fundraisers should be factually well-informed about their donors. They must know donor history and have the wherewithal to match donor preferences with unfunded priorities and critical agency needs. Ideally, fundraisers solicit the first gift, acknowledge that gift, prepare to re-solicit in a short but respectable timeframe, solicit the donor again, and continue the cycle accordingly. Knowing what the donor wants and expects will provide a smooth transition into giving and repeat giving.
Donors appreciate feeling as if they have a partnership with the organizations to which they contribute. Universities have “…altered their fundraising methodology to give donors what they really need, and in so doing they have reaped the rewards” (Burk, 2003, p. 33). By adding structure and strategy to higher education fundraising through professional consulting firms, universities have made their claim to a fortune that has long awaited them. Much of what continues to await fundraisers is how to become more creative in cultivation strategies in order to gain more resources in areas that have been intentionally avoided by educational institutions.
Appreciation for Esthetics
Charitable organizations and individual donors have a variety of funding priorities. Accordingly, it is important that fundraisers embrace an appreciation for matching donor preferences with institutional needs. This requires flexibility in fundraising practices. It could be stated that donors largely give in two primary, broad categories—arts and sciences. To this end, being knowledgeable of all institutional programs is critical in fund development. Fundraisers must be appreciative of contributions in esthetics. They must be knowledgeable of the arts, understand the value of art collections, etc. They must know how to handle family members when the institution is the beneficiary of bequests.
Relationship Building Using Synnoetics
Shared beliefs and values often shape an organization’s culture. Organizations conduct business under the presumption that they will be able to sell and deliver a product that is mutually appreciated by the customer. Therefore, customer satisfaction can shape an organization’s culture. In higher education, the concept of synnoetics exists among fundraisers during the processes of donor cultivation and gift stewardship. Convincing donors that an agency operates at their best interest is largely influenced by common philosophies and values.
According to Lance Loren Johnsen in a theoretical study involving conflicts that confront academic fundraisers, “fostering ethical relationships with donors is essential for preserving the integrity of the philanthropic gift economy” (Johnsen, p. 2). Being conscious of how donors feel when they give makes it easy to respond in kind (Burke, 2003, p. 14). A gift given eagerly in the anticipation of achieving something worthwhile should be matched by an equally enthusiastic response from the solicitor or charity. Ultimately, the shared belief or common goal between fundraisers and donors is what creates a continuum of giving.
If a donor does not feel connected to an organization, the likelihood of acquiring a major gift is minimized. Philanthropists rely on their relationships with organizations to influence their giving. The lack of shared beliefs between prospective donors and organizations results in unsatisfied philanthropists. It is incumbent upon the fundraiser to resolve any differences in philosophical underpinnings prior to donor cultivation. Academic fundraisers resolve deliberative conflicts through choices grounded in their responsibilities to persons (Johnsen, p. 115).
Senior fundraising professional and author, Penelope Burke, addresses donor philosophy best by saying, “When a donor sits down to write a check, her heart may be racing, she may be imagining how you will react when you open the envelope, and she is certainly wondering whether her gift will have a positive impact on the work you both cherish” (Burke, p. 15). This statement is the foundation of the fundraising profession. People give money to people, not causes. In translation, philanthropists give careful consideration to making substantial donations, and when cultivated by the right person at the right time, the organization reaps the best harvest.
In the fund development community, stewards often overlook the importance of building relationships. Fundraisers must embrace the philosophy that requires them to appreciate the customer. Donor appreciation embodies the culture of any reputable fundraising organization. It is, therefore, imperative that fundraisers understand, respect, and trust donors.
Ethics in Fundraising
Direct correlation between ethical behavior and fundraising is clear. In fact, the basis for successful fundraising is ethics. Without application of ethical principles, fundraisers would not garner the support necessary to achieve effective results.
Assessing ethics among fundraisers is a fascinating topic. It is almost understood that educational advancement professionals are responsible for the welfare of others (i.e. employees, students, parents, community, and the society at large). Having a responsibility of this magnitude insists that fundraisers have basic core values that represent the highest level of ethical principles.
These development leaders are called upon to make moral decisions at many levels of complexity. The degree to which they make the best decision is how they are publicly evaluated by the donor community. While the values of fundraisers influence the make up their ethical framework, it is incumbent upon them to make decisions that satisfy the vast majority of its constituents. This is probably the single most challenging attribute fundraisers have to adopt. Being flexible enough to please a diverse community requires minimization of personal opinions. A collaboration of values that embodies input from a committed donor community will foster the opportunity for buy-in from all who have a vested interest in increasing resources for institutional advancement.
Donor Attrition through Use of Synoptic
s
Fundraisers must understand individual societal contributions by employing synoptics. “If a nonprofit organization is going to thrive in the twenty-first century, it must not only recognize and serve diverse cultures but also raise substantial portions of its monies from them” (Newman, 2002, p. 3). Historically Black Colleges and Universities (HBCUs) have recently embraced the concept of matching donor preferences with institutional funding needs. Approaching donors from this angle has yielded a wealth of resources for HBCUs. Many of these schools have discovered that using students to call alumni produces results. When alumni receive a call from a student pursuing a similar academic discipline, alumni perceive that they are in touch with a beneficiary who has similar beliefs and/or philosophies. For example, an engineering student contacting an alumnus who majored in engineering prompts a thoughtful and proportionate gift and presents the opportunity for the alumnus to reconnect with the institution. Reestablishing the relationship will nearly guarantee support.
Concluding Remarks
In conclusion, having a universal vision about the importance of philanthropy will help fundraisers achieve the epitome of excellence (Kritsonis, 2007, p. 564). The six realms of meaning as introduced by Dr. William A. Kritsonis present an effective model for fundraising achievement in higher education. The model embraces using symbolics to communicate more effectively; empirics to define and meet donor preferences; esthetics to gain an appreciation for the value of donors’ personal interests; synnoetics to improve personal knowledge and experience through donor contact; ethics to foster a sense of trust between fundraisers and donors; and synoptics to unite donors with a worth cause. Understanding how each realm can work intermittently to establish a donor community will nearly guarantee a continuum of philanthropic generosity.
References
Burk, P. (2003). Donor-centered fundraising. Chicago: Cygnus Applied Research, Incorporated.
Johnsen, L. L. (May, 2005). Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study. Retrieved June 6, 2006, from
ProQuest Information and Learning Company website: http://www.lib.umi.com/dissertations/search.
The realms of meaning. Houston, Texas: National Forum Press.
Newman, D.S. (2002). Opening doors: Pathways to diverse donors. San Francisco, CA: Jossey-Bass.
________________________________________________________________________
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com
May 3rd, 2008 at 10:07 pm
National FORUM Journals
25(4) Summer 2008
Recruiting and Retaining Effective Faculty and Staff for Historically Black College and University Campuses
Michalyn C. Demaris, M.Ed.
PhD Program Student in Educational Leadership
Prairie View A&M University
Special Assistant to the
Senior Vice President of
Enrollment Management
and Planning
Texas Southern University
Houston, Texas
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
ABSTRACT
Human resource management in higher education is an essential function in the process of successfully operating an institution. Today’s higher education institutions are continuously focused on strategies that will ensure the success of minority students. Qualified personnel must be effectively trained in order to ensure student retention and success. The purpose of this article is to provide institutions with recommendations of best practices which can be utilized to manage human resources effectively in support of the student retention process. These recommendations will enable administrators to strategically plan for goals and objectives delineated in the institutions’ strategic plan. Finally, this article will provide strategies that can be utilized to recruit and retain a highly effective faculty and staff on a Historically Black College and University Campus.
Introduction
Human resource management in higher education is an essential function in the process of successfully operating an institution. Today’s higher education institutions are continuously focused on strategies that will ensure the success of minority students. Qualified personnel must be effectively trained in order to ensure student retention and success.
Purpose of the Article
The purpose of this article is to provide institutions with recommendations of best practices which can be utilized to manage human resources effectively in support of the student retention process. These recommendations will enable administrators to strategically plan for goals and objectives delineated in the institutions’ strategic plan. Finally, this article will provide strategies that can be utilized to recruit and retain a highly effective faculty and staff on a Historically Black College and University Campus.
Managing Human Resources
Human resource administrators must have the ability to recruit and retain quality faculty and staff. An institutions ability to recruit and retain high quality staff is determined by its effectiveness to respond to the needs of the organization. Higher educational institutions desire administrators with the right management expertise and the commitment to sustain and improve the performance of institutions in an increasingly competitive environment. Human resource administrators must be focused on changing the higher education environment to further embrace the value of a racial and ethnically diverse faculty and staff in order to sustain the viability, vitality, and growth of the institution in an ever-changing social environment.
Human resource administrators must also possess knowledge of implementing the positive aspects of human resource management and be able to utilize them in the professional development process. There are many positive aspects of effective human resource management practices in higher education. These aspects include a set of devolved responsibilities, an ethos of reflection and learning, and a good record of delivery. Effective human resource management is the key to success.
Building Alliances in Human Resource Practices
Institutional administrators must collaborate together to develop and implement strategies that are effective in selecting highly qualified faculty and staff within the recruitment and retention process. There is a need to work together and to sustain one another while planning strategies that promote institutional climates in support of the student retention process. The author Light (1994) discusses the urgency of moving from taking steps forward, to taking giant steps forward, in meeting the goal of achieving representative faculties. Institutional alliances with business can also support efforts to achieve a diverse faculty and staff. Human resource administrators must also adopt fair and equal recruitment practices, such as search committees that are diverse in representation and informed of new scholarship, and all aspects of campus life to ensure student retention.
Managing Human Resources in Support of Administrative and Senior Faculty Development
Human resource administrators must inform college deans, department chairs, and others in high level policy and decision making positions about the need and the value of a diverse faculty and staff in order to assist in the recruitment and retention process. These administrators must also dispel myths and develop systematic ways to address inequities in the hiring and promotion of faculty and staff members. Human resource administrators must also initiate processes and practices that support community and the inclusion of the student body in order to best meet the needs of the student population. These administrators must also build systematic and comprehensive faculty and staff development programs. They must also develop and initiate networking opportunities for their faculty and staff in order to ensure the success of institutional efforts in addressing issues of retention, promotion and tenure.
Human resource administrators must also monitor the progress of their faculty and staff development processes. Institutions need to assess the present status of diversity within the institutional student body before new strategies can be initiated. It is important to monitor institutional progress and maintain records to document change over time. According to Mickelson and Oliver (1991), the administrators must survey for best practices across colleges and disciplines, then utilizing these successful units as benchmarks.
In order to reinforce intervention human resource administrators must monitor the progress of new faculty and staff by having intervention plans in place. The institution must also support research, both quantitative and qualitative, on the experience of the faculty and staff. This is imperative to expanding knowledge of factors that affect not only faculty and staff experience but also document contributions which diversity brings to the teaching, learning, research, and service.
Transformational Leadership in Human Resource Management
Human resource administrators must seek transformational leadership in seeking a diverse faculty and staff in order to remain present with the demands of ever-changing student population. A leader must be able to transform the institutional climate to support an ever-transforming culture and create powerful, positive relationships within the organizational climate that fosters optimism, innovation and teamwork needed to achieve challenging goals. By utilizing transformational leadership, the value of students and stakeholders’ satisfaction contributes to an encouraging educational setting that provides quality learning.
Systems of Power within the Management Process
Human resource administration on historically black college and university campuses have transitioned within recent years in order to effectively manage the organization. Shaping the culture of the institution has become an increasingly studied aspect of the institutional leadership as a result of the need to promote student success. The leader of the organization possesses the traits needed to transition the institution and foster the vision. The leader of an organization possesses knowledge of the political aspects and dimensions of effective leadership which determines the culture of the campus environment.
The leader of the institution also possesses the ability to control, give authority, or influence others as the visionary of the organization. By gaining an understanding of the unique elements of the academic culture the leader has the ability to determine the leadership style that is appropriate for his or her environment. The leader of the organization has also instituted a positive campus environment that fosters student achievement. By fostering student achievement the leader exerts reverent power and utilizes his or her ability to control, give authority, or influence others with personal charisma, ideas, and beliefs. The leader is familiar with the organization and knows the ways in which to utilize reverent power to transition the organization in the best interest of the students.
The leader of the organization must also possess the skills necessary to act strategically and tactfully shape the organizational culture. The effective leadership provided by the visionary provides the skills necessary to meet student needs. This leadership also shapes the culture of the institution and promotes empowerment over his or her staff in order to foster constructive and positive decision making within the organization. This leadership also influences others to explore challenges and facilitate the planning process to shape the culture of the organization. The authors Swail, Redd, and Perna (2003), suggests that it is important for the leader of the organization to be forward looking in order to set goals. The institutional leader is self-reflective and possesses the ability to evaluate their effectiveness in leading others within the organization.
The leader of the organization also possesses a vision for the future of the organization and possesses the ability to shape the campus culture in order to ensure institutional effectiveness. The transformation process institutes the leaders’ vision into practice while changing the attitudes and behaviors of the organization. The transformation process shapes the learning environment and facilitates the practices of the administration, the staff, the faculty and the students, and offers a sense of belonging to the institution.
Lastly, the leader of an organization is aware of the political aspects and dimensions of effective leadership which determine the culture of the campus environment. These dimensions consist of the ability to transform the culture of the organization in order to transform the learning environment and foster student achievement.
Strategic Planning in the Human Resource Process
Institutions frequently judge their own performance by measuring their success and by strategically planning for the future. Human resource administrators must play a large role in measuring the institution’s effectiveness in planning for the future. This must be compared to the degree that it exhibits a consumer-oriented philosophy, an integrated planning commitment, adequate planning information, a clear orientation of the strategic planning process and effective implementation of a strategic plan. According to Alexander and Serfass (1999), to plan efficiently an organization must have the ability to implement the strategic plan and must fully understand the stages of the strategic planning process. An organization must also have the ability to understand strategic planning design. Once the strategic plan is implemented the organization must possess the ability to reflect on the effectiveness of the strategic plan and make modifications for the future.
The author Bryson (1995) suggests that the strategic planning process must be followed utilizing a sequence in order to be implemented successfully. The strategic plan should be both comprehensive and systematic. It should begin with a review of the organizational environment in which the institution operates. It should include a review of academic programs, services provided, and marketing activities. Everything should be reviewed from the point of view that we want to understand the needs of our potential students and offer programs and services that meet those needs. This approach will lead to a focus on developing plans to successfully meet institutional goals and objectives. The plan should help the institution focus on correcting problems and developing plans to take advantage of new opportunities.
The author Bryson (1995) also suggests that the strategic plan must be articulated and monitored at all levels of the organization. As reflected in the coding assignment and in the readings, administrators must reflect on the effectiveness of the strategic plan in order to ensure the success of its implementation. An effective method for evaluating the effectiveness of the strategic plan involves most of the institution’s departments in the planning process. A well-done strategic plan will identify strengths, weaknesses, opportunities and threats that exist within the organization. An effective qualitative strategic plan will lead to changes in or development of new organizational strategies. These strategies will provide improvements for the future. An effective strategic plan is one that is based on solid research and positions the institutions offerings to meet the markets needs.
Utilizing a Delphi Study in the Human Resource Management Process
The Delphi technique builds upon extrapolation statements by bringing experts in an area together to develop a consensus on the best ways to implement a change (Alexander & Serfass, 1999). This consensus is built by gathering and sharing survey results from the experts chosen. This process of gathering and sharing is repeated multiple times. A Delphi study contains many steps. These steps are outlined here as they would be carried out in an effort to gain information about the manner to ensure the success of the human resource management team.
Step 1-Select a team. The team will consist of a cross section of staff and administration from the institution.
Step 2-Identify the main issue. The team will identify key issues relating to
quality improvement of the institution.
Step 3-Develop a questionnaire. The team will develop a questionnaire with questions related to:
• Employee turnovers
• Personal issues
• Termination of critical needs staff
• Lack of understanding
• Training issues
• Planning issues
• Transportation and communication
• Job satisfaction
• Retention
Step 4-Select a panel of experts. The panel of experts will consist of community business leaders, professionals, and staff and administration of the institution.
Step 5-First-round survey and tally. Questions from above sent out to a panel
Step 6-Second-round survey and tally. Revise questions and resend to panel with first-round results.
Step 7-Third-round survey and tally. Revise questions and resend to panel with second-round results.
Step 8-Interpret the results. Find a consensus from the results of the three surveys. From the interpretation, the team can proceed with implementing strategic initiatives to improve the quality of service provided at the institution.
Creating a Future Plan for Human Resource Management
Based on the results of the SWOT analysis and the Delphi study a futuring plan would be developed by human resource administrators in order to ensure the future success of the strategic planning process and to constantly assess the quality of service provided by the institution. The future process would offer a systematic approach of gathering information from the external environment, and stakeholders to reduce the probability of failure and to model the options that have the best opportunity for success. This process would require a broad-based strategy for trend analysis interpolation and a review of literature to understand how current theory and research support either support or reject the probably of defined strategies. Another method, in the form of a Delphi study, combines aspects of reliance on experts and consensus building practices as a method of defining issues and building scenarios.
Addressing the Issues of Recruitment, Retention, and Professional Development in Human Resource Management
Human resource administrators must incorporate diversity in their practices. Recruitment and retention of a diverse faculty and staff must be implemented as a core value of the institution. Commitment from all levels of institutional administration and faculty governance is crucial in leading this effort. Recruitment and retention of faculty and staff is the foundation to successful efforts of diversity. The author Light (1994) suggests, by having a diverse faculty and staff institutions will be able to meet the interest and the educational needs of their students. A diverse faculty and staff are at the forefront of broadening the conceptualization of scholarship which is imperative to student retention and success. Higher education enterprise must ensure that the multifaceted tasks that occur in an organization are equally honored and recognized. In today’s society the faculty and staff of the institution must undertake a multitude of tasks, rather than merely emphasizing one to the exclusion of others in order to promote student retention. Figure A, illustrates the relationship that must exist between the institutional strategic plan, research objectives, learning objectives and human resource management. Human resources must explore ways of redefining merit by devising broader definitions of scholarship and service as rewarded in promotion, tenure, and recruitment of highly qualified faculty and staff.
Human Resource Effectiveness
Success in higher education for minority students is a critical issue faced by historically black colleges and universities as they strive to open doors of opportunity and scholastic superiority to all students. To promote student achievement the visionary of the institution along with human resource administration, faculty, and staff have collectively developed strategies for student retention. These strategies utilize organizational theories and models to identify factors that influence student attrition in higher education. The administrators of the institution must fully comprehend the significance of these models within the organizational culture in relation to the retention and attrition of minority students.
By selecting quality faculty and staff, the academic environments within the institution will be successful in socializing students to their distinctive set of preferred abilities and interests with either similar or dissimilar dominant personality types. The student’s ability to be connected to the environment at the institution is related to their vocational and educational stability, satisfaction and success.
Concluding Remarks
In conclusion, the purpose of this article was to provide institutions with recommendations of best practices which can be utilized to manage human resources effectively in support of the student retention process. These recommendations would enable administrators to strategically plan for goals and objectives delineated in the institutions’ strategic plan. Finally, this article provided strategies that can be utilized to recruit and retain a highly effective faculty and staff on a Historically Black College and University Campus. By utilizing these strategies human resource administrators will be effective in managing human resources effectively and create a workforce that is motivated to ensure student success.
References
Alexander & Serfass (1999). Futuring Tools for Strategic Quality Planning in Education. Milwaukee: ASQ Quality Press.
Bryson, J. (1995). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. San Francisco, CA: Jossey Bass.
Kritsonis, W. A. (2007). Ways of Knowing through the Six Realms of Meaning: A Philosophy for Selecting Curriculum for General Education. Houston: National Forum Journals.
Kritsonis, W. (2007). William Kritsonis, PhD on Schooling: Historical and Philosophical Events and Milestones. Mansfield, OH: Book Masters, Incorporated.
Light, P. (1994). Diversity in the faculty “not like us”: Moving barriers to minority recruitment. Journal of Policy Analysis and Management, 13 (1), 163-186.
Mickelson, R.A., & Oliver, M.L. (1991). Making the short list: Black candidates and the faculty recruitment process. In P.G.Altbach,. & K.Lomotey, (Eds.), The racial crisis in American higher education (pp. 149-166). Albany, NY: SUNY Press.
Senge, P., Laur, P., Schley, S., & Smith, B.. (2006). Learning for Sustainability. Massachusetts: The Society for Learning Organizations, Inc.
Swail, W.S., Redd, K.E., & Perna, L.W. (2003). Retaining Minority Students in Higher Education: A Framework for Success. ASHE-ERIC Higher Education Report, 30, 2.
See: www.nationalforum.com
May 4th, 2008 at 4:51 pm
National FORUM of Educational Administration and Supervision Journal
26 (4) 2009
Recruiting and Retaining Effective Faculty and Staff for Historically Black College and University Campuses
Michalyn C. Demaris, M.Ed.
PhD Program Student in Educational Leadership
Prairie View A&M University
Special Assistant to the
Senior Vice President of
Enrollment Management
and Planning
Texas Southern University
Houston, Texas
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University
The Texas A&M University System
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
Invited Guest Lecturer
Oxford Round Table
University of Oxford
Oxford, England
ABSTRACT
Human resource management in higher education is an essential function in the process of successfully operating an institution. Today’s higher education institutions are continuously focused on strategies that will ensure the success of minority students. Qualified personnel must be effectively trained in order to ensure student retention and success. The purpose of this article is to provide institutions with recommendations of best practices which can be utilized to manage human resources effectively in support of the student retention process. These recommendations will enable administrators to strategically plan for goals and objectives delineated in the institutions’ strategic plan. Finally, this article will provide strategies that can be utilized to recruit and retain a highly effective faculty and staff on a Historically Black College and University Campus.
Introduction
Human resource management in higher education is an essential function in the process of successfully operating an institution. Today’s higher education institutions are continuously focused on strategies that will ensure the success of minority students. Qualified personnel must be effectively trained in order to ensure student retention and success.
Purpose of the Article
The purpose of this article is to provide institutions with recommendations of best practices which can be utilized to manage human resources effectively in support of the student retention process. These recommendations will enable administrators to strategically plan for goals and objectives delineated in the institutions’ strategic plan. Finally, this article will provide strategies that can be utilized to recruit and retain a highly effective faculty and staff on a Historically Black College and University Campus.
Managing Human Resources
Human resource administrators must have the ability to recruit and retain quality faculty and staff. An institutions ability to recruit and retain high quality staff is determined by its effectiveness to respond to the needs of the organization. Higher educational institutions desire administrators with the right management expertise and the commitment to sustain and improve the performance of institutions in an increasingly competitive environment. Human resource administrators must be focused on changing the higher education environment to further embrace the value of a racial and ethnically diverse faculty and staff in order to sustain the viability, vitality, and growth of the institution in an ever-changing social environment.
Human resource administrators must also possess knowledge of implementing the positive aspects of human resource management and be able to utilize them in the professional development process. There are many positive aspects of effective human resource management practices in higher education. These aspects include a set of devolved responsibilities, an ethos of reflection and learning, and a good record of delivery. Effective human resource management is the key to success.
Building Alliances in Human Resource Practices
Institutional administrators must collaborate together to develop and implement strategies that are effective in selecting highly qualified faculty and staff within the recruitment and retention process. There is a need to work together and to sustain one another while planning strategies that promote institutional climates in support of the student retention process. The author Light (1994) discusses the urgency of moving from taking steps forward, to taking giant steps forward, in meeting the goal of achieving representative faculties. Institutional alliances with business can also support efforts to achieve a diverse faculty and staff. Human resource administrators must also adopt fair and equal recruitment practices, such as search committees that are diverse in representation and informed of new scholarship, and all aspects of campus life to ensure student retention.
Managing Human Resources in Support of Administrative and Senior Faculty Development
Human resource administrators must inform college deans, department chairs, and others in high level policy and decision making positions about the need and the value of a diverse faculty and staff in order to assist in the recruitment and retention process. These administrators must also dispel myths and develop systematic ways to address inequities in the hiring and promotion of faculty and staff members. Human resource administrators must also initiate processes and practices that support community and the inclusion of the student body in order to best meet the needs of the student population. These administrators must also build systematic and comprehensive faculty and staff development programs. They must also develop and initiate networking opportunities for their faculty and staff in order to ensure the success of institutional efforts in addressing issues of retention, promotion and tenure.
Human resource administrators must also monitor the progress of their faculty and staff development processes. Institutions need to assess the present status of diversity within the institutional student body before new strategies can be initiated. It is important to monitor institutional progress and maintain records to document change over time. According to Mickelson and Oliver (1991), the administrators must survey for best practices across colleges and disciplines, then utilizing these successful units as benchmarks.
In order to reinforce intervention human resource administrators must monitor the progress of new faculty and staff by having intervention plans in place. The institution must also support research, both quantitative and qualitative, on the experience of the faculty and staff. This is imperative to expanding knowledge of factors that affect not only faculty and staff experience but also document contributions which diversity brings to the teaching, learning, research, and service.
Transformational Leadership in Human Resource Management
Human resource administrators must seek transformational leadership in seeking a diverse faculty and staff in order to remain present with the demands of ever-changing student population. A leader must be able to transform the institutional climate to support an ever-transforming culture and create powerful, positive relationships within the organizational climate that fosters optimism, innovation and teamwork needed to achieve challenging goals. By utilizing transformational leadership, the value of students and stakeholders’ satisfaction contributes to an encouraging educational setting that provides quality learning.
Systems of Power within the Management Process
Human resource administration on historically black college and university campuses have transitioned within recent years in order to effectively manage the organization. Shaping the culture of the institution has become an increasingly studied aspect of the institutional leadership as a result of the need to promote student success. The leader of the organization possesses the traits needed to transition the institution and foster the vision. The leader of an organization possesses knowledge of the political aspects and dimensions of effective leadership which determines the culture of the campus environment.
The leader of the institution also possesses the ability to control, give authority, or influence others as the visionary of the organization. By gaining an understanding of the unique elements of the academic culture the leader has the ability to determine the leadership style that is appropriate for his or her environment. The leader of the organization has also instituted a positive campus environment that fosters student achievement. By fostering student achievement the leader exerts reverent power and utilizes his or her ability to control, give authority, or influence others with personal charisma, ideas, and beliefs. The leader is familiar with the organization and knows the ways in which to utilize reverent power to transition the organization in the best interest of the students.
The leader of the organization must also possess the skills necessary to act strategically and tactfully shape the organizational culture. The effective leadership provided by the visionary provides the skills necessary to meet student needs. This leadership also shapes the culture of the institution and promotes empowerment over his or her staff in order to foster constructive and positive decision making within the organization. This leadership also influences others to explore challenges and facilitate the planning process to shape the culture of the organization. The authors Swail, Redd, and Perna (2003), suggests that it is important for the leader of the organization to be forward looking in order to set goals. The institutional leader is self-reflective and possesses the ability to evaluate their effectiveness in leading others within the organization.
The leader of the organization also possesses a vision for the future of the organization and possesses the ability to shape the campus culture in order to ensure institutional effectiveness. The transformation process institutes the leaders’ vision into practice while changing the attitudes and behaviors of the organization. The transformation process shapes the learning environment and facilitates the practices of the administration, the staff, the faculty and the students, and offers a sense of belonging to the institution.
Lastly, the leader of an organization is aware of the political aspects and dimensions of effective leadership which determine the culture of the campus environment. These dimensions consist of the ability to transform the culture of the organization in order to transform the learning environment and foster student achievement.
Strategic Planning in the Human Resource Process
Institutions frequently judge their own performance by measuring their success and by strategically planning for the future. Human resource administrators must play a large role in measuring the institution’s effectiveness in planning for the future. This must be compared to the degree that it exhibits a consumer-oriented philosophy, an integrated planning commitment, adequate planning information, a clear orientation of the strategic planning process and effective implementation of a strategic plan. According to Alexander and Serfass (1999), to plan efficiently an organization must have the ability to implement the strategic plan and must fully understand the stages of the strategic planning process. An organization must also have the ability to understand strategic planning design. Once the strategic plan is implemented the organization must possess the ability to reflect on the effectiveness of the strategic plan and make modifications for the future.
The author Bryson (1995) suggests that the strategic planning process must be followed utilizing a sequence in order to be implemented successfully. The strategic plan should be both comprehensive and systematic. It should begin with a review of the organizational environment in which the institution operates. It should include a review of academic programs, services provided, and marketing activities. Everything should be reviewed from the point of view that we want to understand the needs of our potential students and offer programs and services that meet those needs. This approach will lead to a focus on developing plans to successfully meet institutional goals and objectives. The plan should help the institution focus on correcting problems and developing plans to take advantage of new opportunities.
The author Bryson (1995) also suggests that the strategic plan must be articulated and monitored at all levels of the organization. As reflected in the coding assignment and in the readings, administrators must reflect on the effectiveness of the strategic plan in order to ensure the success of its implementation. An effective method for evaluating the effectiveness of the strategic plan involves most of the institution’s departments in the planning process. A well-done strategic plan will identify strengths, weaknesses, opportunities and threats that exist within the organization. An effective qualitative strategic plan will lead to changes in or development of new organizational strategies. These strategies will provide improvements for the future. An effective strategic plan is one that is based on solid research and positions the institutions offerings to meet the markets needs.
Utilizing a Delphi Study in the Human Resource Management Process
The Delphi technique builds upon extrapolation statements by bringing experts in an area together to develop a consensus on the best ways to implement a change (Alexander & Serfass, 1999). This consensus is built by gathering and sharing survey results from the experts chosen. This process of gathering and sharing is repeated multiple times. A Delphi study contains many steps. These steps are outlined here as they would be carried out in an effort to gain information about the manner to ensure the success of the human resource management team.
Step 1-Select a team. The team will consist of a cross section of staff and administration from the institution.
Step 2-Identify the main issue. The team will identify key issues relating to quality improvement of the institution.
Step 3-Develop a questionnaire. The team will develop a questionnaire with questions related to:
• Employee turnovers
• Personal issues
• Termination of critical needs staff
• Lack of understanding
• Training issues
• Planning issues
• Transportation and communication
• Job satisfaction
• Retention
Step 4-Select a panel of experts. The panel of experts will consist of community business leaders, professionals, and staff and administration of the institution.
Step 5-First-round survey and tally. Questions from above sent out to a panel
Step 6-Second-round survey and tally. Revise questions and resend to panel with first-round results.
Step 7-Third-round survey and tally. Revise questions and resend to panel with second-round results.
Step 8-Interpret the results. Find a consensus from the results of the three surveys. From the interpretation, the team can proceed with implementing strategic initiatives to improve the quality of service provided at the institution.
Creating a Future Plan for Human Resource Management
Based on the results of the SWOT analysis and the Delphi study a futuring plan would be developed by human resource administrators in order to ensure the future success of the strategic planning process and to constantly assess the quality of service provided by the institution. The future process would offer a systematic approach of gathering information from the external environment, and stakeholders to reduce the probability of failure and to model the options that have the best opportunity for success. This process would require a broad-based strategy for trend analysis interpolation and a review of literature to understand how current theory and research support either support or reject the probably of defined strategies. Another method, in the form of a Delphi study, combines aspects of reliance on experts and consensus building practices as a method of defining issues and building scenarios.
Addressing the Issues of Recruitment, Retention, and Professional Development in Human Resource Management
Human resource administrators must incorporate diversity in their practices. Recruitment and retention of a diverse faculty and staff must be implemented as a core value of the institution. Commitment from all levels of institutional administration and faculty governance is crucial in leading this effort. Recruitment and retention of faculty and staff is the foundation to successful efforts of diversity. The author Light (1994) suggests, by having a diverse faculty and staff institutions will be able to meet the interest and the educational needs of their students. A diverse faculty and staff are at the forefront of broadening the conceptualization of scholarship which is imperative to student retention and success. Higher education enterprise must ensure that the multifaceted tasks that occur in an organization are equally honored and recognized. In today’s society the faculty and staff of the institution must undertake a multitude of tasks, rather than merely emphasizing one to the exclusion of others in order to promote student retention. Figure A, illustrates the relationship that must exist between the institutional strategic plan, research objectives, learning objectives and human resource management. Human resources must explore ways of redefining merit by devising broader definitions of scholarship and service as rewarded in promotion, tenure, and recruitment of highly qualified faculty and staff.
Human Resource Effectiveness
Success in higher education for minority students is a critical issue faced by historically black colleges and universities as they strive to open doors of opportunity and scholastic superiority to all students. To promote student achievement the visionary of the institution along with human resource administration, faculty, and staff have collectively developed strategies for student retention. These strategies utilize organizational theories and models to identify factors that influence student attrition in higher education. The administrators of the institution must fully comprehend the significance of these models within the organizational culture in relation to the retention and attrition of minority students.
By selecting quality faculty and staff, the academic environments within the institution will be successful in socializing students to their distinctive set of preferred abilities and interests with either similar or dissimilar dominant personality types. The student’s ability to be connected to the environment at the institution is related to their vocational and educational stability, satisfaction and success.
Concluding Remarks
In conclusion, the purpose of this article was to provide institutions with recommendations of best practices which can be utilized to manage human resources effectively in support of the student retention process. These recommendations would enable administrators to strategically plan for goals and objectives delineated in the institutions’ strategic plan. Finally, this article provided strategies that can be utilized to recruit and retain a highly effective faculty and staff on a Historically Black College and University Campus. By utilizing these strategies human resource administrators will be effective in managing human resources effectively and create a workforce that is motivated to ensure student success.
References
Alexander & Serfass (1999). Futuring Tools for Strategic Quality Planning in Education. Milwaukee: ASQ Quality Press.
Bryson, J. (1995). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. San Francisco, CA: Jossey Bass.
Kritsonis, W. A. (2007). Ways of Knowing through the Six Realms of Meaning: A Philosophy for Selecting Curriculum for General Education. Houston: National Forum Journals.
Kritsonis, W. (2007). William Kritsonis, PhD on Schooling: Historical and Philosophical Events and Milestones. Mansfield, OH: Book Masters, Incorporated.
Light, P. (1994). Diversity in the faculty “not like us”: Moving barriers to minority recruitment. Journal of Policy Analysis and Management, 13 (1), 163-186.
Mickelson, R.A., & Oliver, M.L. (1991). Making the short list: Black candidates and the faculty recruitment process. In P.G.Altbach,. & K.Lomotey, (Eds.), The racial crisis in American higher education (pp. 149-166). Albany, NY: SUNY Press.
Senge, P., Laur, P., Schley, S., & Smith, B.. (2006). Learning for Sustainability. Massachusetts: The Society for Learning Organizations, Inc.
Swail, W.S., Redd, K.E., & Perna, L.W. (2003). Retaining Minority Students in Higher Education: A Framework for Success. ASHE-ERIC Higher Education Report, 30, 2.
See: www.nationalforum.com
May 26th, 2008 at 3:12 am
I graduated from Howrd in the Spring of 1991. Back then we did not have President that seemed able to rally for funds for the school. Over the years since I graduated, I have seen the difference it has made to the University as a whole to ahve a president and faculty body that recognizes the need for funding from private sectors for the university to grow and strive into being recognized as a first class Institution of higher learning.