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• W130287433 abstract "Editor's Note: followingis a chapter (i) from Managing for Outcomes-Shifting from Process-Centric to Results-Oriented Operations, published by AACRAO in July 2007. Results are absolutely essential to viability and vitality of an organization. That may seem harsh to some of us who work in nonprofit organizations, including colleges and universities. We often believe that, unlike in business world, it is too difficult to quantify outcomes of our work. We believe that we pass on knowledge, make new discoveries, enrich lives, heal patients, and develop future leaders-all deeds. How can that be measured? we wonder. All higher organizations are facing increased competition for human, fiscal, and physical that are vital to keeping their programs viable. relative scarcity of these resources, combined with a number of societal changes, is rapidly ushering in Age of Outcomes for higher education. In my view, changes are so significant that landscape of higher will never return to time of relatively abundant resources when a program would be adequately funded simply because it was doing good. In Age of Outcomes, all programs will have to demonstrate how they are doing good in specific, measurable terms that stakeholders value and expect. Increased competition for scarce resources for such programs as public transportation and highways, public safety, or from K-12 and health care sectors is making case for higher funding even more difficult. State leaders often believe that higher has a unique and significant revenue stream-tuition and fees-and are forcing institutions to ask students and their families to assume a higher percentage of cost of their education. percentage of state revenues devoted to higher is declining significantly in many states. For example, New York Times reports that the share of all public universities' revenue deriving from state and local taxes declined to 64 percent in 2004 from 74 percent in 1991 (Dillon 2005). A decline in state funding has serious implications for public and private institutions alike. Federal and state financial aid programs, for example, have a major impact on enrollments in all segments of higher because cost is often overriding factor in college choice. NATIONAL FOCUS ON ACCOUNTABILITY calls for a greater focus on accountability and outcomes in higher are numerous. following are just three examples, among many, of major nationallybased higher commissions addressing issues of accountability and outcomes. * National Commission on in Higher Education (2005), a project of State Higher Education Executive Officers (with support from Ford Foundation), has published a report entitled Accountability for Better Results: A National Imperative for Higher Education. Commission notes that The principles of accountability...demand action from all who share responsibility for performance of higher education (p. 16). Commission also notes that several groups share this responsibility, including business and civic leaders, governors, legislators, state boards and executives for higher education, accrediting associations, federal government, as well as higher institutions themselves (pp. 16-22). Institutional performance goals, appropriately more detailed than state goals, must reflect institution's mission and performance targets in instruction, research, and public service. Governing boards and administrators are responsible for creating conditions within institutions that had to improved performance-a focus on goals, strategic planning to improve performance, and managerial use of incentives, rewards, and sanctions at departmental and individual levels. Increasingly, institutional leadership has been measured in terms of fund-raising and other external responsibilities. …" @default.
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• W130287433 date "2007-01-01" @default.
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• W130287433 title "The Age of Outcomes" @default.
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