<p> Over the past few decades, the money and attention associated with Intercollegiate Athletics (ICA) has exploded. At the same time, however, many ICA departments claim to be at a financial crossroads with coaching salaries and operational costs soaring upwards. Not surprisingly, ICA departments are responding by focusing on increasing their fundraising in innovative ways. Perhaps the most interesting of these is in the area of hybrid&mdash;or blended&mdash;giving, which combines cash with a deferred gift. While these gifts have the potential to help generate substantially more revenue for ICA, unfortunately there is limited empirical research surrounding them. </p><p> In an effort to broaden this research base, this study examined hybrid gifts in Division I ICA at both the macro and micro levels. Specifically, an explanatory sequential mixed methods design was used to assess the state of hybrid-gift development among all 346 Division I ICA departments. This was accomplished through an online survey of the senior development director at every Division I ICA department; the 33-question survey had a 64% response rate and employed demographic, Likert-style, and open-ended questions. Following this mapping of the current Division I ICA hybrid-gift landscape, two purposely selected comparative case studies of Division I ICA departments were undertaken to better explain the complexity of hybrid gifts by digging deeper into the nuances of ICA philanthropy and hybrid-gift development. </p><p> Analysis of the data indicates hybrid-gift development is trending upward with a number of unique and new opportunities. Findings centered on building a culture of philanthropy and strategic process that includes education, communication, and collaboration; identifying the trajectory of hybrid-gift donors; and the new opportunities that hybrid gifts create, such as both short- and long-term approaches, re-cultivation of donors, and elevated partnerships. Further analysis used the lens of behavioral economics, specifically, framing, anchoring, loss aversion, and what you see is all there is to enrich the findings. </p><p> Taken together, the study responds to a yawning gap in the literature on philanthropy. In particular, the study informs best practices for ICA development, leaders, and donors, and generates potentially transferable philanthropic insights into higher education and nonprofit philanthropy.</p><p>

This research combines systems and critical theory to analyze the relationship of the athletic department and the institutional development office. The purpose of the study was to propose a model of coordinated athletic fund raising based upon a theoretical framework that explains athletic fund raising as an organizational function within the context of the interdependencies of a system. In the first phase of the research, a theory-based model of coordinated athletic fund raising is set forth. Several key characteristics of a coordinated approach are identified. In the second phase, results of telephone interviews with athletic fund raisers at Division I institutions are reported. Basic descriptive statistics and qualitative data analysis techniques are used to present a full and rich picture of how athletic fund raisers assess the relationship between the two offices. In the third phase of the research, a comparison is made between empirical findings and the model. Relationships between development offices and athletic departments vary greatly in nature and in scope. The majority of athletic fund raisers report that the relationship between the athletic department and development office is strained. Poor relationships may be deleterious to the athletic fund raising effort. A comparison of reported existing relationships to the model suggests that few existing relationships approach the level of coordination presented in the model. The theory-based model is determined to be useful in providing insights into the complex forces that affect athletic fund raising. Recommendations for moving relationships closer to the model focus on strategies that athletic fund raisers can employ to improve the relationship. Recommendations to athletic fund raisers include finding ways to produce and market critical fund raising resources to the development office; emphasizing negotiation as a strategy to improve exchanges; and working to establish better feedback mechanisms and more open lines of communication with the institutional development office.

During the past two decades there have been significant changes in the landscape for higher education. Among these was a trend for universities and colleges to respond by adopting a more market-driven approach, leading to the introduction of new public management within universities and colleges, which led to the emergence of tensions between the academic and quasi business aims. In 2004 the UK government changed the criteria for the grant of degree-awarding powers and university title opening up the possibility for non-public organisations to apply. This thesis presents the case study of a private sector for-profit organisation as it introduced a more robust quality assurance infrastructure during the application process for taught degree-awarding powers. The analysis is undertaken within a conceptual framework developed from institutional and agency theory. The need to demonstrate legitimacy and the influence of key groups played a large part in the changes made. Using data collected via participant observation, key informant interviews and documentary evidence, the study examines the changes and management actions that took place during the period between June 2004 and July 2009 in order to identify the strategies that were adopted to manage the tensions between the academic standards and the commercial imperative of meeting shareholder expectations. The study contributes to the literature covering change in educational institutions and in particular that which reports on the introduction of a more business-oriented approach to the management of universities. The study is able to bring a new perspective to studying the management of tensions between academic and business aims by looking at the issues from an alternative angle. The key strategy developed was a gradual rationalisation of the academic aims within the business aims such that the duality of aims was diminished.

<p> Recognizing that the percentage of females in NCAA Division I athletic department leadership positions lag far behind their male counterparts, this study sought to learn about the lived experiences of females who have reached a senior level, defined as associate athletic director and athletic director using narrative inquiry. </p><p> The purpose of this study was to record the lived experiences of senior-level women administrators in intercollegiate athletics. Data was gathered through in-person interviews. Participants were asked to describe the paths their careers have followed, including the factors, issues, and circumstances that they feel have shaped the process by which they made career decisions. </p><p> Four primary themes from the participants&rsquo; backgrounds and life stories emerged that influenced the paths of the participants&rsquo; careers. They were: (1) the willingness and desire to take on challenges and opportunities; (2) the importance of family considerations, (3) influence of support they received from colleagues and people they came in contact within athletics; and (4) the impact of lack of support they received from colleagues and people they came in contact within athletics during their careers. This study revealed the presence of a strong sense of efficacy within the participants, which influenced the persistence of the participants in pursuing this particular career path, even when faced with obstacles. Finally, these participants offered advice, based on their career experiences to other current and future female athletic administrators. Policy implications and recommendations for institutions and athletic departments are provided.</p><p>

<p> Intercollegiate athletics have received considerable attention by scholars in higher education. Despite this wide treatment by scholars, there is little examination of the athletics director. Most of the published research on athletics directors disproportionately focuses on the responsibilities of the athletics director, the pressures of the leadership position, the characteristics and behaviors of these leaders, and the organizational culture of athletics departments. The purpose of this study was to investigate and gain insight into the environmental forces that disrupted and influenced athletics director leadership. This study explored how the participants understood, acknowledged, and reacted to forces that unavoidably influenced their choices. Particular attention was placed on comprehending how these individuals led change in their organizations while at the same time balanced the intersecting demands on their positions. </p><p> Qualitative research methods were used to explore the forces that influenced athletics directors at large, public and private research universities that were part of the NCAA and sponsor Division I Football Bowl Subdivision (FBS), Football Championship Subdivision (FCS) or Division I-AAA (no football) athletics. A grounded theory methodological approach was used in the design and execution of this study. Using this method built theories through systematic stages of data analysis and conceptual development. The development of these concepts became the building blocks of theory,which explained the participants&rsquo; experiences as athletics directors. These findings offer insight into the forces that influenced athletics directors as they led change in their organizations.</p><p>

Higher Education Institutions are worth £45 billion to the UK economy, according to a report published in 2006 by Universities UK (UUK), the representative organization of the United Kingdom’s universities. The higher education sector has undergone considerable change with the introduction of the marketplace, tuition fees and business management structures and methods. Managing change as a middle manager is acknowledged to be important activity (see for example, Beer, Eisenstat and Spector, 1990) and yet there is a limited amount of empirically research that has been conducted to discover how change is managed in the higher education sector in England by these staff. This study explores the perceptions of higher education managers about their role in managing change in the higher education sector. It is an exploratory study based on thirty-one interviews with managers in nine universities from across the higher education sector in England. The universities were chosen to ensure there was a representative sample from the main groups within the sector and a geographical spread across the country’s regions. The literature review found a wide range of contrasting viewpoints that provided a myriad of support and confusing messages. There was a lack of information about how higher education managers manage and, in particular, how they manage change. Managers, and those who seek to help them, face challenges in seeking and providing guidance and improving practice. The middle manager has to manage change and use a variety of means to achieve it. They are caught in the middle between senior managers and staff and other stakeholders. They have primarily learned from experience but need support and guidance when they come across change projects of which they have no knowledge. This can be provided by access to case based practice and a network of experienced experts. This research recommends the creation of such support using new media available via the internet provided through professional associations such as the Association of University Administrators (AUA).

<p> African American women in student affairs face negative experiences as they seek to move along their career paths, including discrimination based on race and gender, tokenism, and microaggressive behavior. This qualitative interview study explored the professional experiences of 25 African American women middle level managers (MLMs) employed at four-year, predominantly White institutions across the United States. All of the participants had a desire to advance beyond their current MLM position to a senior role in student affairs. This study employed a conceptual framework combining Black Feminist Thought (BFT) with the Human Resource (HR) Frame of Bolman and Deal which piece together a lens for both the individual experiences of African American MLMs, and as people in their organizations of higher education. </p><p> Three themes emerged from this study. First, participants faced professional and personal challenges throughout their professional journey including race-based and gender-based discrimination and disrespect, being &ldquo;the only,&rdquo; the need to think carefully about presentation of self, and demands based on higher standards of performance and motherhood. Second, participants accessed a range of strategies and supports such as mentors, sponsors, faith, family, community, and a network to respond to and navigate these challenges. Participants were strategic agents who recognized the importance of putting themselves first. Finally, opportunities for professional growth throughout their career were a central component of their plans for advancement. </p><p> This study offered recommendations for policy, practice, and future research. Individuals should build networks to find a mentor and establish community while continually seeking professional growth opportunities. Institutions should support affinity groups for faculty and staff of color, provide culturally relevant training for senior student affairs officers on preparing evaluations for African American women MLMs, and on-campus professional development opportunities including collateral assignments that align with the ACPA and NASPA competency areas.</p><p>

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-06-01T12:25:57Z No. of bitstreams: 1 GYOVANNA ALVES E SILVA OLIVEIRA.pdf: 5183514 bytes, checksum: ece950e79bdc31920685a90ea8fdbf9f (MD5) / Made available in DSpace on 2017-06-01T12:25:57Z (GMT). No. of bitstreams: 1 GYOVANNA ALVES E SILVA OLIVEIRA.pdf: 5183514 bytes, checksum: ece950e79bdc31920685a90ea8fdbf9f (MD5) Previous issue date: 2017-03-22 / Higher education institutions (HEIs) have a considerable movement of people and materials, for this reason and because of their physical dimensions, produce wastes in different classes. In this way, it is the responsibility of the generator to implement measures for proper handling of waste produced in its facilities and for possible damage caused when these are discarded in the environment. This research arose because of the need to promote the awareness, training and mobilization of the attendees of na HEI, its general objective was to apply a descriptive and explanatory diagnosis a sample area of the Pontifícia Universidade Católica de Goiás (PUC Goiás) to to elaborate an propose methodological corrective and preventive measures in the management of municipal solid waste (MSW) produced in the area. In order to achieve this purpose, but without exhausting the subject, which is complex and comprehensive, have selected studies in literature that identify, classify and quantify the residues generated by the institution recommending environmentally appropriate actions not generation, reduction, reuse, recycling, and final disposal of waste. The methodology used in this research was aimed to describe facts and manifestations of determined reality through implementation of the case study in five stages, without him intervening or modify it, chosen by present a methodological approach that will meet the problem of this study. As a results, the study identified the system current of waste management in the analyzes area, classified the waste at the site analyzed assesses the environmental issue as a whole, and elaborates an integrative and sustainable methodology for the management of solid waste. / As instituições de ensino superior (IES) possuem uma considerável circulação de pessoas e materiais. Por este motivo, e devido às suas dimensões físicas, produzem resíduos de classes diferentes. Deste modo, é de responsabilidade do gerador aplicar medidas para o correto manuseio dos resíduos produzidos em suas instalações e pelos possíveis danos causados quando esses forem descartados no ambiente. Esta pesquisa surgiu em virtude da necessidade de promover a sensibilização, formação e mobilização dos frequentadores de uma IES, o seu objetivo geral, foi aplicar um diagnóstico, descritivo e explicativo, para elaborar uma metodologia integradora e sustentável com medidas corretivas e preventivas no gerenciamento dos Resíduos Sólidos Urbanos (RSU) produzidos em uma área amostral da Pontifícia Universidade Católica de Goiás (PUC Goiás). A fim de atingir esse propósito, mas sem esgotar o tema, que é complexo e abrangente, foram selecionados estudos na literatura que identificam, classificam e quantificam os resíduos gerados pela instituição, recomendando ações ambientalmente adequadas de não geração, redução, reutilização, reciclagem, tratamento e destinação final destes resíduos. A metodologia empregada nesta pesquisa visou descrever fatos e manifestações de determinada realidade por meio de aplicação do estudo de caso em cinco etapas, sem nele intervir ou modificá- lo, escolhido por apresentar uma abordagem metodológica que atendeu a problemática deste estudo. Como resultados, o estudo identificou na área analisada o sistema atual da gestão dos resíduos, avaliou a visão ambiental como um todo dos frequentadores, classificou os resíduos do local analisado e elaborou uma metodologia integradora e sustentável para o gerenciamento dos resíduos sólidos.

Made available in DSpace on 2016-04-25T16:44:45Z (GMT). No. of bitstreams: 1 Julio Araujo da Silva Junior.pdf: 1473840 bytes, checksum: c025661b63a987223825f831793a6172 (MD5) Previous issue date: 2015-10-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The changes stimulated by the economic model have demanded of private higher educational institutions answers to deal with the challenges related to the business environment. These challenges are putting to the test these organizations in their ability to differentiate among the competition and to reinvent itself in the face of new opportunities and risks presented in this market. This differentiation in IES can occur through the development or improvement of educational services or in support of activities. Innovation is essential for these institutions, as the need to identify their capabilities, maximizing the development of innovation for a more efficient response to the challenges presented ahead.However, the identification of these information requires an understanding of information as subsidizer element of innovation and identification of what is needed for decision making by managers. Therefore, these organizations require an environmental monitoring to identify threats, opportunities and trends in this market. This monitoring, also called Competitive Intelligence, gives information to assist managers in making decisions. The question that arises is whether the competitive intelligence can provide inputs for the strategic management of innovation at Brazilian private non-denominational higher educational institutions , providing conditions for development of innovative services with bias and with positive outlook in relation to its performance and competitive advantage in the market. To answer this question, the literature review was conducted, with collection of secondary data as the Ministry of Education reports. The literature was able to identify the organizational characteristics of educational institutions, innovation models applicable in these institutions and competitive intelligence processes that support this innovation, in addition to integrating aspects of the innovation process and competitive intelligence in these institutions. The literature review points to the existence of relationships between the Competitive and Innovation Intelligence processes in IES, which leads to respond affirmatively to the main assumption raised in this paper: competitive intelligence can provide inputs for the strategic management of innovation in brazilians private non-denominational higher educational institutions, providing conditions for development of innovative services with bias and with positive outlook in relation to its performance and competitive advantage in the market / As mudanças estimuladas pelo modelo econômico têm demandado das Instituições de Ensino Superior Particulares respostas cada vez mais rápidas e eficientes frente aos desafios relacionados ao ambiente de negócios. Esses desafios, em termos de ambiente interno e externo das empresas e da diversidade da natureza dos seus campos de atuação, em que os fatores de risco e sucesso se apresentam de forma sinérgica, têm colocado à prova essas organizações em relação a sua capacidade de diferenciar-se frente à concorrência e reinventar-se diante de novas oportunidades e riscos apresentados nesse mercado. Essa diferenciação nas IES pode ocorrer por meio do desenvolvimento ou aprimoramento dos serviços educacionais ou nas atividades de suporte a realização desses serviços. Fica claro que a inovação é fundamental para essas instituições, juntamente com a necessidade de identificação de suas capacidades, maximizando o desenvolvimento da inovação e possibilitando uma resposta mais eficiente frente aos desafios apresentados. Porém, a identificação dessas necessidades informacionais passa pelo entendimento da informação como elemento subsidiador da inovação e pela identificação das informações necessárias para a tomada de decisão pelos gestores relacionados aos processos de inovação. Diante disso, essas organizações necessitam de um monitoramento ambiental que lhes permita identificar ameaças, oportunidades e tendências desse mercado. Esse monitoramento, também chamado de Inteligência Competitiva, municia a organização de informações, auxiliando os gestores na tomada de decisões. A questão que se coloca é verificar se a inteligência competitiva pode fornecer insumos para a gestão estratégica da inovação em IES brasileiras Privadas não confessionais, propiciando condições para o desenvolvimento de serviços com viés inovador e com perspectivas positivas em relação ao seu desempenho e de vantagem competitiva no mercado. Para responder a essa questão, foi realizada a revisão da literatura, com levantamento de dados secundários, baseada em uma pesquisa bibliográfica acrescida de dados estatísticos encontrados nos relatórios do Ministério da Educação. O levantamento bibliográfico possibilitou identificar as características organizacionais das instituições de ensino, os modelos de inovação aplicáveis nessas instituições e os processos de Inteligência competitiva que suportam essa inovação, além dos aspectos integradores dos processos de inovação e inteligência competitiva nessas instituições. A revisão de literatura aponta para a existência de relacionamentos claros entre os processos de Inteligência Competitiva e Inovação em IES, o que nos leva a responder afirmativamente à principal suposição levantada neste trabalho: a inteligência competitiva pode fornecer insumos para a gestão estratégica da inovação em IES brasileiras Privadas não confessionais, propiciando condições para o desenvolvimento de serviços com viés inovador e com perspectivas positivas em relação ao seu desempenho e de vantagem competitiva no mercado

This study aimed to investigate the factors affecting faculty intention to use course management systems (CMS). The study was conducted in a private university with a mixed-method approach. First, 260 responses to a questionnaire was analysed by using structural equation modeling technique in order to examine the provided model. Second, interviews with selected 14 faculty members were conducted to understand the interrelationships. The findings indicated that, faculty intention to use CMS is mostly related with seeing value in using CMS including both personal and task/course related issues. In addition, the use of CMS should be perceived as easy which is directly influenced by the computer self-efficacy of the instructors. Discrimination of perceived personal benefits and task/course related usefulness is found to be important. Course/task related perceived usefulness is found to be weak without perceiving them personally beneficial. Availability of training and support is found to be weakly related to initial intention, however it appeared as an important variable for continuing to use CMS. &lsquo / Communicating the vision through leadership&rsquo / , &lsquo / promoting CMS&rsquo / , and &lsquo / sharing experiences and real life examples&rsquo / emerged as powerful approaches to facilitate use of CMS. Institutional policies regarding issues like &lsquo / academic freedom&rsquo / should be considered carefully while supporting the use of CMS. Moreover, to support institutional change it is important to be aware of the existence of different faculty profiles, which should be considered separately in relevant decisions.