<p> <i>Revenue diversification</i> is a term that becomes more relevant as higher education institutions are confronted with increased regulation, competition, declining enrollments, and strained finances. A challenge that many institutions face is that expenditures are higher than revenues and increase faster than them. The term <i>Revenue diversification </i> seems obvious to higher education administration professionals, although they do not all define it the same way. For that reason, it needs a precise definition so that the industry genuinely can embrace the concept and thereby seek to generate more revenues to drive existing and innovative agendas. Indeed, a common understanding will allow universities to develop strategies to reduce the reliance on traditional tuition and fees. The study examines three not-for-profit institutions with a student population less than 5,000 that already are diversifying their revenue streams. The definition of leadership at each institution is compared with the strategies that have been implemented or proposed in order to understand whether there is alignment. The three cases&mdash;Stevenson University, Franklin &amp; Marshall College, and Oglethorpe University&mdash;respectively have the following story lines: 1) growth is the only possibility; 2) the current situation is one of stasis, and the way forward is unclear; 3) efforts must be undertaken to improve financial viability. In addition to the qualitative research, the study also encompasses an analysis of IPEDS that reflects how each institution is changing its revenues in comparison to a similarly situated group of institutions. The findings reveal that <i>Revenue diversification</i> is on everybody&rsquo;s mind, but the definition of the term is inconclusive. Leadership teams are trying to determine what revenue-diversification strategies will work for the institutions and its stakeholders to be able to offset expense increases. Identifying new revenue sources will entail pursuing non-historical revenue sources, which includes academic programs, services, property, institutional advancement, and more. The higher education environment is concerning to many of its member institutions, and by diversifying revenues, long-term viability can be secured.</p><p>

Magister Educationis - MEd / This thesis sought to understand the various ways in which Sokoine University of Agriculture (SUA) in Tanzania, as a teaching and research institution, engages with its communities. This was prompted by the increasing calls upon the universities, both locally and globally, to become relevant to the communities through community engagement. Although the idea of community engagement has emerged and continues to gain momentum in higher education, there have been different understandings and shifts in the ways in which universities are practising community engagement. The study is located within the broader debates in the literature, which sees community engagement as a contested concept in terms of its exact practices and outcomes, particularly in relation to the university’s core activities of teaching, learning and research. With the contextual nature of community engagement, a case study design was deemed to be suitable for this type of study. Data collection instruments comprised of document reviews, semi-structured interviews and focus group discussions. From the data collected and analysed, there are three key findings in this study. Firstly, community engagement in the Tanzanian higher education system in general has moved from predominantly supporting communities to incorporating some aspects of teaching, learning and research, as well as economic pursuit. This is illustrated in practices such as national service programmes, continuing education, volunteering, field practical attachment, community-based research, commissioned research and consultancy, participatory action research, experiments and technology transfer. Secondly, whereas some of the practices are fading away in some Tanzanian higher education institutions, those that are active at SUA fall within both the Land-Grant (one-way) and Boyer’s (two-way) models of community engagement. Thirdly, there are no deliberate efforts by SUA to institutionalise community engagement as a legitimate activity that enriches teaching, learning and research. As such, there are loose and discontinuous linkages between community engagement and SUA’s teaching, learning and research, attributed to a weak institutional approach to community engagement.

A thesis submitted in comprehensive fulfilment of the requirements for the degree of Masters in Communication Science at the University of Zululand, South Africa, 2014. Year 2014 / Globalisation is not a new subject since people and various organisations have been sharing information as well as buying from and selling products from each across national and international borders. In addition the expansion in Information and Communication Technologies (ICTs) has changed the nature in which education is offered and consumed internationally. Globalisation and the spiralling evolution of ICTs has become the driving force for transformation in higher education sectors. Many universities have adopted or incorporated international trends in education and research. This new culture is aimed at producing graduates who are well suited and qualified to actively and productively participate in the global economy. This research provides a comprehensive study on globalisation, international communication and internationalisation of higher education. This study exposes profound observations about current international initiatives and drawbacks to internationalisation at a tertiary institution in the heart of a rural village in South Africa.

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