institutionalfinance

Report Reviews Challenges Facing Higher Ed in California

California is falling behind in its ability to provide higher education to its state's citizens, particularly those who enroll outside the elite public and private universities found in the state, according to a report released Tuesday. "Boosting California's Postsecondary Education Performance," from the Committee for Economic Development, reviews the financial, economic and demographic challenges facing the state's colleges and universities and finds that much of the stress is on access institutions that most students attend. Given limited chances for significant infusions of new funds, the report suggests that new ways of providing education will be key. "Without quantum increases in educational access, productivity, and effectiveness of the state’s postsecondary institutions, particularly those with broad-access missions, there is little likelihood that California will have the human capital to compete successfully in the global economy or assure its citizens access to economic prosperity and a middle-class life."

 

Employee Stole $5 Million From Medical School Group

A former administrative employee admitted in federal court Monday that she stole more than $5 million from the Association of American Medical Colleges, The Washington Post reported. The woman was fired when the graft was discovered. Authorities said that she created bank accounts with names similar to those of groups with which the AAMC does business. She then created fake invoices for those entities, paid the funds to the accounts and had access to the money.

 

Essay on the impact of applying corporate values to higher education

America's public research universities face a challenging economic environment characterized by rising operating costs and dwindling state resources. In response, institutions across the country have looked toward the corporate sector for cost-cutting models. The hope is that implementing these “real-world” strategies will centralize redundant tasks (allowing some to be eliminated), stimulate greater efficiency, and ensure long-term fiscal solvency.

Recent events at the University of Michigan (suggest that faculty should be proactive in the face of such “corporatization” schemes, which typically are packaged and presented as necessary and consistent with a commitment to continued excellence. The wholesale application of such strategies can upend core academic values of transparency, and shared governance, and strike at the heart of workplace equity.

Early this month our university administration rolled out the “Workforce Transition” phase of its “Administrative Services Transformation” (AST) plan. From far on high, with virtually no faculty leadership input, 50 to 100 staff members in the College of Literature, Science, and the Arts (LS&A) departments were informed that their positions in HR and finances (out of an anticipated total of 325) would be eliminated by early 2014. Outside consultants, none of whom actually visited individual departments for any serious length of time, reduced these positions to what they imagined as their “basic” functions: transactional accounting and personnel paperwork.

It became clear that many of those impacted constitute a specific demographic: women, generally over 40 years of age, many of whom have served for multiple decades in low- to mid-level jobs without moving up the ranks. A university previously committed to gender equity placed the burden of job cuts on the backs of loyal and proven female employees.

These laid-off employees found little comfort in learning that they would be free to apply for one of 275 new positions in HR or finance that will be contained at an off-campus “shared services” center disconnected from the intellectually vital campus life.

The resulting plan reveals no awareness of how departments function on an everyday basis. Such “shared services” models start with the presumption that every staff member is interchangeable and every department’s needs are the same. They frame departments as “customers” of centralized services, perpetuating the illusion that the university can and should function like a market. This premise devalues the local knowledge and organic interactions that make our units thrive. Indeed, it dismisses any attribute that cannot be quantitatively measured or “benchmarked.” Faculty members who reject these models quickly become characterized as “change resisters”: backward, tradition-bound, and incapable of comprehending budgetary complexities.

The absence of consultation with regard to the plan is particularly galling given that academic departments previously have worked well with the administration to keep the university in the black. Faculty members are keenly aware of our institution’s fiscal challenges and accordingly have put in place cost-cutting and consolidating measures at the micro level for the greater good.

Worries about departmental discontentment with AST and shared services resulted in increasing secrecy around the planned layoffs. In an unprecedented move, department chairs and administrators were sworn to silence by “gag orders” prohibiting them from discussing the shared services plan even with each other. Perturbed, close to 20 department chairs wrote a joint letter to top university executives expressing their dismay. As one department chair said, "The staff don't know if they can trust the faculty, the faculty don't know if they trust the administration.”

Within a few days, at least five LS&A departments had written collective letters of protest, signed by hundreds of faculty members and graduate students.  Over the past few weeks, that chorus of opposition has only intensified as faculty members from all corners of our campus have challenged AST. Some have called for a one- to two-year moratorium and others for an outright suspension of the program.

The outcry against the planned transition itself reflects the growing rift between departmental units and the central administration at the University of Michigan. Championed as an astute financial fix by a cadre hidden away in the upper-level bureaucracy, the shared-services model is the brainchild of Accenture, an outside consulting firm which our university has also contracted for a multimillion-dollar IT rationalization project.

Caught off-guard by the strong pushback, the administration has issued several messages admitting that their communication strategies around these changes were inadequate, stating that for now layoffs will be avoided, and assuring us that there will be greater consultation and transparency going forward. 

While these definitely are hopeful signs, important questions about institutional priorities and accountability have arisen.

Initially, the university’s consultants claimed that AST would render a savings of $17 million. Over time that figure shrunk to $5 million, and by some accounts now is reputed to be as low as $2 million. Yet the university has already reportedly spent at least $3 million on this effort with even more spending on the horizon.

Where are the cost savings? How much more will the university spend on Accenture and other outside consultants? How will replacing or shifting valued employees, even at lower numbers and salaries, from their departmental homes to what essentially is a glorified offsite “call center” actually enhance efficiency? How can a university ostensibly committed to gender equity justify making long-serving and superb female employees pay the price of AST? What credible proof is there that centralized management will provide any budgetary or administrative benefits to the specialized needs of individual departments?

The implications of these questions are thrown into starker relief when considering that almost to the day of the announced layoffs, the university launched its most ambitious capital campaign, “Victors for Michigan,” with festivities costing more than $750,000 and a goal of raising $4 billion.

Whether or not the collective protest initiated by a critical mass of faculty will result in change or reversal remains to be seen. Nevertheless, the past few weeks have been a wake-up call. Faculty must educate themselves about the basic fiscal operations of the institution in these changing times and reassert their leadership. Gardens, after all, require frequent tending.

Otherwise, we remain vulnerable to opportunistic management consultants seeking to use fiscal crisis as a source of profit. Public institutions that remain under the spell of misleading corporate promises will ultimately save little and lose a great deal.

 

Anthony Mora is associate professor of American culture and history at the University of Michigan. Alexandra Minna Stern is professor of American culture and history, and a professor of obstetrics and gynecology at the University of Michigan.

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Tuition revenue not keeping pace with inflation at 4 in 10 four-year universities

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Net revenue from tuition is no longer keeping pace with inflation at about 4 in 10 American universities. Without the money, what will be lost?

President of private college in Argentina has unusual idea to finance higher education

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Argentine university president argues that Google's business model could be applied to higher education.

UDC eliminates nearly 20 academic programs

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The University of the District of Columbia cuts 20 academic programs to fix its financial problems, drawing faculty complaints about process and outcome alike.

Warning From California's Governor

California Governor Jerry Brown, a Democrat, warned the University of California Board of Regents Thursday, that the university system is going to need to look to internal savings to finance improvements, The Los Angeles Times reported. Brown spoke at a meeting at which the board approved a tuition freeze (consistent with the governor's thinking), but also a request to the state for $120 million beyond what he has proposed in his state budget plan. "The big, bad state is not going to bail you out at a rate that is different from what we are doing," Brown said. And he said that the university can't rely on its reputation for "quality and greatness" to get around budget realities.

"Remember that students, unfortunately, are the default financiers of higher education in America," he said. "We are going to have reshape the way things are done.... We are going to have to get into concrete trade-offs of how do you live within your means."

$67 Million Gift for Carnegie Mellon

Carnegie Mellon University has announced a $67 million gift from the investor David A. Tepper. The funds will be used for a quad that officials plan as an "academic hub" for the business school and other programs.

 

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Tuition Freeze Proposed for U. of California

University of California students need another tuition freeze in the coming year, and a more rational approach to tuition than the past mix of freezes and large percentage increases, Janet Napolitano said Wednesday, The Los Angeles Times reported. Napolitano -- the new president of the university system -- made the proposal to the university's Board of Regents. Over the long run, she said, the university must strive to keep costs to students and families under control. "I want tuition to be as low as possible, and I want it to be as predictable as possible," she said. Napolitano said that she wanted to work "to bring clarity to, and reduce volatility in, the tuition-setting process." She also said she wanted to increase the number of transfer students from the state's community colleges.

 

How to increase college access in 3 easy steps (essay)

Today the Senate is holding a hearing on student aid and college access with a focus on simplification, in advance of the upcoming reauthorization of the Higher Education Act. Focusing on streamlining federal student aid and making the various programs more flexible is a well-reasoned approach in a fiscal environment where increases in federal funding for the programs appear unlikely. Here are three recommendations policy makers can apply immediately to simplify programs and increase college access:

1. Better align financial aid applications with college admissions by using prior-prior year

Each year a student is enrolled in postsecondary education, he or she must submit a FAFSA to be considered for federal student aid (grants, loans, work-study). Under the current structure, the FAFSA becomes available Jan. 1 and requires tax information from the prior year (PY). However, most students and families haven’t even filed their taxes by then, making it difficult to complete the form in totality. This delay can cause an unfavorable chain reaction: a delay in submitting the FAFSA due to lack of tax information can result in a delayed financial aid award letter, which in some cases could lead to a reduced amount of financial aid, at least when it comes to aid that is awarded on a first-come, first-served basis.

The use of prior-prior year (PPY) income on the FAFSA would have multiple benefits for students and families. These benefits include the ability to: file the FAFSA earlier, often at the time they are applying to college; make better use of the current IRS data retrieval tool, which allows automatic population of a student’s tax return data; receive notification of a financial aid package earlier; and streamline the college-going process by applying for financial aid the same time they are applying for admissions.

This would be welcome news for students who need financial aid the most -- who also happen to be the most likely to miss current financial aid deadlines and overestimate college costs, according to a study by researchers at the University of Illinois at Chicago and an Illinois financial aid official.

The best part? The U.S. secretary of education was already given the authority to implement PPY over five years ago, so Congressional action is not needed to implement this idea.

While there are some concerns about using PPY as a proxy for current financial strength, it is important to remember that prior year information is also a proxy. The National Association of Student Financial Aid Administrators recently released a study on the impact of using PPY data and found that for most of the lowest-income students, using PPY versus PY did not greatly impact the amount of Pell that a student received.

2. Implement an early Pell notification, or “Pell Promise”

Low-income students often decide at an early age that college is too costly and therefore just “not for them.” Enrollment data underscore this pattern, with 52 percent of low-income high school graduates enrolling in postsecondary education compared to 82 percent of high-income graduates, according to the National Center for Education Statistics. Even for low-income students who do go on to college, many are self-selecting out of competitive or elite schools that would have been less expensive than where they ultimately attend. (This issue of "undermatching" has recently attracted significant attention from President Obama, as well as the first lady.)

One recent study of a sample of high school valedictorians found that only 50 percent of those from low-income backgrounds even applied to a selective university, compared to roughly 80 percent of the valedictorians from upper-middle and high-income families. Unfortunately, when a student decides early on that higher education is not an option, it impacts their high school coursework choices and college enrollment behaviors.

A “Pell Promise” -- a commitment of funds from the federal government as early as the ninth grade -- would make low-income students aware of their Pell grant eligibility in much the same way that the Social Security Administration disseminates information to citizens about the amount of social security they can expect in retirement.

While not technically a promised income, Social Security statements allow individuals to plan for an eventual retirement. A Pell promise would assure low-income students that a specific amount of funds would be available to them upon successful completion of high school and incentivize early college-going behaviors and patterns. Early studies from similar state-based programs, such as the 21st Century Scholars Program in Indiana, have shown that when students and parents know there are funds available to them for higher education, there are noticeable increases in college preparatory coursework and college going rates.

Identifying low-income students early would not be difficult given IRS data and other federal and state means-tested benefit programs. This change would also be easy to implement since the Higher Education Opportunity Act (HEOA) already authorized a similar demonstration program, although funds were never appropriated to fulfill the program.

3. Provide flexibility in the Pell Grant program through a “Pell Well” of funds.

The current system of Pell Grant delivery is based on the traditional spring/fall calendar and the traditional student.  A student may wish to move through their program at an accelerated pace by taking courses each summer, yet under the current Pell Grant rules, that student would run out of Pell eligibility and be forced into loans to cover academic costs or defer additional enrollment until the next year. This structure is outdated and confusing to families, particularly as nontraditional students and innovative programs with nonstandard academic calendars proliferate.

To increase flexibility and encourage students to complete at a quicker pace, lawmakers could implement a Pell Well system, whereby a student’s lifetime Pell Grant eligibility would be calculated when the student initially applies for aid.  The student would then be able to draw funds from their well of Pell Grant at their own pace, not to exceed a certain amount per payment period.

This is different than how Pell eligibility is currently calculated, which is based on telling students annually how much they qualify for in Pell funds and then trying to explain future Pell eligibility as a percentage of full time enrollment. Students and parents understand dollars, not percentages, and they increasingly require predictability and flexibility. Such a change would both simplify and streamline the program, and incentivize continuous enrollment and higher retention and graduation rates. 

As Congress considers various proposals through HEA hearings, and as grant makers and college access advocates continue to think of ways to reimagine student aid, we should remember that manageable and realistic changes like these could have a huge impact on college access and success.

 

Justin Draeger is president and CEO of the National Association of Student Financial Aid Administrators.

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