The President and Fund Raising PDF Download

Author: James L. Fisher
Publisher: Greenwood
ISBN:
Category : Business & Economics
Languages : en
Pages : 264

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Book Description
College and university presidents face unrelenting pressure to raise money - and lots of it. This practical books gives presidents the ideas, perspectives, and basic skills needed in today's market-driven environment. Its 20 contributions from leaders in higher education and philanthropy provide a primer in fund raising and assist the president in becoming the institution's chief advancement officer.

Author: Michael J. Worth
Publisher: Rowman & Littlefield
ISBN: 1475828861
Category : Education
Languages : en
Pages : 212

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Book Description
Leading the Campaign provides an overview of campaigns in higher education. It emphasizes the leadership role of college and university presidents, but also provides important insights on the role of volunteers and fundraising professionals. It provides lessons and examples that are relevant to all types of nonprofit organizations. The campaign has endured over more than a century as a principal strategy for advancing colleges and universities. It is an approach to fundraising that is rooted in fundamentals of human nature and values and its central principles have proven to be effective under a variety of circumstances. This book focuses on those central principles and how they are being applied in today’s changing environment. The second edition has been revised and updated from the first edition, published in 2010, to provide current data and examples. The book has been expanded to include discussion of emerging trends in campaigns, including the increased importance of social media and online giving. It includes numerous examples drawn from various types of colleges and universities and history-making campaigns.

Author: James Langley
Publisher:
ISBN: 9781948658010
Category :
Languages : en
Pages : 130

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Book Description
An effective president does so much more than raise funds and shake hands. Your institution's president is uniquely positioned to scan the horizon and help develop and communicate a vision of the future to prospective donors. In this book, Jim Langley, president and founder of Langley Innovations and past vice president for advancement at Georgetown University, contends that the president's primary role in fundraising is not to ask for money but to create the conditions that attract significant philanthropic investments. This book will offer a forward-thinking look at: How the president can take a lead role in defining the case for support and identifying inspiring projects defined by specific objectives rather than categories of institutional need How the president can define for donors the difference a philanthropic dollar makes in achieving key objectives The respective roles and responsibilities of the president, the vice president for advancement, and the board chair The president's specific role in donor stewardship, campaigns, piloting new models for fundraising, volunteer management, and asking How to onboard a new president in ways that strengthen rather than stall the work of fundraising "This is a treasure trove of great advice, forward-thinking reflections, and tough, but much needed questions. Jim Langley is a thought leader who understands not just the history of philanthropy and advancement but shines a light on where universities need to begin altering practices to thrive in this era of competing philanthropic interests." - Matthew T. Lambert, Vice President for University Advancement, William & Mary

Author: Aaron Conley
Publisher: Springer Nature
ISBN: 3030664295
Category : Education
Languages : en
Pages : 250

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Book Description
This book includes evidence-based insights and recommendations to help academicians excel in raising philanthropic support for their institutions and units. The book provides historical and contemporary perspectives on core concepts and data, research revealing donors’ giving motivations, engagement strategies and tactics for academic units, and guidance on management challenges including strategic plans, campaigns, and measuring performance. The authors include case studies in each section as examples of successful fundraising and volunteer-driven initiatives. The final section, contributed by Dean David D. Perlmutter, reinforces the book’s many practical and theoretical approaches to the fundamental responsibilities academic leaders face in raising philanthropic support. This book is grounded in the growing academic literature on philanthropy and written by scholars who were successful higher education fundraisers.

Author: James Langley
Publisher:
ISBN: 9781948658171
Category :
Languages : en
Pages : 312

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Book Description
Higher ed fundraising can't keep doubling down on ineffective practices. We can't keep hoping donors give. Instead, we need to give donors hope. We need to adapt to new philanthropic realities in higher education, both to avoid wasteful, depletive fundraising and to optimize our institutions ability to produce more significant, sustainable fundraising results. This will require rethinking how we organize ourselves at every level, including the board, executive team, and advancement operation. In the largest sense, what we must be most attentive to going forward is what we've been inattentive to in the past: the growing gap between what institutions wanted and hoped for from their donors and what donors wanted and hoped for from schools, colleges and universities. In The Future of Fundraising, James M. Langley describes the changing philanthropic behaviors and expectations of our donors, then details the strategies and tactics that will allow fundraising operations and institutions to detect and catch the prevailing winds in their sails and thereby expedite the advancement of their missions and sustain donor trust. Langley contrasts old, increasingly ineffective approaches with current and emerging best practice, unpacking in practical detail how we must organize ourselves and how we must create new models of collaboration to establish a more adaptive craft. From the author of Fundraising for Presidents and Fundraising for Deans, this new book that will challenge, inspire, and empower you to create the conditions at your college or university for more sustainable philanthropic growth.

Author: Thomas E. Broce
Publisher: University of Oklahoma Press
ISBN: 9780806119885
Category : Business & Economics
Languages : en
Pages : 316

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Book Description
Fund Raising has been used as a basic text in many universities at both the graduate and undergraduate levels. It was adopted by the National Society of Fund Raising Executives as a basic reference for its accrediation program. Many foundations give copies of the book to prospective grant seekers and use it as a text in fund raisers’ seminars. Charts, diagrams, time schedules, and appended models and examples provide all the basic tools. Every approach, every technique described in these pages it tried and proven.

Author: Brendan J. Doherty
Publisher: University Press of Kansas
ISBN: 0700634053
Category : Political Science
Languages : en
Pages : 208

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Book Description
Recent presidents have responded to the evolving rules of the campaign finance system and the competitive electoral landscape by devoting substantial amounts of their most valuable resource—their time—to fundraising. In the follow-up to his 2012 book, The Rise of the President’s Permanent Campaign, Brendan Doherty argues that presidential fundraising is an underexamined tool of modern presidential leadership and should be viewed as an instrument of presidential power akin to signing statements, executive orders, public speeches, and veto threats. Presidents raise campaign cash for themselves and for their fellow party members in the hope of electoral gains that will reshuffle the governing deck in their favor, but acting as fundraiser in chief sparks a host of controversies. Based on an original dataset of 2,190 presidential fundraisers spanning more than four decades of presidents from Carter to Trump, Fundraiser in Chief is the first book-length work to analyze presidential fundraising in a systematic and comprehensive manner. Doherty draws on an unprecedented amount of empirical evidence to shed light on modern presidents’ fundraising priorities and strategies as they seek to move the country closer to their vision of a more perfect union. Fundraiser in Chief is a study of presidential resource allocation strategy: how much of their scarce time presidents devote to fundraising, for whom they do it, what priorities are illuminated by their efforts, how their fundraising strategies relate to the evolving campaign finance landscape, under what circumstances they fundraise behind closed doors, and the resulting controversies and implications for presidential leadership and the American political system. Doherty offers an argument about the incentives that drive presidents to fundraise so frequently while examining the controversial implications of their extensive efforts to raise campaign cash. He contends that rising campaign costs, limits on contributions to candidates and political parties, the inadequacy of the resources provided by the presidential public funding system, the specter of Super PACs raising funds in unlimited amounts, and fiercely competitive contests to control the White House, Congress, and governors’ offices across the country have all incentivized presidents to embrace their role as fundraiser in chief.

Author: Sophie Penney
Publisher:
ISBN: 9781948213073
Category :
Languages : en
Pages :

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Book Description

Author: Rudolph Joseph Besikof
Publisher:
ISBN:
Category : Community college presidents
Languages : en
Pages : 596

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Book Description
A 2008 statement from the Foundation for California Community Colleges in the Chronicle of Higher Education revealed that two-year institutions provide education for approximately half of the nation's undergraduate students (Wiessner, 2008). However, when it comes to benefiting from dollars that are raised from donors for postsecondary schools, community colleges generate only 2% of the total funds that are raised (Lanning, 2008). For the community colleges that are effective as fundraisers, what are their best practices? Within them, presidents are described as the "living logos" of their institutions, but what roles do they play in successful efforts? T study endeavored to answer the following research questions: (1) What kinds of preparation or ongoing training, if any, do community college presidents say has helped them to develop fundraising skills? What preparation do they identify as the most helpful? (2) How do community college presidents rank fundraising in importance among all of their duties, and what percentage of their time is spent on fundraising? (3). What activities constitute the work of fundraising that presidents do and, among those activities, which do they find to be the most effective? Which give them the greatest amount of difficulty? Why? (4) How do the college presidents of successful fundraising community colleges interact with their respective college foundations and/or their development offices, and how involved are members of foundations and development offices in the colleges' mission and long-range planning? I conducted case studies of three Midwest community colleges as well as a cross case analysis. To identify the research sites, I used the Council for Aid to Education's Voluntary Support for Education Survey, which provided more relevant statistical data than IRS Forms. Specific amounts such as Alumni, Corporate, and Employee Giving totals were available. Some state systems required all of their community colleges to complete the survey, and I identified one of them for my study. I chose three within it that were consistent fundraisers, which is to say that their overall money raised or foundation, alumni, or corporate totals gave them an average ranking in the top five. With these criteria, three community colleges that all had similar enrollment numbers emerged. Each community college visit included document study and observations, but the main source was interviews. At each community college, I spoke with at least ten people who included but were not limited to the college president, the executive director of the Foundation, Foundation staff members, Foundation Board of Directors members, and faculty. Interviews ranged from 25 minutes in length to nearly two hours. To better allow for more detailed elaboration on the part of the presidents and executive directors of the respective Foundations, I used the "elite interview" format, a semi-structured protocol employed by Kezar in her 2006 study of college presidents. Doing so allowed for more anecdotal answers as well as deeper insights into the beliefs and perspectives of these individuals who, by virtue of their higher positions, had unique perspectives on fundraising and community college leadership issues. Despite the similarly consistent numbers from the VSE survey, the three colleges could not have been more different. One was located in the center of a large urban area and had a Foundation staff that contained four employees. Its executive director, in addition to his foundation duties, was a dean over the entire development effort at the college, which included having the Public Relations and Marketing Department report to him. Another college was in a nearby suburban area. Its Foundation staff was composed of three full-time employees and a part-time grant writer. Its executive director was listed on the same organizational level as the vice presidents. The third college had a district president who presided over several community colleges in a rural area. At the one, I learned that the chief executive-level campus fundraiser was a provost, which led me to include her with the three presidents in my study. Its foundation staff was the smallest of the three community colleges, with only two 50% employees. The executive director, in the rest of her assignment, directed the college's Institutional Research Office. As she was new to the position, I also interviewed the former executive director, who had been employed at 100%. Interviews were transcribed and coded into an average of approximately 75 different themes per site. After analyzing them through a series of matrices, I reported my findings by addressing each of the four research questions directly. From those, I was able to note best practices of the presidents and make recommendations for both them and the fundraising effort as a whole. Concerning the preparation and professional development in the area of fundraising for presidents, I found that the presidents of the two urban area colleges came strictly from Academic Affairs and had little or no training in fundraising, while the president and provost at the rural area college did. In fact, the president of the rural college gained meaningful presidential-level exposure to fundraising while serving as a provost. She also mentioned that her most meaningful professional development came from face-to-face dialogue with another president, while her provost sought it in other areas. For one of the urban presidents, his professional development came directly from his experience working as president, while the other reported being heavily involved in it since he has similar teaching and learning expectations of others. Looking at the four leaders, I saw efforts to fill needs in professional development in ways that seemed to be consistent with their beliefs and their own needs. In terms of the importance of fundraising, data showed that they all devoted roughly a fifth of their time to it directly. The three presidents all answered questions about time spent on fundraising with responses about time not only with donors, but also in the state legislature. This was curious since they had not been asked about political involvement but only fund raising importance or practices. Concerning practices in fundraising, not all of the presidents asked their major donors for money all the time. Responses ranged from minimal asking on the part of the president of the suburban college to asking nearly every time, which was what the president of the downtown community college did. Though they did not all ask with the same frequency, they all included their Foundation Executive Directors, either to make the ask or to lay the groundwork for them to appeal to the potential donor. Other common practices included their interactions with their Foundation Boards of Directors. They attemded all or nearly all meetings, gave reports about college news as well as their own endeavors with the legislature, stayed in meetings to answer questions and clarify issues or concerns, and personally emailed and met with each board member regularly. The campus level leaders nearly always attended fundraising events as well and foundation leaders reported that they were available at any time in the cultivation process. Finally, each of these leaders emphasized some type of partnership with potential donors in speaking to them. In all three cases, I saw the presidents involving foundations in the mission of the college. As previously mentioned, their executive directors were involved in central leadership. They included the elevated positions each of them held, along with their service on groups such as hiring and planning committees outside their respective Foundations. Having provided these findings, I was able to make several recommendations. (a) Presidents are only as effective in fundraising as their development teams. Ultimately, my data showed that this higher-level relationship was more important that who was asking for money. (b) Future presidents are advised to accept responsibilities that fall outside Academic Affairs and, if possible, should hold positions with responsibilities similar to those of provosts; they should also have some interaction in the political arena, for my study concluded that fundraising meant fundraising and networking with members of the state legislature. (c) For college presidents and Foundations building their college's fundraising efforts, the internal giving campaign should be the first step. Each college had a positive statistic about internal giving should present to the public. (d) Since the alumni effort is cumbersome, colleges should employ faculty and program-level employees as cultivators and networkers and compensate them. The focus of these efforts should be programs of study or college organizations such as campus clubs. (e) Foundation Boards of Directors should have a limited number of members, and their meetings should be run efficiently rather than serving as social functions. The most active participant in meetings should be the president, who also meets personally with each member on a regular basis. (f) In order for feasibility studies to be valued by presidents and their Foundations, there must be contextual similarity to their own community colleges. (g) State community college systems should align audit work and other financial reporting to make it more streamlined with actual tax forms. In order to provide more data, this reporting should also be aligned with the VSE. The findings were used to identify best practices of how community colleges do their fundraising despite having limited resources. The findings and recommendations may assist presidents, community colleges, and state systems as they become more responsible for generating revenue and providing opportunities for the students of both today and tommorw.

Author: Barbara Martina Linde
Publisher: The Rosen Publishing Group, Inc
ISBN: 1725310813
Category : Juvenile Nonfiction
Languages : en
Pages : 32

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Book Description
Have you ever wondered why presidential candidates need money for their campaigns? How do they get the funds they need to succeed in politics? This book focuses on how and where presidential candidates obtain the money to help them run for the country's highest office. Readers will learn about the history of campaign fund-raising and discover how candidates in different time periods approached it. They'll also learn about historical events, including a recent Supreme Court decision, that changed the nature of fund-raising. Timelines, graphic organizers, and colorful photographs help students visualize the concepts, and sidebars provide additional information to enhance the main narrative.