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Abstract Fundraising is a critical element for the success and survival of higher education institutions. These institutions are all dependent on financial contributions from alumni as well as philanthropic organizations and private benefactors to support the institution. The presidents of these institutions are instrumental in seeking and obtaining funds in order to maintain the stability of these colleges and universities. Presidents should be knowledgeable of the nuances that make an institution successful and must aim to create those environments. The purpose of this qualitative investigation was to examine college presidents' approaches to fundraising at selected Historically Black Colleges or Universities (HBCUs) in the South Eastern region of the United States (US). This study examined the strategies employed by these institutions and particularly their presidents. It also examined the philosophies, experiences, and fundraising strategies currently being employed by the selected college and university presidents. In this study a blend of existing theories was used to construct the conceptual framework. Therefore, the conceptual framework addressed the cultural and social aspects of race and the role it plays in the participant's environment through the use of Critical Race Theory and the relationship between presidents and benefactors through Social Exchange Theory. Stakeholder Theory defines those groups within an organization without whose support the organization would cease to exist (Freeman, Harrison, Wicks, Parmar, & DeColle, 2012). In this study, stakeholder theory was used to address and identify the parties that exist to support the organization such as the Board of Trustees, faculty, staff, students and alumni, as well as how these stakeholders' interests are met. Lastly, Transformational Leadership Theory was used to address the leadership elements of the participants and how they communicate their vision and strategies for their fundraising campaigns. The results of the study, which intended to explore the experiences of presidents as they seek funds on behalf of their college or university, revealed that while the president of the institution is responsible for leading the fundraising efforts, additional entities also play a major role in the institution's ability to successfully raise funds. Analysis of the data using a thematic approach produced themes regarding the president's role in fundraising, the importance of messaging, fundraising strategies and barriers to fundraising. Implications for leaders of HBCUs include investing in and providing resources for the advancement office as that is the foundation for successful fundraising, actively and aggressively embracing fundraising as the primary duty in their role as president and selecting members with proven track records of giving for the Board of Trustees as they play a critical role in fundraising for the institution. Understanding the participants' experiences and the challenges they face can greatly assist others currently in the field as well as incoming presidents as they assume the role as leaders of an HBCU institution.
This comprehensive, research-based work brings the best practices and expertise of seminal professionals to the larger Black college environment and beyond, offering data-driven advice, compelling recommendations, and a comprehensive approach.
The purpose of this study was to examine presidents' approaches to fundraising at four-year historically black colleges and universities. The study also explored presidential leadership and how it informs presidents' fundraising efforts. Both private and public institutions were represented in this study. Religious and non-religious affiliated colleges and universities were representative of private institutions. Institutional types for public institutions were land-grant and urban, comprehensive. This study employed a qualitative research method to gather data from the participating institutional leaders. A case study design and qualitative analytic procedures were utilized to derive meaning from collected data. Triangulation was used to retrieve data from various sources. Data sources consisted of semi-structured interviews, observations and documents. Four case studies were used for this study. The qualitative methodology of purposive sampling was utilized to select institutional leaders. Institutional leaders were selected from four-year historically black colleges and universities located in the Southeastern region of the United States. The Southeastern region of the United States was selected due to its high concentration of four-year historically black colleges and universities. Additionally, this study was guided by three research questions that centered on the approaches, role as institutional leader and leadership characteristics of presidents regarding fundraising at four-year, private and public historically black colleges and universities. There were variations among presidents in their approaches to fundraising. For the president of Lee University, fundraising was approached through the means of various types of campaigns. They were: traditional, continuing and interim. The use of each campaign was determined by specific institutional needs. The president of Monroe University approached fundraising from an individualistic perspective. He believed that major gift fundraising should be, solely, the responsibility of the institutional leader. There were similarities in the approach to fundraising for presidents of Verona and Wren Universities. They employed a more inclusive approach based on the notion that everyone is a fundraiser. There was a consensus in regard to the role of institutional leader in fundraising among presidents. Overall, there was unanimity in the belief that presidential leadership is essential to the success of fundraising. Furthermore, each president's perspective on the role as leader suggested that a president's ability to effectively articulate his or her institutional vision was also a shared belief. All four presidents exhibited a different leadership characteristic in relation to institutional fundraising. They were: situational (Lee University), authoritarian (Monroe University), democratic (Verona University), and charismatic (Wren University). Moreover, these varying leadership characteristics were reflective of each president's overall style of leadership.
With significant lessons from the history and evolution of HBCUs, a guide to the strategic conversations all higher education institutions must have to prepare students for a complex world. In Hope and Healing, former Morehouse College president John Silvanus Wilson, Jr. looks to Historically Black Colleges and Universities (HBCUs) to examine what it takes not only to survive as a relevant institution of higher education, but to thrive. Wilson draws on pivotal moments in the timelines of HBCUs and the work of past visionaries such as W.E.B. DuBois and Booker T. Washington to yield important perspectives on the future of higher education and the role of HBCUs within it. Wilson documents the strengths of HBCUs, which endure even as factors such as school desegregation, enrollment shifts, and fundraising shortages have deeply affected their operation. These schools have long optimized institutional character, he shows, and he encourages their leaders to similarly optimize institutional capital. Wilson emphasizes the indispensable role of educational finance in keeping schools viable and vital to US education, discussing funding approaches such as targeted endowment strategies, large-scale capital campaigns based in STEM research, and partnerships between schools and the philanthropic community. Wilson’s asset-based framework reveals pathways for all higher education institutions to invest in their long-term futures. Suffused with optimism, the book credits HBCUs as exemplars that consistently demonstrate how all colleges and universities can marshal their institutional resources to shape better citizens, foster civic literacy, and work toward a better tomorrow.
Winner of the 2012 CASE John Grenzebach Award for Outstanding Research in Philanthropy for Educational Advancement A Guide to Fundraising at Historically Black Colleges and Universities is a comprehensive, research-based work that brings the best practices and expertise of seminal professionals to the larger Black college environment and beyond. Drawing on data-driven advice from interviews with successful Black college fundraisers and private sector leaders, this book gives practitioners a comprehensive approach for moving away from out-of-date approaches to improve their institutions. This practical guide includes: An All Campus Approach—Discussion goes beyond alumni fundraising strategies to address the blended role that faculty, administrators, and advancement professionals can play to achieve fundraising success. Practical Recommendations—End-of-chapter suggestions for quick reference, as well as recommendations integrated throughout. Best Practices and Examples—Data-based content to strengthen fundraisers’ understanding of institutional advancement and alleviate uncertainties. Examples of Innovative Approaches—An entire chapter outlining successful innovative fundraising and engagement programs at various institutions. Extensive Appendices—Useful resources related to grant procurement, endowments, alumni giving, enrollment and retention, financial aid, and other helpful HBCU information. Both newcomers and seasoned professionals in the HBCU fundraising arena will benefit from the compelling recommendations offered in A Guide to Fundraising at Historically Black Colleges and Universities.
This edited book contains chapters related to the excellent management and leadership practices currently taking place at historically Black colleges and universities (HBCUs) in the context an economic recession. Each chapter highlights successful operations at HBCUs from management, leadership, and administrative standpoints in a manner that is not comparative of or overly reliant upon dominant literature, standards, or theories. Amongst the deficit-laden literature regarding the fiscal, accreditation, and governance status of HBCUs are few studies highlighting those institutions successfully operating in a difficult economy. This book fills that gap of information by offering chapters on excellent management and leadership practices occurring at a variety of HBCUs today.
"Higher education institutions face an environment that is increasingly multicultural. However the presidency continues to be dominated by Anglo-European males (89.3%) as reported by the American Council on Education (ACE). Since the position of president is a highly sought position, insight into the preparation for the presidency can be a valuable tool to those who aspire to the position as well as for analysts of higher education leadership. This study adds to the limited literature on the preparation, backgrounds and crucial workplace issues of presidents of Historically Black Colleges and Universities (HBCU) and non-HBCUs. This mixed method study was conducted in two phases: phase one involved determining which demographic, occupational, and other characteristics of presidents of HBCU and non-HBCU institutions are similar or different from each other. The data elements used in this study were provided by the American Council on Education. Phase two involved a set of open-ended, semi-structured interviews to elaborate and inform the statistically significant quantitative differences noted in the first set of analysis. Twenty participants were asked to describe the experiences that shaped their development and led them to the role of president of either an HBCU or Non-HBCU four-year institution of higher education. The participant population was HBCU and non-HBCU presidents of four-year accredited degree granting institutions of higher education. A purposive sampling strategy reflecting a variation of the size of institution, public versus non-public, region of the country, and institutional mission served as the basis for selecting participants. Findings indicate that presidents of HBCUs and non-HBCUs could not be distinguished on the basis of their educational background; that the experiences achieved and experiences that presidents wish they had more of prior to assuming the presidency were similar; and that HBCU presidents compared to non-HBCU presidents can be distinguished by the issues and concerns that dominate their actions (such as planning, fundraising and student issues). This study also provides recommendations for further research in policy and practice."--Abstract from author supplied metadata.
What is the purpose of black colleges? Why do black colleges continue to exist? Are black colleges necessary?Historically Black colleges and universities (HBCUs) are at the same time the least studied and the least understood institutions of higher education and the most maligned and the most endangered.This unique study examines the mission of four-year HBCUs from the perspective of the campus president, as a foundation for understanding the relevance and role of these institutions. This is the first research to focus on the role of presidents of black colleges; is based on extensive interviews with fifteen presidents; and takes into particular account the type of campus environments in which they operate.Unlike community colleges, women’s colleges, men’s colleges, and Hispanic-serving colleges, Black colleges are racially identifiable institutions. They also vary significantly in, among other characteristics: size, control (public or private), religious affiliation, gender composition, and available resources. Although united in the historic mission of educating African Americans, each black college or university has its own identity and set of educational objectives. The book examines how presidents define and implement mission in the context of their campuses, view the challenges they face, and confront the factors that promote or hinder implementation of their missions.
"This is a work that looks deeply at the true power of HBCUs"--