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D.Carpenter_MHE 626 – Introduction to Institutional Advancement

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Dayna Boyles Carpenter, CFRE
Dayna Boyles Carpenter, CFRE

Core Course Framework, E-Portfolio Assignment #1 MHE 626 - Introduction to Institution Advancement NMP 650 - Week #2 Dayna Boyles-Carpenter

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MHE 626 – Introduction to Institutional Advancement MHE 626 – Introduction to Institutional Advancement Dayna L. Boyles-Carpenter Bay Path College – NMP 650 E-Portfolio Assignment #1 – Week 2 11-07-2013
Definition of Institutional Advancement • Institutional advancement represents an organized group of people and/or initiatives that promote forward progress of an organization. • Members of institutional advancement act as both internal and external connectors for a college or university.
Institutional Advancement Often Includes: • • • • • • Communications & Marketing Alumni Relations Fundraising & Development Government & Community Relations Advancement Services Capital Campaigns
Vice President for Development Organization (Small Operation) (Buchanan, 2000, p. 348) Director of Advancement Services Director of Annual Giving Director of Alumni Relations & Special Events
Organization (Medium-Sized Operation) Vice President for Development Director of Advancement Services (Buchanan, 2000, p.349) Director of Annual Giving Director of Major Giving Director of Planned Giving Director of Donor Relations & Special Events Director of Alumni Relations
Organization (Large Operation) Institutional Advancement Vice President Associate Vice President for Public Affairs Associate Vice President for Annual Fund Associate Vice President for Major Giving Associate Vice President for Alumni Affairs Publications Receiving Alumni Fund Corporate Giving Regional Clubs Public Information Recording Parents Fund Foundation Grants Database Management Media Relations Prospect Management Community Campaign Planned Giving Reunions and Homecoming Database Management Phonathons Director of Development College of Business Parent Relations Special Events Director of Development College of Arts & Sciences Board Relations Donor Relations (Buchanan, 2000, p. 350) Associate Vice President for Advancement Services Director of Development College of Medicine Director of Development for Athletics
Centralization vs. Decentralization Should the development operation at a university be organized centrally? 1. Centralized 2. Decentralized 3. Coordinated decentralized (Buchanan, 2000, p. 349-350)
1. Centralized Operations • Central office staff conduct annual campaigns on behalf of departments, programs, and schools • Chief advancement officer retains control and responsibility for fundraising • Disadvantage: development officers may not fully identify with assigned unit and may not have an understanding of unit’s core activities (Buchanan, 2000, p. 349)
2. Decentralized Operations • Each major unit employs its own development officers • Encourages independence, motivation, and responsibility • Disadvantages: Heightened level of competition between units or departments and lack of understanding the university’s goals and mission (Buchanan, 2000, p. 349-350)
3. Coordinated Decentralized Operations • Annual fund raising is conducted through a centralized office, while major gift officers work with individual units or departments • Advantages: Identification within the unit and heightened understanding of university and unit • Disadvantages: Major gift officer is serving two masters and competition between units for same university prospects (Buchanan, 2000, p. 350)
Weerts’ Engagement Model of Institutional Advancement at Public Colleges and Universities • Engagement enhances teaching and learning • Engagement enhances research and scholarship • Porous structures supporting engagement allow institutions to more effectively serve the public good • Engagement supports the emerging interdisciplinary culture unfolding on campuses across the country • There is evidence that engagement strengthens public financial support for colleges and universities • Engagement has the capacity to leverage major private gifts for higher education
Communications & Marketing • There is no ―one size fits all‖ answer for most institutions, although broad patterns can indicate if an appropriate structure is in place: ▫ A growing stature for the communications function ▫ The increasing use of a strategic approach to communications ▫ The presence and potential of new technology ▫ The relatively new and not fully defined role of marketing (Buchanan, 2000, p. 123-124)
Communications & Marketing Typically all college and university communications offices have three common functions: • Media relations • Publications • Internal communications (Buchanan, 2000, p. 124)
Communications & Marketing • We can think of audiences as: ▫ Internal and External ▫ Primary and Secondary • Audiences can include a variety of constituents. ▫ Alumni, prospective and current students, parents of both current and past students, friends of the university, community members, faculty and staff, donors, board members, business partners/leaders, new media, and the general public are all potential constituencies. • Different audiences will serve as primary and secondary audiences for different pieces of Institutional Advancement.
Communications & Marketing Steps to Benchmarking • Planning • Identifying target organizations • Data collection • Analysis • Implementation (Buchanan, 2000, p. 138)
Alumni Relations • Carter & Moscow on Donor and Constituent Trust ▫ Don't talk about quick-fixes; have long term solutions. ▫ Focus on the solutions as well as the problems. ▫ Continue to promote the mission of the organization. ▫ Articulate realistic goals. (Carter and Moscow, 2012)
Alumni Relations, continued • Margaret Sughrue Carlson’s tactics for success: ▫ be courageous in facing tough criticism from within and outside the university community; ▫ seize one or two major initiatives and hang on to them until the activity is successful – perseverance cannot be underestimated; ▫ focus on those things that the association has a direct interest in and can hand an impact on; ▫ take a behind-the-scenes approach to most of your activities, but, when appropriate, use the press and community influence; ▫ understand that resources may need to be matched with your commitment; ▫ protect staff members against fears that their jobs will be on the line if they are affiliated with public policy stances that university or community leaders disagree with. (Buchanan, 2000, p. 219)
Fundraising & Development • Heintzelman, Major Gifts: Up Close and Personal, had a list of guidelines for staff development that could be applicable to development on a broader sense. He recommends: ▫ Hire good people. ―[W]e have always asked our major and planned gift colleagues to choose new hires since they understand the job and have an incentive to choose effective team members. Don’t feel that you need to ―purchase‖ someone’s expertise – all we do technically is learnable.‖ ▫ Keep the job ―pure.‖ ―Keep the job pure so that none of the officers has anything to divert him or her from the personal contact with prospects and donors.‖ ▫ Build a team. ―[M]ajor and planned gifts occur best where the officers are all part of a greater organism.‖ ▫ Support your people. ―Once you hire the right people, you need to focus on giving them all of the support that they need to succeed‖. (Buchanan, p. 319)
Fundraising & Development Stages of Giving • Minimal Response • Involvement & Interest • As Much as Possible • Maximum Allowable • Beyond the Max • Percentage of Wealth • Capping Wealth • Reducing the Cap • Bequests
Fundraising & Development • Grenzebach’s Prerequisites of Success ▫ A positive image with the institution’s constituency and the community; ▫ A clearly perceived need, well defined in the minds of those who know the institution best; ▫ The presence of available funds in the institution’s constituency to meet the institution’s goal; ▫ Capable leadership, holding the respect of the community and willing to devote time and talent to the institution; ▫ A favorable economic climate and the absence of competing campaigns or enterprises. (Buchanan, 2000, p. 300)
Government & Community Relations • ―all politics is local‖ • Local issues and concerns drive both elective and legislative politics in all policy domains, including higher education. • Smaller institutions usually rely on membership associations to alert them to policy developments and to help organization and execute their advocacy activities.
Government & Community Relations William McMillen spoke about the impact that a university can have on decisions that pertain to higher education in government - "At the state level, a university -- even a private university -- can have great influence. From funding to enacting laws, higher education affects the lives of just about everyone, from the governor to agency heads to first-term legislators. But at the federal level, a university has little influence‖ (McMillen, p. 70). On whether a university should have a presence in Washington D.C. (through Higher Education Associations or lobbyists), he said that depended on the following things: • The ambition level of your institution's president and provost - "If your president and/or provost are interested in eventually moving from your university to another, larger or more prestigious university, then Washington networking and connections can be essential.― • The role of your congressperson - "If your university is in the district of a congressperson who is a party leader, or if she sits on an education/research committee, is a Cardinal, or otherwise serves on Appropriations, you . . . owe it to the associations and all of higher education to be active in Washington.― • A crucial back-home issue: "An association may be able to provide insight and valuable contacts in making that change happen.― • Your university's reputation -- "If your university has no presence in Washington, and only a limited government relations budget, membership in an association may be the cheapest way to get your university's name out there (McMillen, p. 103-104)."
Advancement Services Donor Relations Responsibilities Include: • Acknowledgements • Stewardship • Coordination of events • Coordination of publications • Participation in marketing and communications strategies (Buchanan, 2000, p. 453)
Capital Campaigns Kent Dove’s 10 steps to a successful capital campaign: 1. Commitments of time and support from all key participants — the governing board, the chief executive officer, prospective major donors, key volunteer leaders, the professional fundraising staff and the institutional family. 2. A clear organizational self-image and a strategic plan for organizational growth and improvement. 3. Fundraising objectives based on important and legitimate institutional plans, goals, budgets and needs. 4. A written document that makes a compelling case for supporting the campaign (and the larger and more complex the campaign the more support materials will be needed). 5. An assessment of the institutional development program and a market survey addressing internal and external preparedness. 6. Enlistment and education of volunteer leaders. 7. Ability and readiness of major donors to give substantial lead gifts before any public announcement of the campaign. 8. Competent staff and, perhaps, external professional counsel. 9. Adequate, even liberal, funds for expenses. 10. Consideration of other factors, such as the age of the organization, the caliber, size and distribution of the constituency, the range of the institution’s giving program, previous fundraising success and the quality of the program and the impact of its services. (Dove, 2012).
The Future of Advancement • • • • • Rising Importance of Stewardship Fund-raising Participation Rates Unchanged Decline in Voluntarism Levels Off More Campaigns, Better Targeted Fund-Raising Focus Shifts (Buchanan, 2000, p. 372)
Conclusion • At the heart of institutional advancement are relationships. Relationships with our donors, prospects, alumni, students, faculty and staff, community members, corporate partners, etc. are at the core of everything we do. • Institutional advancement is a sophisticated and intricate operation. • The field is changing quickly. Advancement professionals need to constantly evolve and be ready to embrace new technology and communication methods.
References Buchanan, Peter McE. (2000) Handbook of Institutional Advancement, 3rd Edition. Council for Advancement and Support of Education. Washington, DC. Carter, L. & Moscow, L. (2012, March 18). Nonprofits must tell donors about solutions if they expect to win the public's trust. Retrieved from: http://philanthropy.com/article/Nonprofits-Must-Tell-Donors/131184 Dove, Kent. (2012). 10 steps to a successful capital campaign. The Non Profit Times. Retrieved from: www.thenonprofittimes.com/managment-tips/10-steps-to-a-successful-capital-campaign/ McMillen, William. (2010). From Campus to Capitol – The Role of Government Relations in Higher Education. The Johns Hopkins University Press. Baltimore, MD.

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D.Carpenter_MHE 626 – Introduction to Institutional Advancement

  • 1. MHE 626 – Introduction to Institutional Advancement MHE 626 – Introduction to Institutional Advancement Dayna L. Boyles-Carpenter Bay Path College – NMP 650 E-Portfolio Assignment #1 – Week 2 11-07-2013
  • 2. Definition of Institutional Advancement • Institutional advancement represents an organized group of people and/or initiatives that promote forward progress of an organization. • Members of institutional advancement act as both internal and external connectors for a college or university.
  • 3. Institutional Advancement Often Includes: • • • • • • Communications & Marketing Alumni Relations Fundraising & Development Government & Community Relations Advancement Services Capital Campaigns
  • 4. Vice President for Development Organization (Small Operation) (Buchanan, 2000, p. 348) Director of Advancement Services Director of Annual Giving Director of Alumni Relations & Special Events
  • 5. Organization (Medium-Sized Operation) Vice President for Development Director of Advancement Services (Buchanan, 2000, p.349) Director of Annual Giving Director of Major Giving Director of Planned Giving Director of Donor Relations & Special Events Director of Alumni Relations
  • 6. Organization (Large Operation) Institutional Advancement Vice President Associate Vice President for Public Affairs Associate Vice President for Annual Fund Associate Vice President for Major Giving Associate Vice President for Alumni Affairs Publications Receiving Alumni Fund Corporate Giving Regional Clubs Public Information Recording Parents Fund Foundation Grants Database Management Media Relations Prospect Management Community Campaign Planned Giving Reunions and Homecoming Database Management Phonathons Director of Development College of Business Parent Relations Special Events Director of Development College of Arts & Sciences Board Relations Donor Relations (Buchanan, 2000, p. 350) Associate Vice President for Advancement Services Director of Development College of Medicine Director of Development for Athletics
  • 7. Centralization vs. Decentralization Should the development operation at a university be organized centrally? 1. Centralized 2. Decentralized 3. Coordinated decentralized (Buchanan, 2000, p. 349-350)
  • 8. 1. Centralized Operations • Central office staff conduct annual campaigns on behalf of departments, programs, and schools • Chief advancement officer retains control and responsibility for fundraising • Disadvantage: development officers may not fully identify with assigned unit and may not have an understanding of unit’s core activities (Buchanan, 2000, p. 349)
  • 9. 2. Decentralized Operations • Each major unit employs its own development officers • Encourages independence, motivation, and responsibility • Disadvantages: Heightened level of competition between units or departments and lack of understanding the university’s goals and mission (Buchanan, 2000, p. 349-350)
  • 10. 3. Coordinated Decentralized Operations • Annual fund raising is conducted through a centralized office, while major gift officers work with individual units or departments • Advantages: Identification within the unit and heightened understanding of university and unit • Disadvantages: Major gift officer is serving two masters and competition between units for same university prospects (Buchanan, 2000, p. 350)
  • 11. Weerts’ Engagement Model of Institutional Advancement at Public Colleges and Universities • Engagement enhances teaching and learning • Engagement enhances research and scholarship • Porous structures supporting engagement allow institutions to more effectively serve the public good • Engagement supports the emerging interdisciplinary culture unfolding on campuses across the country • There is evidence that engagement strengthens public financial support for colleges and universities • Engagement has the capacity to leverage major private gifts for higher education
  • 12. Communications & Marketing • There is no ―one size fits all‖ answer for most institutions, although broad patterns can indicate if an appropriate structure is in place: ▫ A growing stature for the communications function ▫ The increasing use of a strategic approach to communications ▫ The presence and potential of new technology ▫ The relatively new and not fully defined role of marketing (Buchanan, 2000, p. 123-124)
  • 13. Communications & Marketing Typically all college and university communications offices have three common functions: • Media relations • Publications • Internal communications (Buchanan, 2000, p. 124)
  • 14. Communications & Marketing • We can think of audiences as: ▫ Internal and External ▫ Primary and Secondary • Audiences can include a variety of constituents. ▫ Alumni, prospective and current students, parents of both current and past students, friends of the university, community members, faculty and staff, donors, board members, business partners/leaders, new media, and the general public are all potential constituencies. • Different audiences will serve as primary and secondary audiences for different pieces of Institutional Advancement.
  • 15. Communications & Marketing Steps to Benchmarking • Planning • Identifying target organizations • Data collection • Analysis • Implementation (Buchanan, 2000, p. 138)
  • 16. Alumni Relations • Carter & Moscow on Donor and Constituent Trust ▫ Don't talk about quick-fixes; have long term solutions. ▫ Focus on the solutions as well as the problems. ▫ Continue to promote the mission of the organization. ▫ Articulate realistic goals. (Carter and Moscow, 2012)
  • 17. Alumni Relations, continued • Margaret Sughrue Carlson’s tactics for success: ▫ be courageous in facing tough criticism from within and outside the university community; ▫ seize one or two major initiatives and hang on to them until the activity is successful – perseverance cannot be underestimated; ▫ focus on those things that the association has a direct interest in and can hand an impact on; ▫ take a behind-the-scenes approach to most of your activities, but, when appropriate, use the press and community influence; ▫ understand that resources may need to be matched with your commitment; ▫ protect staff members against fears that their jobs will be on the line if they are affiliated with public policy stances that university or community leaders disagree with. (Buchanan, 2000, p. 219)
  • 18. Fundraising & Development • Heintzelman, Major Gifts: Up Close and Personal, had a list of guidelines for staff development that could be applicable to development on a broader sense. He recommends: ▫ Hire good people. ―[W]e have always asked our major and planned gift colleagues to choose new hires since they understand the job and have an incentive to choose effective team members. Don’t feel that you need to ―purchase‖ someone’s expertise – all we do technically is learnable.‖ ▫ Keep the job ―pure.‖ ―Keep the job pure so that none of the officers has anything to divert him or her from the personal contact with prospects and donors.‖ ▫ Build a team. ―[M]ajor and planned gifts occur best where the officers are all part of a greater organism.‖ ▫ Support your people. ―Once you hire the right people, you need to focus on giving them all of the support that they need to succeed‖. (Buchanan, p. 319)
  • 19. Fundraising & Development Stages of Giving • Minimal Response • Involvement & Interest • As Much as Possible • Maximum Allowable • Beyond the Max • Percentage of Wealth • Capping Wealth • Reducing the Cap • Bequests
  • 20. Fundraising & Development • Grenzebach’s Prerequisites of Success ▫ A positive image with the institution’s constituency and the community; ▫ A clearly perceived need, well defined in the minds of those who know the institution best; ▫ The presence of available funds in the institution’s constituency to meet the institution’s goal; ▫ Capable leadership, holding the respect of the community and willing to devote time and talent to the institution; ▫ A favorable economic climate and the absence of competing campaigns or enterprises. (Buchanan, 2000, p. 300)
  • 21. Government & Community Relations • ―all politics is local‖ • Local issues and concerns drive both elective and legislative politics in all policy domains, including higher education. • Smaller institutions usually rely on membership associations to alert them to policy developments and to help organization and execute their advocacy activities.
  • 22. Government & Community Relations William McMillen spoke about the impact that a university can have on decisions that pertain to higher education in government - "At the state level, a university -- even a private university -- can have great influence. From funding to enacting laws, higher education affects the lives of just about everyone, from the governor to agency heads to first-term legislators. But at the federal level, a university has little influence‖ (McMillen, p. 70). On whether a university should have a presence in Washington D.C. (through Higher Education Associations or lobbyists), he said that depended on the following things: • The ambition level of your institution's president and provost - "If your president and/or provost are interested in eventually moving from your university to another, larger or more prestigious university, then Washington networking and connections can be essential.― • The role of your congressperson - "If your university is in the district of a congressperson who is a party leader, or if she sits on an education/research committee, is a Cardinal, or otherwise serves on Appropriations, you . . . owe it to the associations and all of higher education to be active in Washington.― • A crucial back-home issue: "An association may be able to provide insight and valuable contacts in making that change happen.― • Your university's reputation -- "If your university has no presence in Washington, and only a limited government relations budget, membership in an association may be the cheapest way to get your university's name out there (McMillen, p. 103-104)."
  • 23. Advancement Services Donor Relations Responsibilities Include: • Acknowledgements • Stewardship • Coordination of events • Coordination of publications • Participation in marketing and communications strategies (Buchanan, 2000, p. 453)
  • 24. Capital Campaigns Kent Dove’s 10 steps to a successful capital campaign: 1. Commitments of time and support from all key participants — the governing board, the chief executive officer, prospective major donors, key volunteer leaders, the professional fundraising staff and the institutional family. 2. A clear organizational self-image and a strategic plan for organizational growth and improvement. 3. Fundraising objectives based on important and legitimate institutional plans, goals, budgets and needs. 4. A written document that makes a compelling case for supporting the campaign (and the larger and more complex the campaign the more support materials will be needed). 5. An assessment of the institutional development program and a market survey addressing internal and external preparedness. 6. Enlistment and education of volunteer leaders. 7. Ability and readiness of major donors to give substantial lead gifts before any public announcement of the campaign. 8. Competent staff and, perhaps, external professional counsel. 9. Adequate, even liberal, funds for expenses. 10. Consideration of other factors, such as the age of the organization, the caliber, size and distribution of the constituency, the range of the institution’s giving program, previous fundraising success and the quality of the program and the impact of its services. (Dove, 2012).
  • 25. The Future of Advancement • • • • • Rising Importance of Stewardship Fund-raising Participation Rates Unchanged Decline in Voluntarism Levels Off More Campaigns, Better Targeted Fund-Raising Focus Shifts (Buchanan, 2000, p. 372)
  • 26. Conclusion • At the heart of institutional advancement are relationships. Relationships with our donors, prospects, alumni, students, faculty and staff, community members, corporate partners, etc. are at the core of everything we do. • Institutional advancement is a sophisticated and intricate operation. • The field is changing quickly. Advancement professionals need to constantly evolve and be ready to embrace new technology and communication methods.
  • 27. References Buchanan, Peter McE. (2000) Handbook of Institutional Advancement, 3rd Edition. Council for Advancement and Support of Education. Washington, DC. Carter, L. & Moscow, L. (2012, March 18). Nonprofits must tell donors about solutions if they expect to win the public's trust. Retrieved from: http://philanthropy.com/article/Nonprofits-Must-Tell-Donors/131184 Dove, Kent. (2012). 10 steps to a successful capital campaign. The Non Profit Times. Retrieved from: www.thenonprofittimes.com/managment-tips/10-steps-to-a-successful-capital-campaign/ McMillen, William. (2010). From Campus to Capitol – The Role of Government Relations in Higher Education. The Johns Hopkins University Press. Baltimore, MD.