Ian Porter Tacquard—Alumni Relations and Special Events Manager
St. Margaret’s Episcopal School—San Juan Capistrano, Calif.
United States
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Pam Russell
Director of Communications
CASE
+1-202-478-5680
russell@case.org






 

For Immediate Release
Oct. 3, 2012

New Surveys on Community College CEOS, Chief Development Officers Reveal Gaps in Fundraising Perspectives

WASHINGTON, D.C. — Two parallel surveys of chief executive officers and chief development officers at community colleges reveal significant gaps in perspectives by these senior leaders with respect to fundraising goals, resources and their respective roles.

The Council for Advancement and Support of Education recently conducted the two surveys of CEOs and CDOs at community colleges. Some key findings of the “Mind the Gap” surveys include:

  • Fifty-five percent of presidents believe their institution has adequate resources to grow giving compared with 24 percent of CDOs, a gap of 31 percent.
  • Seventy-one percent of CEOs and 53 percent of CDOs agree that their institution’s goals are realistic. This finding indicates that nearly 30 percent of CEOs and half of CDOs do not believe their fundraising goals are realistic.
  • Nearly 90 percent of CEOs are confident that they understand the fundraising process while just fewer than 65 percent of CDOs agree, a gap of 26 percent.
  • Eighty-two percent of CEOs say they are comfortable asking for gifts; 55 percent of CDOs believe their CEOs are comfortable, a gap of 27 percent.
  • Nearly 45 percent of CEOs believe they are spending enough time on fundraising; 30 percent of CDOs agree. Both parties, therefore, wish that the head of the institution could dedicate more time to fundraising.

The survey also revealed a number of factors that appear to correlate with fundraising success at community colleges, including:

  • Maturity of the fundraising program. Established fundraising programs (two full-time fundraisers for more than 10 years) generally raised more in the previous fiscal year than did start-up programs (two full-time fundraisers for 10 or fewer years). 
  • Presidential time spent on fundraising. Institutions at which the president spent at least 25 percent of his or her time fundraising were more likely to report giving totals of $1.5 million or more.

The full results of the surveys are to be presented Oct. 3 at CASE’s inaugural Conference for Community College Advancement, the first national gathering of advancement professionals from two-year institutions. 

“We believe the results of these surveys will help foster honest dialogue between community college presidents and chief development officers about their respective roles, goals for the institutions and how they might better collaborate to achieve them,” says John Lippincott, CASE president.

About CASE

The Council for Advancement and Support of Education is a professional association serving educational institutions and the advancement professionals who work on their behalf in alumni relations, communications, development, marketing and allied areas.

CASE was founded in 1974 and maintains headquarters in Washington, D.C., with offices in London (CASE Europe, 1994), Singapore (CASE Asia-Pacific, 2007) and Mexico City (CASE América Latina, 2011).

Today, CASE’s membership includes more than 3,600 colleges and universities, primary and secondary independent and international schools, and nonprofit organizations in nearly 80 countries around the globe. This makes CASE one of the world’s largest nonprofit educational associations in terms of institutional membership. CASE serves nearly 78,000 advancement professionals on the staffs of its member institutions and has more than 16,000 professional members on its roster.

To fulfill their missions and to meet both individual and societal needs, colleges, universities and independent schools rely on—and therefore must foster—the good will, active involvement, informed advocacy and enduring support of alumni, donors, prospective students, parents, government officials, community leaders, corporate executives, foundation officers and other external constituencies.

CASE helps its members build stronger relationships with all of these constituencies by providing relevant research, supporting growth in the profession and fostering support of education. CASE also offers a variety of advancement products and services, provides standards and an ethical framework for the profession and works with other organizations to respond to public issues of concern while promoting the importance of education worldwide.

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