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Reengineering the University


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William Massy is a complex, deeply knowledgeable man: half hopeless romantic about the value and high purposes of higher education and half pragmatic engineer focused on costs, efficiency, and metrics. That combination proves to be just right for this wise and insightful book. -- Michael S. McPherson, The Spencer Foundation Reengineering the University spells out the efforts that William Massy has made throughout his extraordinary career to develop models to aid academic institutions in improving their cost efficiency and academic quality. Written in clear and concise form, academic administrators and faculty concerned about the future of their institutions should read it. -- Ronald G. Ehrenberg, Cornell Higher Education Research Institute This book is a game changer. It cogently deals with the problem of long-term sustainability of universities by addressing the core problems of quality in relation to cost and margin. Massy builds a strong case for his 'reengineering tools' which any university leader would find remarkably helpful in tackling critical issues of quality-conscious cost containment. -- Paula Myrick Short, University of Houston Reengineering the University is a tough love prescription for making the nation's colleges and universities more affordable by reengineering them to be more efficient. It is Bill Massy at his best. -- Robert Zemsky, Founder of the Institute for Research on Higher Education at the University of Pennsylvania Only Bill Massy could provide this perspective on an extraordinary moment in higher education, offering leaders a variety of adaptive tools and methods to engage this moment and strengthen the important work of creating sustainable futures for our universities. -- John J. DeGioia, Georgetown University

Table of Contents

Preface1. Understanding the Traditional UniversityProblems and OpportunitiesAssets Worthy of PreservationWhy Traditional Universities Do What They DoImplications for Tuition and Cost ContainmentBusiness Models and Value Propositions2. The Reengineering ChallengeFlaws in the Academic Business ModelBuilding a Reengineering PortfolioImplementation ConsiderationsResponsibilities for Reengineering3. The New Scholarship of TeachingConceptual UnderpinningsIllustrative ApplicationsTwo "Outside the Box" ProposalsOrganizing for Improvement4. The Cost of TeachingAlternative ApproachesDesign of Teaching SystemsModeling from University Transactional DataExtending the Model across the CampusAreas of Application5. Financial Planning and BudgetingEnvisioning University InformationCoherent Financial PlanningCoherent Resource AllocationA Model for Balancing Mission and MarginConclusionAppendixesA. Teaching and Learning PrinciplesB. Course-Based ABCC. Computer-Aided Course DesignD. Incremental Cost of EnrollmentE. Smart What-Ifs in the Course-Based ABC ModelF. Margin Equivalents for Start-Up ProgramsG. Extensions to the Mission-Margin ModelNotesBibliographyIndex

About the Author

William F. Massy, a higher education consultant, is professor emeritus of education and business administration and a former vice president and vice provost at Stanford University. The author of Honoring the Trust: Quality and Cost Containment in Higher Education, he is the former president of the Jackson Hole Higher Education Group.


Massy's in-depth yet highly accessible analysis is a must-read for any academic leader. * Academic Leader *
Massy has done an excellent job of explaining the interaction between the university budget, which creates the margin, or the financial return on investment, and the role of teaching and learning being core to the university mission. He spends considerable time helping integrate and resolve the two dimensions of mission and margin. * Canadian Journal of Higher Education *
This is a thoughtful book by an author who has a formidable range of experience with different formats for teaching... His arguments are tough, intricate, and demanding. * Designing the New American University *
... Massy, perhaps more than any other contemporary student of higher education, knows and critically thinks about how universities function day-to-day and academic year-to-academic year: what decisions have to made, who should make them, with what analytical information, and within what time frame. He keeps a close eye on multiple cause and multiple effect, as one must in multiversities. It is hard to do. * Canadian Journal of Higher Education *

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