Today's drive to make faculty meet short-term economic needs actually robs the U.S. of education's most valuable contributions: quality teaching and research. The advice for advancement officers is to emphasize the quality of education, not what the campus can do for business, politicians, or students in the short run. (MLW)

Four college advancement professionals who have been at their present institutions for many years describe their strategies for professional renewal. These include creating variety on the job, using out-of-town trips for a change of pace, and using normal changes in the job over time to keep the work interesting. (MSE)

Suggestions for motivating institutional advancement staff at colleges and universities include nonfinancial motivators (such as appreciation, team building, empowerment, professional development opportunities, flexibility, and formal recognition) and financial rewards (such as bonuses and merit pay). (DB)

A 1985 CASE survey that covers job responsibilities, reporting relationships, salaries, and characteristics of schools, colleges, and universities that employ institutional advancement professionals is described. The results were compared with the results of a 1982 survey. (MLW)

The 1995 CASE (Council for Advancement and Support of Education) Survey of Institutional Advancement, responded to by 969 advancement professionals at institutions of higher education, examined demographics (sex ratio, minority members); professional backgrounds; job satisfaction; salaries (now averaging $53,000); salary disparities; and the…

The rise of women professionals in higher education institutional advancement is evident from a 1990 survey of members of the Council for Advancement and Support of Education (CASE). Tables present data covering job titles, primary responsibilities, job satisfaction, reasons for leaving job, and institutional characteristics. (MLW)