Open Architecture SaaS in Higher Education

Traditional, monolithic application suites were initially developed in response to the inability to integrate applications in the early days of the enterprise softwareindustry. In order to create a full breadth of capability, a vendor had no choice but to write every application module themselves or to advance their product line through acquisition, often resulting in problems with integration, usability or no integration at all.

While these approaches may have appeared sound at the time, experience with these systems has surfaced many challenges and short-comings. Many colleges and universities have had to adopt several disparate”suites” to meet the various needs of operating units throughout the college to best service students. The results are extremely high maintenance costs, crippling IT complexity, little ability to adapt to changing opportunities, and little to no integration across the organization.

A new paradigm for higher education enterprise software is upon us. Modern enterprise application architectures are moving away from the legacyapproach of the monolithic suite. Higher education has reached a tipping point in enterprise applications, a point which creates massive new opportunities for colleges and universities to transform their enterprise architectures and achieve greater benefits. Benefits of this new approach include:

  • Lower costs
  • Reduced IT complexity
  • The ability to capitalize on best-of-breed applications
  • An integrated enterprise

The future of higher education software rests with companies who are the best at their core business focus. These companies leverage new industry standards to integrate broadly with other important education and business applications, and make it easier for universities to integrate their own internally developed applications. Higher education no longer has to settle for a package of second-rate applications in order to benefit from the one application module that is core to their mission.

The Emergence of SaaS: Is it Enough?
Software as a Service, or SaaS as it is known, is a topic of discussion in most higher education IT circles today and adoption rates are on the rise. But what does it mean?

Because a SaaS application is delivered to the school as a service, securely over the Internet, the school is automatically kept on the latest version of the application, reducing costly and disruptive upgrade projects. Colleges don’t incur the expense and hassle of purchasing, installing and storing their own hardware and software, plus they can better leverage staff expertise by moving the focus away from software maintenance and upkeep to instead focusing on strategic decisions to improve the overall student experience.

While SaaS in and of itself delivers numerous operational and financial benefits for higher education, traditionally it has been viewed as a closed environment. To truly embrace the potential of SaaS, it needs to be supported by an open architecture.

Open SaaS: What Does it Mean for the Future of Higher Education?
SaaS becomes that much more powerful through an open integration architecture with either pre-built connections with leading business and learning applications or a college’s own custom applications that directly integrate to the data and business processes. An open SaaS environment means that colleges and universities can benefit from a reliable, dependable, low maintenance SaaS model, plus they can customize and add on to both simplify and centralize information management in a way that meets their individual needs.

An open SaaS architecture allows simple integration with additional technologies used by the institution, enabling schools to create an ideal environment capable of meeting its unique needs. Schools that take advantage of an open SaaS environment are able to create efficiencies for users by streamlining operational and reporting processes.

From an operations perspective, users only need to focus on the applications that are relevant to the school. For example, a school that utilizes on-campus housing may need to integrate a housing application, while an online university wouldn’t need that application.

From a reporting perspective, a school can obtain greater insights into its business by creating reports from a central database, across all integrations and applications. An integrated Ad Hoc report writer will allow a school to easily create reports and track results it needs to support prospects, students, programs, growth and accreditation. For example, a college who wants to report on student learning outcomes in an online environment compared to a campus-based course can easily do so because data will be centrally managed through the core system and accompanying integrations.

Open SaaS: Is It Right for Your School?
When assessing an open SaaS environment, schools need to take a look at their current systems and any redundancies and/or disconnects where information management can be simplified and streamlined. An open SaaS model gives colleges and universities the tools to better support students, maximize theirinvestment and drive a competitive advantage.

  • Supporting Students: An open SaaS model gives universitites the opportunity to constantly embrace new and advanced applications to meet the evolving needs of students and support them throughout their education. At the end of the day, a successful student experience is what typically drives institutional missions, and being able to readily adopt and create applications that enable a school to further support student success is paramount.
  • Maximizing ROI: Br creating a a structure unique to colleges’ own needs and processes, universities don’t have to pay for systems and applications they are not going to use. They also are not incurring exorbitant costs for custom integration into a closed system.
  • Staying Competitive: Staffing efficiencies in IT and across the institution mean that users aren’t burdened with functionality they don’t need, therefore giving them more time and resources to dedicate to recruiting and retaining students, as well as delivering and advancing programs to meet market demand.

Adopting an open SaaS modelcan enable your core system to integrate with preferred applications, allowing for complete student lifecycle management in a whole new way. The old rules and assumptions no longer apply, and the future possibilities of an open SaaS environment are quite endless.

Know the Higher Education Expenses Covered by Your IRA Account

College Education spells costs. Savings nowadays accumulate just minimal interest rates; not enough to cover your entire child’s education. Good thing there are IRA assets. IRA stands for Individual Retirement Account and owning one can save you from the stress of financing your children’s education after high school. Using the IRA to cover for the qualified higher education expenses at a qualified educational institution gives a lot of convenience to parents nowadays.

What are higher education expenses and what measures are used to determine if the expenses are qualified? Section 529 Chapter 3 of Internal Revenue Code defines “qualified higher education expenses” as a term denoting the essential college expenses. Essential college expenses constitute equipment, supplies, books, tuition and fees needed for attendance or enrollment in a qualified educational institution. If your child is a half time student, these expenses can also include his room and board.

Be cautious however and remember that not all higher education expenses are covered by IRA. By law, it is required that the expenses should be coordinated with the other educational benefits of the student. On the recent rules released by Commissioner Gorski of the United States Tax Court, IRA distributions should be used to pay certain equipment or supplies necessary for enrollment or attendance; these expenses are penalty free. Moreover, the owner should withdraw his contributions for qualified higher education expenses the same year the expenses are incurred.

IRA does not cover all expenses! This should be stressed to all IRA owners since most of the times, there are confusions as to what can be regarded as expense or not. Simple guidelines will be:

a. Proper and complete documentation is necessary for purchase of books. The documentation is needed to show that the expense is really incurred during appropriate tax year.

b. Household items are not needed for enrollment. These items are not higher education expenses and thus are not qualified.

c. Laptop computers are important educational equipment needed by students nowadays. Although this maybe the case, these computers are not required for a student to be enrolled; and just the same, these will not qualify as higher educational expenses since schools will not require students to purchase one.

As you can notice, the rules are basic and direct. The US Court definitely requires that the eligible educational institution should be the ones stating their specific requirements. What is set by the educational institution as school expenses will then be the basis of IRA’s higher education expenses.

Being an IRA owner, you can choose to utilize all or just some of your IRA assets to help you settle your children’s education. Your distribution, when withdrawn before your age of 591/2, will be subject to 10% penalty tax and federal income tax. Nevertheless, the IRC allows several kinds of distribution exempted from the 10% penalty tax; this includes those distributions utilized to pay qualified expenses. Remember that if the amount you withdrew from your IRA account in a year does not exceed your eligible higher education expenses, the penalty tax of 10% will not be applied, however, you will still pay the regular income tax.

With the bulging costs of higher education nowadays, it’s a good thing people are getting wiser by investing their money for future. Individual Retirement Account is good for supporting your child’s education. Proper preparation is vital and owners must be responsible enough to know which will qualify as higher education expenses and which are not.

Diversifying Revenue Needed for Institutions of Higher Education

Diversifying Revenue

Today, institutions of higher education are being encouraged and challenged to think creatively about expanding and developing new revenue sources to support the their short-term and long-term goals. Moody’s Investors Services has outlined in its published reports how every traditional revenue stream for colleges and universities is facing some sort of pressure.

Unfortunately, the pressure on all revenue streams and sources is the result of macro-level economic, technological and public opinion shifts, and these changes are largely beyond the control of institutions.

The Moody analysts have cautioned that revenue streams will never flow as robustly as they did before 2008. It’s been stated the change will require a fundamental shift in how colleges and universities operate; one that will require more strategic thinking.

In their studies, Moody’s notes that colleges and universities will have to rely on strategic leaders that are willing to address these challenges through better use of technology to cut costs, create efficiency in their operations, demonstrate value, reach out to new markets, and prioritize its programs. However, in doing so, many of these efforts may create disputes with faculty members or other institutional constituents, unless they are able to get the collective buy-in that has been the staple of higher education governance. But with goals being established and the evolution taking place as part of the process, hopefully, there will be a more widespread understanding on all sides.

Major revenue constraints can be attributed to larger changes in the economic landscape, including lower household incomes, changes and fluctuations in the economic and federal government picture, declines in the number of high school graduates, the emergence of new technologies, and a growing interest in getting the most out of a college education – particularly as it pertains to employment after graduation. A stable fiscal picture and outlook would require improved pricing power, a sustained and truly measured decrease in the unemployment rate, improvements in the housing market, and several years of consistent stock market returns.

The traditional higher education model has been disrupted by the ability of massive open online courses, particularly by the legitimization of online education and other technological innovations. In many ways, this has signaled a fundamental shift in strategy by industry leaders to embrace these technological changes that threaten to destabilize the residential college and university’s business model over the long run.

There are other related challenges facing higher education: the growing profile of student debt, which has topped $1 trillion nationally, and default rates, and pressure on politicians and accreditation agencies to ensure the value of degrees. In addition, an alarm continues to sound over a potential student loan bubble and the diminishing affordability of higher education.

One way for colleges and universities to get students, and their parents, to pay for higher tuition is by demonstrating that the outcomes – including their campus experience, postgraduate employment, graduate school enrollment, and long-term success and happiness – are well worth the tuition and future job pay. Students and their parents want to know, “What am I getting for my investment?” As a result, recruiters have a tougher job “selling” a traditional education with the cost of education continuing to escalate.

But the on campus education and living and learning experience are the “door openers.” As I like to say, “We are a product of our environment.” Making the right friends, building relationships with influential professors, administrators, parents and relatives of friends, and fraternity brothers or sorority sisters all get added into the equation of the student’s environment. In retrospect, students may forget or never use half of what they learn, but the connections and friends they make and the experiences they have while in college are priceless.

Over 1/3 of the colleges and universities in the nation are experiencing some sort of financial crisis. Many have gone from operating full operating budgets to a comfortable black to a severely red. And cash reserves have dropped, as well as endowments.

Without a doubt, the university must find new revenue sources. Attracting more out-of-state and international students is one additional source of revenue for these institutions.

We must never lose sight of the fact of the importance of investing in higher education. Educating the young is of primary importance. Devising ways to maximize time and money, such as integrating class projects and research that might result in publication is another alternative to consider.

Allowing and/or expanding commercialism on the campus may provide added sources of revenue. Examples could include allowing corporate naming rights to athletic facilities or increased advertising signage inside arenas and stadiums. This may seem drastic and some may even say, “You have to pick your poison” in being creative to increase your revenue streams.

Attempting to reduce the university’s “discount rate,” the percentage of the total tuition bill for the entire student body that the university waives to grant financial aid to its students is one possibility. But that can be risky business. Any move to reduce the discount rate potentially upsets an exceedingly delicate balance. Looking to attract families that are able and willing to pay full or near full tuition, while simultaneously making the school accessible to less wealthy students, and hitting the right mark, granting merit aid to lure high-potential students who might later benefit the school and broader community, may be one possibility to work in achieving a better balance among the many factors that feed enrollment. Additionally, stepping-up the fundraising efforts to offset any potential rising discount rate may also be helpful.

Another factor to think about is the amount of construction the institution may be having on campus, especially during campus tours, to determine the effect, it may or has caused in any dips in the recruiting process. Even though construction on campus is a sign of growth and improvement, in the short-term it is not always the most attractive thing for students to see and hear on campus, or experience during a campus tour with their parents.

Institutions of higher education must also anticipate any approaching demographic shifts. They may have to grapple with an economic and social environment in which more families bargain for the best deals among different schools. If this is the case, the institutions should consider making their best offers up-front first and try to avoid drawn-out negotiations.

Students are creating more choices for themselves and they have more access to more choices. The internet makes it easier for students to research and apply to more schools.

Some of the private institutions have held back from the tuition-hiking trend, and some have even cut tuition costs in an effort to attract more students. Other schools have taken more unconventional measures, such as freezing tuition, offering three-year degree programs, or giving students four-year graduation guarantees. They are doing this with the goal of increasing enrollment levels that will more than offset the reductions being made, thereby providing more overall revenue without sacrificing the student’s education.

But also since the economic downturn, private colleges and universities across the nation have redoubled efforts to cut their operating costs, improve their efficiency, and enhance their affordability in order to stay within reach of families from all backgrounds. You cannot lose sight of that. Making it work has to be done on both ends; cutting costs and increasing revenues.

Other strategies that could be considered to increase the enrollment and revenue streams at institutions of higher education could include the following:

  • Segmenting search to target upper profile students with different messages;
  • Increasing scholarship levels (while still maintaining net revenue needs);
  • Targeting out-of-state students or students outside of traditional markets;
  • Targeting high school honors programs;
  • Holding a scholarship recognition day;
  • Stressing off-campus opportunities such as internships and study abroad;
  • Promoting graduate school placements and outcomes; and
  • Developing high profile academic majors, pre-professional programs, or new majors and programs to support enrollment growth.

Additional considerations for increasing revenue streams might include:

  • Review the individual educational programs in-place and revenues provided by each and coverage of direct costs and determine what changes should be made, if any;
  • Acceleration of the 4 year degree programs into 3 to 3 ½ year programs to save on tuition and utilize it as a marketing tool for recruiting, but do so without short changing the student’s education;
  • Providing an automatic 2-year graduate scholarship at the university for students who enroll in a 4 year undergrad program and meet and maintain a defined GPA level and other pre-defined standards and goals of the university. Use as a tool for marketing and recruitment;
  • Having a full-time grant application aid/seeker for the university searching for state and federal funds, as well as working with faculty and staff to develop research projects for funding and using as educational programs for the students;
  • Establishing joint and cooperative programs with other universities in the US and abroad for recruiting;
  • Consider an overall re-evaluation of the recruiting process for identifying and “going after” potential students, thereby expanding the horizons and outreach;
  • Obtaining more exposure on a “national and multi-state” level;
  • Determine if any new programs should be added, programs dropped, or enhanced and/or expanded;
  • Develop tools for “presenting a plan” and a “comprehensively designed package” for financing and paying the cost for education;
  • Reaching-out to alumni and friends for enhanced ways to provide for contributions to the university through annuities, insurance, and other charitable giving techniques and products; and
  • Developing relationships with corporate sponsors for grants and contributions and placements for graduating students.

Conclusion

For the suggestions mentioned about possible new revenue source considerations to support the institution’s short-term and long-term goals, it will be important to develop predictive financial modeling tools for testing the proposed changes and outcomes to the enrollment levels and the projected effects on the revenue streams and the overall bottom line.

In doing all of this we must never lose sight of the fact that education prepares graduates to lead lives of achievement, contribution and meaning. And, as I like to say, “The Students will become a Product of their Environment.”

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