The University Budget

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Shaping Emory's Future

Funding the university in changing economic times

How are private research universities financed? What are the increasing difficulties of this model? The basic problem has been illustrated in many different graphs showing that the cost of education at private colleges has been rising at a much faster rate than the cost of living and even medical costs. As a scientist looking at that plot, biologist and University Senate president Gray Crouse sees no reason to think that in the future the three lines will get closer together. If such trends are sustainable, how are they sustainable? Or if such trends are not sustainable, what are the consequences for private research universities like Emory? >>more

The Liberal Arts Research University

Provost Claire Sterk writes that Emory is not just an excellent liberal arts core in a research university, but a research university infused throughout with the liberal arts. This, she argues, fundamentally defines Emory and makes us an exceptional university.  >>more

Human Decisions Toward Collective Aspirations

Executive Vice President for Finance and Administration Mike Mandl explains Emory's operating budget and how it relates to institutional priorities—process, principles, and opportunities.  >>more

Business Practice Improvement

As Emory moves into its 177th year of existence, it continues to adjust its operations to create, preserve, teach, and apply knowledge in the service of humanity. Technology has changed the way we all do business. The recession in the late 2000s and future uncertain economic times have forced everyone to rethink how money is spent. Universities are forced to do more with less. Business Practice Improvement is one of many ways that Emory is identifying opportunities to do just that.  >>more

All-Funds Revenues Budget By Operating Unit for FY 2012-13

A set of charts shows the many and varied funding models for Emory's different schools and units. >>more

Q&A with Jan Love, Dean and Professor of Christianity and World Politics, Candler School of Theology

"Faculty and staff alike have dedicated considerable time and creative energy to chart and implement a strategic plan, which should put the school on a clear path to recovery by growing tuition revenue." >>more

Q&A with Robert Schapiro, Dean and Asa Griggs Candler Professor of Law, Emory Law School

"We are open to more possibilities of ways in which people can get the benefit of an Emory Law education without spending three consecutive years in Gambrell Hall." >>more

Access and Excellence

In order to design the system in which the admission and financial aid processes work together at Emory College—or at any college, for that matter—the university has had to make some important decisions. >>more

The Cost and Value of Research

On March 1, 2013, President Obama issued an order canceling $85 billion in spending across the federal government for fiscal year 2013, which ends on September 30. For research, this sequester translates into a 5 percent reduction in federal grants, which last year totaled $351 million at Emory. Emory will lose an estimated $17.5 million in research funding, with additional impact on federal work-study and Supplemental Educational Opportunity Grants. But this may be just the beginning. Without a congressional agreement to stop the sequester, the federal government will need to cut $1.2 trillion in the next decade, and our loss of research grants and support will magnify many fold. This is a chilling message to our country, our institution, and our mission. >>more

Utmost Responsibility with High Stakes

An appointed faculty counselor serves each committee of the Emory University Board of Trustees. Last year, Javed Butler was invited to serve as a faculty counselor to the Investment Committee. This is his account of his experience and what he learned. >>more

 

The Productive Student

The Productive Student

The question of student debt has penetrated public awareness, but in many ways student labor remains a larger problem. Nationally, about one in five undergraduates don’t work for wages. The remaining eighty percent do, however, for an average of thirty hours a week. Most credible studies agree that a modest amount of paid work while in school is associated with higher grades, at least for those who come to campus with higher ability. However, over-working—which is usually described as working more than fifteen or at most twenty hours a week—negatively affects learning, persistence to degree, and time to degree. >>more

Endnotes

Sandy Baum, Robert Zemsky, Ronald Ehrenberg >>more

Strategic Plan Updates