Researchers suggest that developing long-term relationships with key stakeholders is an important strategy in today’s intensely competitive business environment. Many organizations have embraced this concept, which is referred to as relationship marketing. Much of the research on relationship marketing success has examined relationships that (1) are primarily economic in nature, (2) involve business-to-business marketing, and (3) involve forprofit firms. However, the authors argue that relationship marketing is a viable strategy in such contexts as those involving high levels of social exchange, business-to-consumer marketing, and nonprofit marketing. In these contexts, relationship marketing success may require different relationship characteristics from those identified in previous research. The authors develop “the identity salience model of relationship marketing success,” which they posit is useful for explaining relationship marketing success in exchange relationships that (1) involve indiv...

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The Identity Salience Model of Relationship Marketing Success: The Case of Nonprofit Marketing

This article examines the emergence of innovative policies in public postsecondary education systems. The findings, based on an analysis of recent data, suggest that states' postsecondary governanc...

State-Level Centralization and Policy Innovation in U.S. Postsecondary Education

Student achievement depends upon successful passage through a series of transitions: elementary to middle school, middle school to high school, high school to college. Increasing the efficiency of successful transitions requires the collection and analysis of student data across these transition points. Yet longstanding separations between education sectors and continuing proliferation of multiple, disconnected student data systems have served as barriers to statewide tracking of student progress.

https://files.eric.ed.gov/fulltext/ED399854.pdf

State Higher Education Executive Officers

As the architect of the oldest and most stable performance funding program, Tennessee provides a unique opportunity to analyze the impact of changes in performance funding policies on changes in institutional retention and six-year graduation rates over time. Utilizing spline linear mixed models, this study examines the impact of changes in Tennessee’s performance funding policies on retention and six-year graduation rates at public four-year institutions from 1995-2009. The results show tying retention and graduation rates to performance funding was unrelated to changes in the performance measures over the fifteen year period examined. Additionally, the doubling of the monetary incentive associated with the retention and six-year graduation rate measures in 2005 was not associated with increases in retention rates. These results suggest that at their current funding levels, states’ adoption of performance funding programs, such as the one in Tennessee, may be insufficient to incentivize changes in institutional behavior as desired by state leaders.

https://files.eric.ed.gov/fulltext/EJ956031.pdf

Impact of Performance Funding on Retention and Graduation Rates

/pdf/what-makes-a-revolution-teaching-and-learning-in-higher-f9l13uiiy9.pdf

Kit Lively

Papers

Diversity Increases among Presidents.

States Step Up Efforts to End Remedial Courses at 4-Year Colleges.

Women in Charge.

Sabbaticals under Fire.

What's In a Name? Just Ask Colleges That Want To Be Called Universities.