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DOCUMENT RESUMEHE 029 825ED 402 882AUTHORTITLEINSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSGearhart, G. DavidThe Capital Campaign in Higher Education. A PracticalGuide for College and University Advancement.National Association of Coll. and Univ. BusinessOfficers, Washington, D.C.ISBN-0-915164-98-195230p.National Association of College and UniversityBusiness Officers, One Dupont Circle, Suite 500,Washington, DC 20036-1178 ( 36.95 members; 49.95nonmembers).Books (010)Non-Classroom Use (055)GuidesMF01/PC10 Plus Postage.Accounting; Capital; Donors; *Educational Finance;Endowment Funds; Feasibility Studies; FinancialNeeds; *Fund Raising; *Higher Education;*Philanthropic Foundations; Private FinancialSupport; Public Relations; Trusts (Financial);Volunteers*Council for Advancement and Support of EducationABSTRACTThis book is a guide to the major elements ofplanning and conducting capital campaigns for colleges anduniversities. Chapter 1 provides an overview of a capital campaignand reviews the elements needed before campaign planning begins.Chapter 2 offers some historical background of development programs,and discusses selection of a campaign counsel, the campaign casestatement, and feasibility studies. Chapters 3 and 4 cover thecreation of a campaign organization, and the role of volunteers andthe external campaign organization. The process of soliciting andasking for gifts is addressed in Chapter 5. Chapter 6 describescampaign mechanics, including a brief discussion of campaign cashflow as it relates to bricks-and-mortar gifts. The public relationsaspects of campaigns are discussed in Chapter 7. Next, Chapter 8looks at campaign accounting in relation to guidelines promulgated bythe Council for Advancement and Support of Education (CASE). Finally,Chapter 9 reviews post-campaign plans including an agenda for futurefund raising. Twelve appendixes include: a typical feasibility study;a needs statements; sample language for named chairs, endowments andfellowships; samples of advertising campaigns; an organization chartfor a university relations department; and sample pledge forms. TheCASE management and reporting standards for educational fund-raisingcampaigns are also appended. *************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

0000OTheCapital Campaignin Higher EducationA Practical Guide forCollege and University AdvancementNACUBO\0,11 ASSICution(ml( ollopp .11.1 I ,11,-,ItsRINness I HhcosBEST C PY, 5,BLEU.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYNACUBOEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)IIISms document has been reproduced asreceived from the person or organizationoriginating it.U Minor changes have been made to improvereproduction Quality.TO THE EDUCATIONAL RESOURCESPoints of view or opinions stated in this docu-INFORMATION CENTERIERICrOERI position or policy.ment do not necessarily represent official

TheCAPITAL CAMPAIGNin Higher EducationA Practical Guide for Collegeand University AdvancementG. David GearhartSenior Vice President for Developmentand University RelationsThe Pennsylvania State UniversityNACUBO3

Library of Congress Cataloging-in-Publication DataGearhart, G. DavidThe capital campaign in higher education : a practical guidefor college and university advancement / G. David Gearhartcm.p.ISBN 0-915164-98-11. Educational fund raisingUnited States. 2. Universitiesand collegesUnited StatesFinance. I. TitleLB2336.G431995378'.02dc2094-44547CIP Copyright 1995 by the National Associationof College and University Business OfficersOne Dupont CircleWashington, DC 20036All rights reservedPrinted in the United States of AmericaEdited by Donna KlingerDesigned by Stacey Trey4

ContentsAcknowledgmentsForewordPrefaceONE The Capital Campaign: An OverviewThe Capital Campaign at Colleges and UniversitiesThe Capital CampaignA DefinitionInstitutional Readiness for a Capital CampaignTWO Planning for the CampaignCreating a Historical PerspectiveBeginningthe Planning ProcessCampaign CounselThe Campaign Case StatementThe Feasibility StudyPublic Feasibility StudyTelephone Feasibility StudyMail Feasibility StudyVolunteer Feasibility Studyixxixiii1235151516232325252626Institutional Strategic Planning and the Needs Statement 2729Setting the Goal for the Campaign29Goal Determined by Competing Institutions29Goal Determined by the Needs30Setting the Goal for Public Relations Purposes30Goal Determined by Feasibility StudyNeed Goal Versus Dollar GoalPhilanthropic Giving to Public UniversitiesSelecting a Campaign Name or ThemeTHREE Creating a Campaign Organization30313235Integration of Institutional AdvancementThe First StepInternal Planning GroupStaffing Required353738

Relationship of the Capital Campaign to OngoingFund-Raising ActivitiesAnnual FundCorporate and Foundation RelationsPlanned GivingCommunicationsThe Volunteer OrganizationThe Role of the President of the Institutionin the CampaignAssisting with and Endorsing the CampaignPlanning PhaseRecruiting the Volunteer Committee for theCampaignAttending Meetings of the Volunteer GroupActing as Principal Spokesperson for the CampaignParticipating in the Faculty/Staff CampaignSoliciting Major GiftsRole of the Chief Institutional Advancement OfficerProviding Staff Support to the Chairpersonand PresidentServing as Liaison to the Volunteer CommitteeServing as Campaign DirectorProviding Services to the Campaign CommitteeMeetingsSoliciting Major GiftsRole of the Director of Alumni RelationsRole of the College or University Relations DirectorFOUR Volunteers and External OrganizationUses of VolunteersServing in Leadership Capacities as Officersof the CampaignSoliciting Major GiftsProviding LeadershipServing as Spokespeople for the CampaignRecruiting VolunteersThe Campaign Volunteer Committees andOrganizational ModelsThe National Campaign 56595959606060616363

The National Campaign Executive CommitteeThe Honorary Campaign CommitteeOrganizational ModelsGift Level ModelFunctional ModelGeographic ModelAcademic Unit ModelCommunications CommitteeRole of the Campaign ChairpersonRole of the Campaign Vice ChairpersonRole of the Campaign TreasurerRole of the Governing BoardRole of the Development Council/Foundation BoardThe Faculty/Staff ComponentProgram-Specific SolicitationAnnual Program DesignationThe Student ComponentThe Local Community ComponentThe Alumni Association During the Capital CampaignAthletic Fund Raising During the Capital CampaignThe Capital Campaign and Parent GivingFIVESolicitation ProcessAsking for the GiftWhy People Give to Capital CampaignsTax ConsiderationsPeer PressureAltruismImmortalityControl, Power, and AuthorityA Desire to Be Included, to Belong, to Be ImportantTo Change HistoryDon't Let the Children Have ItAll of the AboveWhy People Do Not Give to Colleges and Universities"My Money Is All Tied Up""Where Have You Been All These Years?""I Am Leaving My Life's Labor to My Children"The Depression Syndrome"You'll Stop Coming to See 818485858687878889898989899090

Philanthropy Has Never Been a HabitThe Pickle TheoryTaxesPhysicians and Attorneys as BenefactorsProspect ManagementThe Prospect Management SystemEvaluation and Rating of ProspectsThe Process of Asking for a GiftCommon Mistakes in Major Gift SolicitationsSIX91919191939396101108Campaign Particulars113The Six Phases113Percent of Goal in Hand Prior to Public Announcement 115Cost/Budget of the Capital Campaign116Information Systems117The Gift Range Chart120The Term of the Capital Campaign121Campaign Cash Flow122The Pledge Form122Frequency Between Capital Campaigns122Public Relations for the CampaignInstitutional and Campaign IdentityThe Campaign Public Relations PlanPhase I: Precampaign PublicityPhase H: Announcement of the CampaignPhase III: Informational PhasePhase IV: Concluding Campaign and PostCampaign PhaseInternal University PublicationsExternal PublicationsThe Lead Campaign BrochureConcluding Campaign BrochureAdvertising PlanSpeakers BureauThe Role of Video in Public RelationsThe Role of Video in Fund RaisingThe Campaign Kickoff and Concluding EventsBoard of Governors ResolutionThe Recognition 5136137138140140

EIGHT Campaign AccountingNeeds Goal Versus Dollar GoalCall for Standard Reporting143144144Lack of Uniformity in Campaign ReportingA National ProblemThree Key ConceptsGovernment FundsNongovernment Grants and Contracts145145147148151NINE Post-Campaign Plan151The Challenge Ahead152Post-Campaign Objectives152Sustain and Increase Private Giving152Collaboration with Academic Leadership153Evaluation of Needs154Focus CampaignsCreation of a College or University Development154Committee155Maintenance of Development Resources155Maintenance of Volunteer Programs156Reassess Gift Endowment LevelsMaintenance of Donor/Constituent Relations Program 156156Planning for the Next CampaignAppendices AM159

AcknowledgmentsI would like to express special gratitude to David John Lieb forassisting with the compilation of the research for this book. Hisdiligent efforts were invaluable to the publication of this book,and I am grateful to him for his professional support.I want to express special thanks to my office staff at The Pennsylvania State University. Sandra Thompson, Jan Oakes, MaggieCrispell, and Barbara Ryzner were extraordinarily patient and helpful as this project moved forward. I also wish to thank BernadineB. Prince, who was an early inspiration for this book.Special appreciation is expressed to Martha Busha for her technical expertise in assisting with the first draft of the manuscript. Iam also grateful to Michael Bezilla who assisted in the editing ofthe book and provided helpful suggestions.I also wish to acknowledge the fund-raising consulting firm ofGrenzebach Glier and Associates, Inc., of Chicago, Illinois. Chairman Martin Grenzebach and President and CEO John Glier haveprovided their expertise and guidance to me for many years, andmuch of their "wisdom" is reflected throughout these pages.Also, I want to express deepest appreciation to the senior staffin the Division of Development and University Relations, BradChoate, Peter Weiler, Roger Williams, and Barbara Coyle; and keystaff in the Office of Development, Bob Groves, Dan Saftig, JimRhodes, and Leslie Saftig, who provided encouragement, constructive criticism, and experienced advice during the writing of thisbook.Gratitude is expressed to H. Bryce Jordan, 14th president ofThe Pennsylvania State University, under whose leadership I began this book and to Joab Thomas, 15th president of Penn State,under whose leadership I completed it. I am also grateful to themany volunteers of the university whose inspiration contributedto this project, particularly the chairman of our Board of Trustees,William A. Schreyer, and the chairman of The Penn State NationalDevelopment Council, Edward R. Hintz.ix1'O

xIThe Capital Campaign in Higher EducationFinally, I wish to express gratitude to Roy B. Shilling Jr., president of Southwestern University in Georgetown, Texas, who hasbeen an inspiration to me throughout my professional career.This book is dedicated to my wife, Jane Brockmann Gearhart,and our children, Katy and Brock.i1

ForewordRegardless of the label that may be applied to the function of garnering financial resources for institutions of higher learningfundraising, institutional advancement, or developmentthere is onething that is certain: philanthropic support is critically importantto any college or university that seeks to be one of the best of itstype within the United States. The proliferation of advancementstaff has been one of the most dramatic changes in higher education in the last 20 years. Virtually every college or universitypub-lic and independentin America is now involved in some aspectof fund raising. The acute competition for resources is forcing institutions to place a major emphasis on development.Currently, more than 300 colleges and universities are conducting major capital campaigns, and in the big picture more thanone-third of all institutions have mounted a campaign at some timein their recent history. Development personnel have become highlyskilled and sought after, as even a casual glance at the classifiedsection of The Chronicle of Higher Education will attest. Presidents,governing boards, regents, financial officers, and senior administrators have come to recognize that running a capital campaignrequires considerable expertise and a total institutional commitment. These administrators realize that the entire ethos of a college or university is involved in moving an institution forwardthrough a capital campaign, and they know that a successful campaign can fundamentally transform an institution. Entire campuses,colleges, and departments can be galvanized by major philanthropic support. Research initiatives can be bolstered by the infusion of gift support, and renowned faculty who might otherwisebe lured away by competing institutions can be convinced to remain with the promise of an endowed position that provides re-search dollars, clerical support, and extra stipends. Campaigndollars can endow more scholarships to help recruit the best andbrightest students. The capital campaign is crucial to any institution that wants to be on, or remain at, the cutting edge of highereducation.12xi

xiiIThe Capital Campaign in Higher EducationOne of higher education's ironies is that there are few formalprograms available in which to learn how to prepare for or manage a capital campaign. Although the average institution preparesstudents to become distinguished members of the professoriate, itoffers few opportunities in its curricula for those interested in rais-ingthrough capital campaignsthe requisite dollars for theinstitution's continued growth and enhancement. Only a handfulof colleges and universities, including Indiana University and ThePennsylvania State University, offer courses that specifically addressdevelopment. These programs are the exception. As one develop-ment director told me early in my career, "Development is notsomething that you can teach or learn, it is something that you justgo out and do!"In this book, a distinguished university administrator has madean exemplary effort to fill that void. The Capital Campaign in HigherEducation serves as an excellent "how-to" guide for planning andimplementing capital campaigns in today's colleges and universities. Other books have cast a large net and attempted to define acampaign for any philanthropic organization, be it a major publicresearch university or a small community drive. This book doesnot attempt such a feat, but instead is specific to fund-raising efforts in higher education. It imparts a general working knowledgeof the important attributes and characteristics of the capital campaign in colleges and universities and should be required readingfor all development officers and senior administrative personnel.In short, this book will enable you to "go out and do it."Dr. Roy B. Shilling Jr.PresidentSouthwestern UniversityGeorgetown, Texas13

PrefaceThis book provides a practical summary of the major elements ofplanning and conducting capital campaigns for colleges and universities. As tuition rises faster than the Consumer Price Index andlegislative appropriations continue to dwindle in state after state,both public and independent institutions are turning to philanthropic support to maintain and strengthen their academic missions. The only way to garner these critical private dollars on alarge scale is to establish an efficient and aggressive developmentprogram, staffed with dedicated, knowledgeable professionals. Itis for these professionalsboth veterans as well as beginnersthat this book is primarily intended. However, development professionals need to involve all of the administration in a far-reachingcampaignand, accordingly, administrators need to know theinstitutionwide aspects of a capital campaign. This book, then, alsoaddresses the broader aspects of development, and as such is alsofor presidents, governing boards, and business officers.There can be little doubt that capital campaigns are increasingly prominent, and they are likely to gain even more visibility inthe future. In fact, they are even becoming prevalent on an inter-national basis. One needs only to cite the recent wave of capitalcampaigns in the United Kingdom and, in particular, the dramaticsuccess of the Campaign for Oxford.Indeed, the capital campaign has become so entrenched atcolleges and universities that academic administrators, alumni association officers, faculty, and even volunteers and prospectivedonors are likely to be affected in one way or another at a partici-pating institution. It is for these groups also that this book hasbeen prepared.The goal of this book is to present practical information in asimple, easy-to-absorb manner. The chapters form a blueprint ofthe organization, staffing, and implementation of major fund-raising efforts in higher education. Chapter 1 defines the capital cam-paign and discusses its growth in recent years. It reviews thoseelements that must be in place at any institution even before serious campaign planning begins.xiii14

xivIThe Capital Campaign in Higher EducationChapter 2, "Planning for the Campaign," stresses the need tobring an historical perspective to the development program. Thechapter then moves into an analysis of the campaign counsel. Thecampaign case statement and its purposes are reviewed, and thefeasibility study is discussed.Chapter 2 additionally covers the importance of the needs statement of the campaign. The author reviews various theories on thesetting of campaign goals, and discusses the negative public reac-tion mega-campaigns engender, as well as public reaction to public university campaigns and why public institutions need privategift support. Finally, the chapter closes with discussion of the selection of a campaign theme and title.Chapter 3, "Creating a Campaign Organization," begins withan analysis of the integration of institutional advancement and theproper organization of a development and university relationsprogram.The chapter addresses the relationship of a capital campaignto ongoing fund-raising activities involving the annual fund, corporate and foundation relations, communications, and the volunteer organization. The roles of the president of the institution, thechief institutional advancement officer, the alumni director, andthe university relations or public relations director are outlined inthis chapter as well.Chapter 4 addresses the role of volunteers, and the externalorganization of the campaign. The recruitment of volunteers; therole of the board of governors; the role of the development council, foundation board, and business office; and the various campaign volunteer committees are scrutinized. The responsibilitiesof the campaign chairperson, the vice chairpersons, the campaigntreasurer, and the campaign liaison are likewise reviewed. The faculty/staff campaign, the student campaign, and the local community campaign as components of the larger effort also are explained.The chapter concludes with a discussion of the alumni associationand its duties during the campaign.Chapter 5 reviews the vitally important process of soliciting andasking for the gift. The author presents various theories about whypeople give or refuse to give to capital campaigns. A short discussion of physicians and attorneys as benefactors is included in thischapter. The issue of prospect management, including the evaluation and rating of prospects, is discussed in Chapter 5.15

PrefaceIxvA look at the process of asking for a gift will take up the bulk ofthis chapter, which concludes with a study of the common mistakes made in major gift solicitations.Chapter 6 describes campaign mechanics. This is a "nuts andbolts" chapter that reviews a number of aspects of the campaign,including the recommended percent of the goal to have in handprior to a public announcement, the cost of a capital campaign,the cost to raise a dollar, the gift range chart, the length of thecapital campaign, the frequency of capital campaigns, the campaign timetable, and the campaign pledge form. A brief discussion of campaign cash flow as related to bricks-and-mortar giftsalso is a part of chapter 6.Chapter 7 covers the public relations aspects of the campaign,including precampaign publicity, editorial support, use of internal and external university publications, an advertising plan, useof a speakers bureau, the lead campaign brochure, audio visuals,and donor-recognition events.Chapter 8 examines campaign accounting and what should becounted in a capital campaign based on national guidelines promulgated by the Council for Advancement and Support of Education (CASE).Chapter 9 reviews the post-campaign plan and sets an agendafor future institutional fund raising.

ONEThe Capital Campaign:An Overview/n 1991, aproximately 124 billion was given away in the UnitedStates,' which averages out to more than 100,000 for everyminute of every day. Philanthropy is big businessentire marketing firms with huge, specialized staffs monitor the mood swingsof Americans in an attempt to secure financial support from largenumbers of people for worthy (and not so worthy) causes. These"giving specialists" have made a science of understanding whypeople are likely to be philanthropic toward one project and notso generous toward the next. This is an important question, as theexistence of entire institutions, including social and religious organizations, depends solely on the support of private dollars andthe continued benevolence of the American people.Evidence of philanthropy dates back as far as 4,000 B.C., but asJon Van Til and Associates point out, the systematic practice of"fund raising" is truly an American tradition.2Nowhere have the philanthropic practices of the Americanpeople been more apparent than in higher education. Geiger states,"Private giving has greatly abetted the relative abundance of resources in the diverse institutional orientations that have allowedthe American system of higher education to become the most extensive in the world." Even before this nation was founded, philanthropy was evident in all sectors of colonial society. The IvyLeague institutions, for example, were built largely on the dreamsof wealthy philanthropists who desired to perpetuate their family17

2IThe Capital Campaign in Higher Educationnames by the socially responsible act of giving away their fortunes.Throughout the nineteenth century, great colleges and universities continued to be established by men and women who gave unselfishly of their resources.The Capital Campaign at Colleges and UniversitiesA natural outgrowth of the philanthropic presence at collegesand universities is the capital campaign. Capital campaigns, as theyexist today, appear to be a 20th century phenomenon.4 The lastfew years have seen a virtual explosion of capital campaigns fromone campus to the next. Since the early 1980s, more than 100 majorAmerican research universities have launched capital campaigns,some with goals as high as 1.5 billion.5 Many more institutions,both public and independent, are poised to begin campaigns. Indeed, few are the colleges and universities that are not planning orengaged in sizable private fund-raising efforts. To ignore such ventures is to risk being left behind amid intensifying competition.A common thread that runs through the psyche of the American public is the need to be successful. Bigger, grander, broader,bolder, and better are all adjectives that describe traditional American aspirations. The spirit of competition runs deep in every aspect of our society. Little wonder, then, that the rush to announceso-called mega-campaigns has become an integral part of highereducation.Capital campaigns are now being conducted by hundredsperhaps thousandsof charities for a diverse range of purposes.Of course, not all of these charitable organizations are academicinstitutions. In fact, most of the capital campaigns in this countryare conducted by nonprofit eleemosynary organizations, and colleges and universities make up only a small fraction of their number. Consider the capital campaigns of such groups as the BoysClub of America, Girl Scouts, Boy Scouts, fraternities, sororities,hospitals, historical societies, orchestras, synagogues, mosques, theAmerican Heart Association, Easter Seals, United Way, SpecialOlympics, symphonies, churches, temples, the American CancerSociety, and the Muscular Dystrophy Associationthe list is endless. Suffice it to say that in 1994, the Internal Revenue Servicerecognized 1,024,648 tax-exempt organizationsa conservativenumber to be sure.''/8

The Capital Campaign: An OverviewI3In State College, Pennsylvania (home of The Pennsylvania StateUniversity's University Park campus), a small borough with a population of 38,000, 24 separate capital campaigns by local organizations were underway in 1994.Many more kinds of organizations are engaged in capital cam-paigning today than 10 years ago. Human service groups, publictelevision stations, YMCAs, symphony orchestras, independent sec-ondary schoolsand now even primary schoolsare all launchingcapital campaigns. Information about capital campaigns for nursery schools has not been forthcoming, but some no doubt exist.The 1980s were heady times for higher education institutions.Buoyed by an expanding economy, private giving to colleges anduniversities grew by 134 percent, from 3.8 billion in 1979-80 to 8.9 billion in 1988-89, according to the Council for FinancialAid to Education (CFAE).7Eight independent research universities (Harvard, Princeton,Yale, Stanford, Columbia, Washington, and Northwestern universities and Massachusetts Institute of Technology) saw their endow-ments soar through the billion dollar threshold. Four others(Stanford, New York, and Boston universities and the Universityof Pennsylvania) launched billion-dollar campaigns. In 1991, Columbia University announced a goal of more than 1 billion. Yalelaunched a campaign with a goal of 1.5 billion, and in 1993Harvard embarked on the biggest campaign ever, with a statedgoal of 2.1 billion.Public colleges and universities also jumped aggressively intothe fund-raising arena during the 1980s. Although lacking a phil-anthropic tradition as strong as their independent counterparts,five public research universities (the Universities of California atBerkeley, Minnesota, and California at Los Angeles and Ohio Stateand Pennsylvania State universities) completed campaigns thateach raised at least 300 million. In 1992, the University of Michigan launched a 1 billion campaign, the first ever by a public uni-versity, although 150 million of the goal consists of willexpectancies.The Capital CampaignA DefinitionWhat is meant by "capital campaign"? The term is probablyone of the most confusing in the higher education fund-raising9

4IThe Capital Campaign in Higher Educationvocabulary and conjures up all kinds of misconceptions. Capitalhas been defined by economists as "a produced factor of production."8 Today's capital campaign, however, has in a sense become ageneric term that describes an intense effort to raise funds fromthe private sector through multiyear pledge commitments withina specified period of time. The capital campaign should really berenamed "a major gifts campaign." No longer are gifts sought onlyfor bricks-and-mortar programs. Now the typical capital campaignat a college or university includes all philanthropyannual gifts,bricks-and-mortar gifts, endowment gifts, program support gifts,and research funds. Rare is the college or university capital campaign that does not include every gift that is received during thelife of that campaign.A capital campaign essentially positions an institution to publicly proclaim its critical need for private gift support that will allow the continuation of current academic programs as well as thelaunching of important new initiatives. In a capital campaign thecollege or university declares that it is serious about philanthropyand that it is bringing together faculty, students, administrators,the governing board, alumni, legislators, friends, and the publicat large in an all-out effort to garner private financial support.Most fund-raising professionals accept this broad definition.Kent E. Dove, for example, describes the capital campaign as "anorganized, intensive, fund-raising effort on the part of the thirdsector institution or organization to secure extraordinary gifts andpledges for a specific purpose or purposes (such as building, con-struction, renovation, equipment, acquisition, or endowmentfunds) during a specified period of time." 9There are a few hold-outs to be sure. Russell Kohr, for instance,says that using the above description to define a capital campaignis "something of a misnomer." A traditionalist, he believes that astrict definition requires that capital projects are those for additions to plants or endowments."' Nevertheless, capital campaignhas become the most widely accepted term for systematic, majorgift, time-specific fund raising. This term has weathered the test oftime and will continue to be used to describe any major effort witha prescribed time frame seeking financial support from the private sector. Annual giving, planned giving, bricks-and-mortar gifts,endowment gifts, or gifts-in-kindmost institutions wrap all of theseunder the rubric of capital campaigns.20

The Capital Campaign: A

The National Campaign Executive Committee 64 The Honorary Campaign Committee 64 Organizational Models 64 Gift Level Model 66 Functional Model 67 Geographic Model 69 Academic Unit Model 69 Communications Committee 70 Role of the Campaign Chairperson 70 Role of the Campaign Vice Chairperson 72 Role of the Campaign

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