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Examines whether endowment funding creates true net program gains, survives long-term shifts in curricula and student interests, and preserves institutional values. Uses examples of organizations and universities facing mission drift, controversy, and evolving policies, arguing that modern campus governance and priorities may diverge from donors’ expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/colleges-to-endow-or-not-to-endow-questioning-higher-education-endowment-agreements/588212/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/colleges-to-endow-or-not-to-endow-questioning-higher-education-endowment-agreements/588212.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What key questions should donors consider before entering endowment agreements?","Question",{"text":112,"@type":113},"Donors should ask whether their money replaces routine spending without net program benefit, whether the supported activity will endure as programs change, and whether institutional values will continue after death.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document describe risks from institutional change after donations?",{"text":117,"@type":113},"It argues that universities and organizations can shift rapidly, and donors may find that the use of funds no longer reflects the values associated with the institution names or original commitments.",{"name":119,"@type":110,"acceptedAnswer":120},"What problems does the document suggest arise when campus priorities evolve over time?",{"text":121,"@type":113},"It points to changes such as expanded bureaucracy, shifts from undergraduate teaching to adjunct-heavy instruction, altered research incentives, and curricular decolonization, along with political and ideological monoliths replacing earlier debate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588212,1792972339,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Acad. Quest . (2022) 35.1 DOI 10. 51845/35 .1.7  \nColleges: To Endow or Notto Endow?  \nGeorge R. La Noue  \nWhen persons of means contemplate death, the question of where to leave their financial assets becomes acute. The question is often not easy to answer and there are innumerable options. If they are higher education graduates, their former campuses have “advancement teams” ready to answer questions, provide forms, and urge investments in their institutions. Sometimes they will appeal to altruism, sometimes ideology, and sometimes ego. Would you like to have your name on this activity or building? The saying among these administrators is that “Where there is a Will, there is a way.”  \nIn the long history of higher education, there have been many endowment gifts that have strengthened institutions and brought about profound public benefits, but there are sometimes disappointment and controversy. Savvy donors need to think carefully before entering into endowment agreements which are difficult to change before death and virtually impossible after death. Several questions need to be answered first. One, since money is fungible, will the donor’s gift simply replace a routine institutional expenditure, creating no net gain in the program being supported? Two, is the activity likely to be preserved in the long term as programs, student interest, and curriculum constantly change? And three, most importantly, will the institutional values once known and cherished endure?  \nSometimes institutional change is rapid and dramatic. The Boy Scouts of America now enrolls girls, but the organization is hemorrhaging membership, filing for bankruptcy, and reeling under charges of ignoring pedophilia by scout leaders.1 If you gave money to the American Civil Liberties Union believing it would always be used to defend free speech and fight discrimination, you will be disappointed to learn that now it uses a social justice filter to determine which  \n1 Becky Yerak, Soma Biswas,“Boy Scouts Draw Plans to Settle with Sex-Abuse Victims, Exit Bankruptcy,”Wall Street Journal, August 2, 2021.  \nGeorge R. La Noue is Emeritus Professor of Public Policy and Political Science at the University of Maryland Baltimore County; [glanoue@umbc.edu.](glanoue@umbc.edu. He)[ He](glanoue@umbc.edu. He) is the author of Silenced Stages: The Loss of Academic Freedom and Campus Policy Debates (Carolina Academic Press, 2019) . La Noue last appeared in AQ with“Campuses as Faux Nations” in the fall of 2021.  \nspeech is progressive and which kind of discrimination may make society more representative.2 Now defending those former values is left to the Foundation for Individual Rights in Education, Speech First, The James G. Martin Center for Academic Renewal, the National Association of Scholars, and litigation agencies such as the Wisconsin Institute for Law & Liberty, among others.  \nHigher education has gone through periods of enormous change on many fronts. Some of the changes have been in the public interest, such as increased access to veterans after World War II. But some newer changes are the result of institutional capture by elites who are not actually accountable to anyone but themselves.  \nInstitutions that once had attractive distinctive characteristics, now maybe unrecognizable, if you go beneath campus public relations statements. In Connecticut, if you believed your endowment gift would further the values reflected in the names of Wesleyan University or Trinity College, you would be quite out of date. Church related campuses all over the country are shedding their religious identities in the search for more diverse student bodies and secular values. Campuses that once believed in shared governance and that investment in faculty was their most important priority, now have greatly increased bureaucracies who naturally seek to expand and become the source and enforcer of all campus policy decisions.  \nCampuses that once focused on and rewarded undergraduate teach","cbCaibTDrgSv0Y39","https://ap.wps.com/l/cbCaibTDrgSv0Y39","pdf",246359,"English","# Colleges: To Endow or Not to Endow?\n## Donor intent and endowment agreements\n## Challenges from institutional change\n## Effects on campus values and governance","[{\"question\":\"What key questions should donors consider before entering endowment agreements?\",\"answer\":\"Donors should ask whether their money replaces routine spending without net program benefit, whether the supported activity will endure as programs change, and whether institutional values will continue after death.\"},{\"question\":\"How does the document describe risks from institutional change after donations?\",\"answer\":\"It argues that universities and organizations can shift rapidly, and donors may find that the use of funds no longer reflects the values associated with the institution names or original commitments.\"},{\"question\":\"What problems does the document suggest arise when campus priorities evolve over time?\",\"answer\":\"It points to changes such as expanded bureaucracy, shifts from undergraduate teaching to adjunct-heavy instruction, altered research incentives, and curricular decolonization, along with political and ideological monoliths replacing earlier debate.\"}]","Colleges: To Endow or Notto Endow? - Questioning higher education endowment agreements | PDF",1792064760,18]