Seminar in Library Management
Topic: Financial Resources Management
Spring 2009 Greensheet
Textbooks and Readings
This course is delivered online via Angel and on-site February 9-13, and is available only to Executive MLS students. Eligible students must self-enroll for this course on ANGEL between January 20 – January 24. You will be required to use a password access code which I will send via the MYSJSU messaging system prior to January 20.
An examination of the connection between the theory and the best practice of strategic financial resource management. Topics include: revenue models, types of budgets, internal controls, resource allocation, financial planning, and acquiring outside resources. Elements of leadership and strategic planning will be explored.
Course Prerequisites: LIBR 204
- to make judgments and draw logical conclusions regarding financial resources issues;
- to use a range of models and approaches to solve financial resources problems;
- to identify viable alternative solutions and actions and recognize the consequence of their implementation;
- to understand the responsibilities of consequences of managing financial resources.
Student Learning Outcomes
- To develop an appreciation of the complexity of financial resources issues in libraries, information organizations and the larger agencies in which they operate.
- To understand the options and opportunities for building a successful organization by maximizing the use of available financial resources.
- To apply principles of sound financial management.
- To apply research-based best practices to each component of financial resource management.
LIBR 282 supports the following SLIS Core Competencies:
- apply the fundamental principles of planning, management and marketing/advocacy;
- understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.
In addition, this section supports the following SLIS Core Competencies:
- understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- evaluate programs and services on specified criteria.
The course is based on the following principles of learning:
- learning requires the active participation of the student;
- people learn in a variety of ways and at different rates;
- learning is both an individual and a group process.
Consequently, a variety of strategies are used and group and individual responsibility are incorporated.
You will engage in several types of learning activities:
- to increase your awareness and broaden your understanding of the principles and theories underlying strategic financial resources management;
- to provide you with opportunities to develop the reflective practitioner stance of the professional;
- to enable you to examine, discuss and reflect upon theory and applications, as well as personal beliefs;
- to encourage you to engage in focused experiences;
- to develop and hone essential presentation skills
- Budget Presentation - 15% of grade- Due February 13, 2009
Each student will be required to build and present a “decision unit or package” for a budget and make a written presentation to advocate for funding. The unit will contain a new or improved service and will outline the cost and benefits of the service or program. A written document will be submitted to the Instructor with back up materials providing cost estimations.
- Cash Handling Policy - 10% of grade- Due March 16, 2009
Each student will be required to write a cash handling policy for a library. The document will define and outline the library’s policy with respect to the handling, receiving, transporting and depositing of cash. The term cash includes currency, checks, money orders, negotiable instruments and charge card transactions.
- Seminar Content and Leadership 15% of grade (February 9-13, 2009)
Each team will be assigned responsibility to work in groups to complete two projects:
- Analyze a budget (Instructor will provide) and then propose two scenarios a cut of 5 % and a cut of 10%. The group will present the cuts and discuss the service ramifications for their decisions.
- Review and evaluate competitive grant applications (Instructor will provide). each group will make a presentioan about thei recommnedations for funding and include stregths and weaknesses of the grants
- Seminar Participation 10% of grade (February 9-13, 2009)
Each student will come to class having read the assigned readings and be prepared to discuss the assigned topic. Assessment of participation will be determined by the extent of thoughtful questioons, useful examples and extensions from readings. Feedback will be provided to each student during the course.
- Grant project - 25% of grade (Due May 4, 2009)
Each student will read the program guidelines for IMLS (Institute of Museum and Library Services) national leadership grants for libraries and museums and write three components of a national leadership grant: The abstract, the budget worksheets and budget justification of the grant application.
- Online Participation - 25% of grade (Spring Semester)
Each student will read the assigned readings and discuss the assigned topics on the discussion board. Assessment of participation will be determined by the extent and level of thoughtful questions, useful examples, and extensions from readings.
At the end of this graduate course, you should have learned as much or more direct content from your readings and colleagues as you did from the Instructor who orchestrated the learning through course design, advising and evaluative feedback.
All subject to change with fair notice.
|1||Introductions/ Class Overview/ Overview of the budget process||2/9||8:30-12||Jones|
|2||Budget Types/ Budget Cuts/Financial Models/Financial Leadership||2/9||1:00-4:30||Jones|
|3||Budget Cut Assignment||2/10||8:30-12||Teams|
|6||Grants/ Grant Management/Grant Evaluation Assignment||2/11||1:00-4:30||Jones|
|7||Capital Campaigns/External Funding (Friends/Foundation)||2/12||8:30-12||Teams|
|9||Class Wrap Up/ Final Project Questions||2/13||1:00-4:30||Jones|
|Final Grant Project Due||5/4||Individuals|
The breakdown for your course grade is as follows:
|Budget Presentation||February 13||15%|
|Seminar Content & Participation/ Group Work||Feb. 9-13||25%|
|Cash Handling Policy||March 16||10%|
|Final Grant Project||May 4||25%|
|Participation- E-Discussion||throughout Semester||25%|
Each assignment is required by the due date. Late assignments will not be accepted as successive work and participation is contingent on their completion.
Written & Spoken English Requirement
Written and spoken work will meet standards for graduate level performance or may result in a lower mark if it is, in the opinion of the instructor, deficient in English.
Other Relevant Information
Regular attendance is expected of students in all their classes.
Evaluation in this course is an ongoing process. All completed work will be assessed for evaluative feedback. An important part of this process is the strengthening of your own self-evaluation skills—learning the process of critical, non-defensive scrutiny of your own performance. The better you are able to do this, the more your professional growth will continue after you leave the course. It is anticipated that students will devote the equivalent of a minimum of twelve hours per week for the fourteen week term on average to this course; that is a total of 168 hours. All of these formative and summative procedures—an overall reflection of the student's satisfactory completion of all course requirements—are considered in the instructor’s determination of the final grade.
Should the course requirements or grading practices appear unclear or inconsistent, it is your right and responsibility to seek clarification from the instructor.
- Other Course Policies
As this is a management course, reasonable behaviors of managers are expected:
 submit assignments on time according to instructions; written assignments will not be accepted after the stated deadline without prior approval, and may be subject to a grade penalty;
 contribute positively and productively to the professional growth of others in classes, team meetings, seminars and peer assessments;
 complete readings and assignments to increase understanding of financial resources issues;
 complete assigned tasks with demonstrated understanding of process, competence in products and the ability to analyze objectively and critically one's performance.
Textbooks and Readings
- Anderson, R. (2004). Buying and Contracting for Resources and Services. A How-To-Do-It Manual for Librarians. New York: Neal-Schuman. Available through Amazon: 1555704808.
- Collins, J. (2005). Good to great and the social sectors: A monograph to accompany good to great. New York: Neal-Schuman. Available through Amazon: 0977326403.
- Hallam, A. W., & Dalston, T. R. (2005). Managing Budgets and Finances: A How-To-Do-It Manual for Librarians and Information Professionals. New York: Neal Schuman. Available through Amazon: 1555705197.
- Olson, C., & Singer, P. M. (2004). Winning With Library Leadership: Enhancing Services Through Connection, Contribution, and Collaboration. Chicago: American Library Association. Available through Amazon: 0838908853.
- Snyder, H. (2006). Small Change Big Problems: Detecting and Preventing Financial Misconduct in your Library. Chicago: American Library Association. Available through Amazon: 0838909213.
- Anderson, C (2002). Write Grants, Get Money. Worthington, OH: Linworth Publishing. Available through Amazon: 1586830252.
- Collins, J. C. (2001). Good to great: why some companies make the leap - and others don't. New York: HarperBusiness. Available through Amazon: 0066620996.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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