APR Briefings Thought leadership for the independent schooling sector

Volume 23 Issue 3 • April 2019

between 15% and 20%, it should be the starting share; and if it is above 20%, it STATE/TERRITORY CONTRIBUTIONS TO PUBLIC should be 20%. FUNDING FOR SCHOOLS State and Territory Governments have the discretion to fund schools above minimum funding entitlements as prescribed in the Act. From the In 2017 the Turnbull Government enshrined in legislation the It is good public policy to legislate the Executive Director responsibilities of the Federal and respective funding responsibilities of State/Territory Governments in terms of governments for schools, ensuring The Productivity Commission’s that each school is treated consistently Report on Government Services1 the funding of schools, both state and non-government. in terms of its funding, no matter its shows that in 2016/17, location or whether it is a state school Commonwealth, State and Under the Australian Education Act 2013, or a non-government school. Whilst the Territory Governments spent the public funding entitlement (the 80/20 split can be contested (why not $58 billion in recurrent loaded Schooling Resource Standard 70/30 or some other figure?), it is worth expenditure on Australian schools. – SRS) is calculated for each Australian remembering that all public funding $44 billion of this recurrent school under a formula devised by for schools, no matter which level of expenditure was on state schools David Gonski in his 2011 review of the government providing it, is sourced whilst $14 billion was on non- funding of schools. Section 22 of the from the Australian taxpayer. government schools. amended Act essentially prescribes that for non-government schools, the Whilst the transition arrangements to On a per student basis in 2017, public Australian Government will provide the 80/20 requirement are complex recurrent expenditure on state schools 80% of that entitlement whilst the (they are impacted by indexation rates, was $17,531 whilst public funding State/Territory Government will provide changes in student needs and other for non-government schools was 20%. For state schools, it prescribes that policy changes associated with the $10,644 per student. the State/Territory Government will funding model), at least it might have Historically, the Australian Government provide 80% of the entitlement and been expected most schools would has provided most of the public the Australian Government 20%. This is have been receiving their full public funding for non-government schools commonly known as the 80/20 rule. funding entitlement by 2023. whilst State/Territory Governments The Act gives some latitude for states Section 22 of the Act provides that the provide the bulk of funding for state and territories by prescribing if the 80/20 requirement and the transition to schools. Which level of government starting share (being the state/territory it can be overridden by an agreement provides funding for schools and contribution in 2018 to the public between the Australian Government the relative amounts of that funding entitlement) in respect of state schools and a State/Territory Government. continues to be a highly contested area is less than 75%, then the contribution of public policy. The recently signed National School should be 75% from 2023; if it is Reform Agreement (NSRA)2 is one such between 75% and 80%, then it should agreement and disappointingly for be the starting share; and if it is above most states and territories it will negate 80%, then it should be 80%. the requirements of the Australian Similarly, for non-government schools, Education Act in terms of the transition if the starting share is less than 15%, to the 80/20 rule. then it should be 15% in 2023; if it is

1 Available at www.pc.gov.au From the Executive Director continued

Only two of seven states/territories will meet the legislated requirements of STATE/TERRITORY CONTRIBUTIONS TO PUBLIC the Act in terms of their contribution to FUNDING FOR SCHOOLS the public entitlement of state schools (ACT and South Australia). For Queensland state schools, there will be no change to the 2018 State Government contribution of 69% to the public funding of their entitlement. The Queensland Government Table 1: Public Funding Entitlement for State Schools – bilateral agreement does indicate State/Territory Starting Shares, 2023 Contributions and Requirements under the Act (%) that Queensland state schools will AUSTRALIAN be funded at 75% by the State STARTING PROJECTED 2023 EDUCATION ACT SHARE 2018 CONTRIBUTION REQUIREMENT IN 2023 Government by 2032. New South Wales 70.7 72.2 75.0 For NSW, Tasmania and the Northern Territory, there will be small increases Queensland 69.3 69.3 75.0 in the state/territory contribution to Western Australia 84.4 75.0 80.0 the public funding entitlement of South Australia 75.0 75.0 75.0 state schools (although none of these Tasmania 72.9 74.1 75.0 will meet the legislated requirement). Australian Capital Territory 80.0 80.0 80.0 The chronic under-funding of public schools in the Northern Territory stands Northern Territory 55.2 59.0 75.0 out with the Territory Government providing just 59% of their public entitlement by 2023. Table 2: Public Funding Entitlement for Non-Government Schools – State/Territory Starting Shares, 2023 Contributions and Requirements under the Act (%) For the states and territories, increases AUSTRALIAN in the percentage contribution to STARTING PROJECTED 2023 EDUCATION ACT state schools’ loaded SRS involves SHARE 2018 CONTRIBUTION REQUIREMENT IN 2023 significant additional expenditure. New South Wales 25.3 22.8 20.0 It has been suggested that up to an Queensland 23.2 20.6 20.0 additional billion dollars in Queensland Western Australia 26.3 20.0 20.0 Government expenditure would be required to lift state schools to the South Australia 19.7 19.7 19.7 percentage required under the Act. Tasmania 21.5 20.0 20.0 As the Queensland Government Australian Capital Territory 20.0 20.0 20.0 states in its bilateral agreement Northern Territory 15.1 15.1 15.1 “Queensland has a limited revenue Source: National School Reform Agreement raising capacity” and “the proposed Note: Victoria has not signed the National School Reform Agreement transition path represents an increase to Queensland’s school education budget that is financially sustainable As part of the NSRA, each state/ the percentage the state/territory is and will not compromise other areas of territory (except Victoria which has committed to funding by 2023 and the service delivery”. not yet signed the NSRA) through an contribution required under the Act associated bilateral agreement with in 2023. Table 2 outlines the starting shares the Commonwealth has been required for non-government schools in each Apart from highlighting the to identify the 2018 percentage of state/territory and the transition to the inconsistencies in funding for state public entitlement provided by the 80/20 requirement. It suggests that schools across the nation, it is State Government for state and non- most State/Territory Governments surprising that only the ACT will meet government schools (the starting will take a different approach when it an 80% commitment by 2023 (the ACT share) and specify the projected share comes to non-government schools. was already meeting the requirement in 2023. They have used the provisions of the in 2018). Western Australia which was Act to project an intended reduction Table 1 sets out the starting shares funding its state schools above 80% in funding to non-government schools across the states and territories in in 2018 will move to below the 80% over the period of the NSRA. respect of state schools in 2018, requirement by 2023.

2 The National School Reform Agreement and associated bilateral agreements between individual states and territories and the Commonwealth can be accessed at www.education.gov.au

Briefings 2 Volume 23 | Issue 3 | April 2019 Independent Schools Queensland ISQ’s 2019 STATE FORUM, ANNUAL The 2019 FEDERAL ELECTION will be held GENERAL MEETING & ANNUAL DINNER on 18 May. ISQ’s federal election web page will be held at the Brisbane Convention and provides member schools with information Exhibition Centre on 29 May. on the education policies of the major parties. It also has information on each electorate in Queensland including maps, schools in the electorate and schooling participation rates. With a list of speakers Visit the page at www.isq.qld.edu.au including Dr Catherine Ball, Bernard Salt AM, UQ Vice Chancellor Professor Peter Høj AC and Peter van Onselen, the forum looks to the future under the theme “Think Next”. For further information and registrations, visit www.isq.qld.edu.au

In accordance with the provisions of tough on “accounting tricks” which the Act, states/territories are within allow states/territories to include non- their rights to reduce the contribution school expenditure in the calculation of to non-government schools where their contributions. the starting share is higher than 20%. It would be a disappointing outcome However, it is unfortunate their keenness if an increase in the Australian to comply with the 80/20 requirement Government contribution to 22.2% was for non-government schools doesn’t simply used as a substitute for state/ extend to compliance with the Act for territory funding of schools. state schools. At a time when the Federal Government Overall it is a disappointing outcome is increasing funding for schools (both for Australian schools and not one state and non-government) more focus that would have been expected DAVID ROBERTSON needs to be placed on State/Territory when the Australian Education Act was Executive Director Government contributions. It raises amended in 2017 to provide for the Independent Schools Queensland the question of why public education 80/20 requirements. It suggests that campaigns (such as the current “Fair the divisive debate over the funding of Funding Now!”) are so focused on the schools is far from settled, with most Australian Government but have little to states and territories failing to adhere to say about state/territory funding. the requirements of the Act. Commonwealth-state financial Federal Shadow Minister for Education relationships are complex and Tanya Plibersek has committed to the subject of continuing dispute lifting the Australian Government (including in education and health). It contribution to the public entitlement is disappointing that the 2017 attempt of state schools to 22.2% across three to set out the funding responsibilities years if the ALP forms government of respective governments appears after the 18 May federal election. She to have been rejected by most states has also signalled that the ALP will be and territories.

Briefings Independent Schools Queensland Volume 23 | Issue 3 | April 2019 3 Research Feature

ADVANCING ADVANCEMENT IN INDEPENDENT SCHOOLS

The advancement profession in School of Brussels in Belgium says education institutions has evolved when people ask what he does, he over the past half century from finds it easier to say he is a storyteller. the traditional fundraising, alumni “I tell the story of my school, and I help relations and communications people find their place in that story. and marketing to also encompass I think about what the story of the those responsible for brand and school is today, as well as what it might reputation management, crisis be tomorrow. I try to find new ways to management, digital technology connect this story to people at each and data privacy, community stage of the school’s lifecycle. And I relations and volunteer recruitment, manage, alongside members of my admission and enrolment SHARI ARMISTEAD team, a set of processes that enable all management, advertising, design Director (Strategic Relations) of this to happen in an engaging and and much more. Sometimes large Co-author coherent way” (Willows, 2019, para. 4). NICOLE DE VRIES teams carry out these functions, Manager (Communications) sometimes (often in schools) Willows took the analogy further to many of these duties fall to one or map families’ interactions with the two people. school story through six stages he calls the Lifecycle of School Engagement. “We all have the same Defining This helped him explain why certain advancement work functions need to work together mission: advancing and, at his institution, sit together in education to transform Advancement, although not widely the same office. It also acts as a visual used in Queensland, is a term reminder of what is at the heart of lives and society” used globally in the education advancement (see Figure 1). SUE CUNNINGHAM, sphere. Agreeing on a definition PRESIDENT AND CEO, for advancement and ensuring “Everything we do…is organized around COUNCIL FOR ADVANCEMENT schools understand the benefit of three fundamental pillars or activities: AND SUPPORT OF EDUCATION an advancement professional can be story, people, and process. We tell the a challenge. David Willows, director story of our school. We help people find of advancement at the International their place in that story – as prospective parents, students, teachers, donors – and we manage a set of processes that enable Figure 1: The Lifecycle of School these two things to happen. That’s just Engagement (Willows, 2019) about the sum of it” (Willows, 2019). Willows’ Lifecycle of a School begins with Attraction – the first time a family hears about a school; the second stage is Admission when a family chooses to become part of a school community; then the family and student/s move on through the subsequent stages – Induction; Engagement; and Feedback – until the final stage Departure, although the student also moves on to Arrival – becoming an alumnus, so in effect the cycle and connection with a school is ongoing.

Briefings 4 Volume 23 | Issue 3 | April 2019 Independent Schools Queensland Advancement professionals are vital to a school because they: Figure 2: The Periodic Table of Advancement yy Secure additional financial support from potential donors committed to the school’s mission yy Engage alumni in the life of the school as volunteers, advocates, prospective parents and supporters yy Promote or market the school to prospective students, their parents and others yy Communicate about the school with those who have a stake in its success, including community members, business leaders, government officials, and the media yy Build community. Willows argues that we can “break advancement down to a series of essential, irreducible, yet related elements” (Willows, 2018, para. 2). (See Figure 2). While the 21 elements are arranged vertically based on the pillars of story, people, and process, patterns also emerge horizontally. The first column of elements is centred around the role of storytelling. As ambassadors of the school, it is imperative that advancement professionals understand how their work and the work of those around them support the organisation. The second column of elements brings into focus the ways in which advancement professionals can empower and engage colleagues to work collaboratively for greater impact. The third column is about Source: Willows, 2018 managing a set of processes across the broad scope of advancement within a world of rapid social and professionals have been navigating both mass communications and technological change. the ever-changing regulations and one-to-one contact (Grenzebach, Advancement practitioners and implications on independent schools Glier and Associates, 2015). In many their many functions are impacted around data breaches, privacy and cases, it is the role of the advancement by fluctuating Australian politics, electronic communications for some professional to understand new emerging digital technologies, time. But the clarion call was the issue regulatory requirements like the GDPR, differences in generational of stringent guidelines for permission- and to ensure they comply in this era expectations, the global economy and based marketing and fundraising, most of consent. a changing regulatory landscape. prominently the European Union (EU) Seventy-five Queensland independent General Data Protection Regulation The regulatory (GDPR) in 2018 (Grenzebach, Glier and schools educate close to 2,000 full fee- landscape Associates, 2015). These guidelines paying overseas students (Australian have serious implications for various Bureau of Statistics, 2019), many of Consent is increasingly framing fundraising and marketing practices whom call the EU home. These schools all interactions. Advancement for some independent schools – in may come under the GDPR (Australian

Briefings Independent Schools Queensland Volume 23 | Issue 3 | April 2019 5 Research Feature continued Going digital ADVANCING ADVANCEMENT IN Social media continues to play an INDEPENDENT SCHOOLS CONTINUED increasingly fundamental role in schools advancement. The Seventh Annual Survey of Social Media in Advancement, conducted by Mack & Stoner (2016) reported “nearly nine out of 10 respondents... agreed that social media is a more important part of the Government, 2018) because they are to education, has been on a steady communications and marketing mix an Australian business whose website: growth trajectory” (Orem, 2019, para. 3). at their institutions than it was three targets EU customers for example years ago.” But realising the potential of yy Projections (Independent Schools such significant communication and by enabling them to order goods Queensland [ISQ], 2017) for school- engagement channels continues to be or services in a European language aged population in Queensland point a challenge. (other than English) or enabling to continued strong demand for new payment in euros (international schools. The Queensland independent The survey findings stated: “While student enrolment applications schooling sector currently expends Facebook continues to be the single and fees); approximately $330 million per most important social channel used yy mentions customers or users in the annum on capital facilities (including by school, college and university EU (international student marketing boarding provision), approximately marketers and advancement officers, materials and homestay programs). $300 million of which is financed by many struggle with how and when parents, fundraising and borrowings to fully embrace emerging social Furthermore, independent schools for capital projects. channels” (Mack & Stoner, 2016). develop highly successful, global- Schools must establish a presence, Queensland’s economic downturn has minded alumni, many of whom further plan their content, build a following been challenging for the independent their careers overseas. Annual giving and master the new platform, prior to schooling sector evidenced by the or capital campaign marketing and engaging in a new channel. lack of large independent schools associated building/scholarship funds being built. The typical Prep to Year 12 School leaders are starting to realise must comply with Australian and school model makes up the majority the benefits of social media and international privacy and tax laws (ATO) of the independent schooling sector other digital options such as blogs, prior to launching to their current and in Queensland – 144 schools – (ISQ, online news hubs and e-newsletters, alumni communities, many of whom 2018a) yet new independent schools which “offer a cost-effective way to may not be Australian citizens or are small, niche schools catering to disseminate information quickly and who now reside overseas and do not disengaged young people or students easily” (Quigley, 2016, p. 28). Many consent to receiving this information. with disability. institutions, like Barton College in North Carolina, are pushing the Orem (2019, para. 4) says that despite The economic avenues of engagement across the current volatile economic picture, increasingly fragmented channels to picture “if the economy continues to improve, appeal to a new generation of parents. giving may grow, particularly among “In the age of Instagram and Facebook, Experts suggest advancement major donors.” However, she warns we put photos on our annual fund professionals tasked with raising huge small schools “that depend on many envelopes and appeal letters. The sums of money for a master plan or small gifts may still be hit harder than paragraphs are shorter, the fonts more much-needed resources, need to those that get the bulk of their giving striking, and the salutations more change their lens as to why people from high-net-worth individuals.” It’s personal. Our spring appeal using give money. “[It’s] extremely important important to realise that “when it this approach raised 45 percent more to consider as we encounter a new comes to charitable giving, we are money than the campaign in 2012” landscape for charitable giving. often ruled by our hearts and not our (Bailes, 2013, p. 54). Post-recession giving, particularly heads” (Sanders & Tamma, 2015, para. 4). With these new technologies, practitioners must also manage Schools must establish a presence, plan their expectations internally. “It’s a communicator’s job to evaluate content, build a following and master the new situations and present options” platform, prior to engaging in a new channel. (Quigley, 2016, p. 28). As Chief Marketing Officer, Frank Grillo simply put, the

Briefings 6 Volume 23 | Issue 3 | April 2019 Independent Schools Queensland new mission of the advancement benefits of advancement. Her title, taxi industry was certain it would professional is “to bring value to every Executive Director Advancement continue winning; that was until the interaction we have with a customer and Community Relations, reflected game changed with the introduction or potential customer; to facilitate the this shift in focus at the school. Early of ride-share apps. Parents will decision they want to make; on their 2017, Headmaster Anthony Micallef increasingly look for and be open terms not ours” (Grillo, 2018, para. 5). further recognised the importance of to better and what they perceive as advancement and included Hamilton easier alternatives. Mission: Impact as part of the Brisbane Grammar School Senior Leadership Team. What parents want It is the mission of experienced The theme for the 2019 CASE APAC advancement professionals to make an Schools Programme was Advancing Advancement professionals impact – to make a difference and live Advancement. “We spend a high are responsible for managing for something larger than ourselves. proportion of our days focused on our institutional relationships, developing The future of advancement seems external community for fundraising, sources of revenue, and effectively strong according to a 2011 study by marketing and admissions to achieve communicating a school’s mission. human resources firm Mercer, where our institutional objectives, often School leaders rely on them to turn the “opportunity to make a difference” forgetting (or struggling) to bring their dreams into education reality, and ranked in the top three career priorities our internal community of faculty, in turn, advancement professionals of millennials (Nekuda, 2011, para. 6); staff, administrators, Heads of Schools strive to make an impact. highly educated, ambitious, tech-savvy and Board members along for the The increasing cost of providing millennials who are social, global, and ride. They are an integral part of our education challenges independent civic-minded. Millennial development institutions’ programming and this schools to find new ways to resonate officer J. Zachary Bailes: “As I found year we have made them an integral with today’s parents and students. success raising money, I realized part of our conference with an exciting Independent schools have traditionally that at the heart of fundraising is an programme for Heads of Schools” defined themselves through a mission, opportunity to ignite imaginations and (Brisbane Grammar School, 2019). values and traditions. The millennial transform communities” (Bailes, 2013, generation of parents desires agency p. 52). Independent Schools Queensland Executive Director David Robertson in all decisions and is willing to Advancement practitioners yearn gave the opening plenary at the continually look for something that to inspire and equip fellow and CASE schools conference. Robertson better fits parents’ needs. future leaders to transform the spoke about the role of schools, The National Association of world – and transform themselves and advancement professionals, Independent Schools (NAIS) in the in the process (Bailes, 2013, p. 52). in education futures and the need Queensland independent school for diversified independent school United States recently undertook advancement specialists are able to funding, such as philanthropy and qualitative research into why parents connect with peers, share knowledge giving campaigns, as schools can no choose independent schools and and acquire best-practice to meet longer rely on government funding found that parents ‘hire’ schools to do the contemporary challenges of and tuition fees as their sole sources particular ‘jobs’ for them. The four ‘jobs’ the role through organisations of income. This is especially true of a school are to: such as: Association of Fundraising with regard to capital funding – Overcome any obstacles, so their Professionals (AFP); Queensland yy currently 80 percent of capital costs child doesn’t fall behind; Registrar’s Association; Educate Plus, are met by parents and independent an Australasian network; and the school fundraising (ISQ, 2018b). yy Fulfil emotionally strong and international Council for Advancement Robertson warned school leaders intelligent child growth to achieve and Support of Education (CASE). and advancement professionals of full potential; education’s impending Uber disruption Produce a well-rounded child who The 2019 CASE Asia-Pacific Advancement yy moment. He discussed how, much will be productive in society, not just Conference Schools Programme was like the education industry, the academic; and held at Brisbane Grammar School this month (8 April); the first time in its 45- year history the conference has been held in Australia. Schools Programme It is the mission of experienced advancement Chair and advancement professional, professionals to make an impact – to make a Heather Hamilton has been a difference and live for something larger than member of CASE for seven years. Heather joined Brisbane Grammar ourselves. School in 2014 and advocated the

Briefings Independent Schools Queensland Volume 23 | Issue 3 | April 2019 7 Research Feature continued

friends and colleagues, followed by other parents/children at the school ADVANCING ADVANCEMENT IN (54 percent). INDEPENDENT SCHOOLS CONTINUED The new generation of parents have higher expectations of schools: they weigh up all schooling sectors; are less likely to start thinking about school choice before or from their child’s birth; and are influenced heavily by a school’s external appearance and facilities.

ISQ SCHOOLS MARKETING School infrastructure is an important & COMMUNICATIONS FORUM driver for the area of admissions with 7 6 AUGUST | BRISBANE in 10 parents motivated by a school’s facilities; however, this research is Join the tribe: the collective equally useful in understanding what power of community dreams donors are trying to fulfil with their gifts. Communities generate tangible and emotional value, build lasting loyalty and can create new sources of growth. It’s about listening to A valuable your community and stakeholders, and responding appropriately. Explore practical strategies designed to inspire new ideas, engage investment marketing innovation, and solve some of the key challenges faced Advancement offices in independent by independent schools. schools are often hierarchical and not structured to facilitate the exchange of LEARN MORE creative ideas or to show their value to the organisation. Advancement is not only driven by newly available technologies, but also new realities: a volatile economy; restricted government funding; changing student demographics to more bespoke, specialist schools; increased competition; and greater parental expectations. Given this yy Fulfil potential when a child Parents search for authenticity in a landscape, school leaders and has particular talents while also school brand. Aaron Cooper, head of advancement professionals alike providing good academic results. school at The Elisabeth Morrow School need to be more accountable and (Torres, 2019) in New Jersey, believes in order to transparent than ever before. appeal to millennial parents, schools These findings are remarkably similar must let the parents take ownership of The value of advancement work to the ISQ What Parents Want Survey the storytelling. Millennial parents are must be tied to tangible (often (ISQ, 2019b), which is undertaken “eager to partner with them and take financial) outcomes, aligned with a every three years. It is the longest their suggestions seriously so that they school’s strategic plan. Some areas running parent survey in Australia, are co-creating the environment in of advancement are more suitable with four surveys conducted over which they want to raise their children to quantifiable measurement than others. “Marketing is an investment, 12 years since 2006. The trend data – and the brand with which they want and like any investment, institutions suggests that parents have remained to be associated” (Cooper, 2017, para. 7). It isn’t a transaction, but a collaborative have the right to expect a reasonable consistent as to why they choose an relationship where everyone is working return” (Moore, 2014). But unlike independent school: towards a larger goal. their development and admissions yy Preparation for student to fulfil colleagues who can report on the potential in later life; Robertson elaborated further when thousands of dollars they raise interviewed on ISQ’s podcast, The yy The high quality of teachers; or number of students enrolled, School Bell (ISQ, 2019b), stating that marketing and communications School seemed right for child’s yy the power of community and word of professionals are at risk of being seen individual needs; mouth remains the most influential as an overhead. Moore goes on to say yy Good discipline; and in parent decision-making, with schools have a tendency to view some yy Teaching methods/philosophy. 67 percent of parents relying on family, areas of advancement as “nonessential

Briefings 8 Volume 23 | Issue 3 | April 2019 Independent Schools Queensland – a place to cut during tough budgetary times. Demonstrating return Advancement Resources on investment shows school leaders that advancement work has a direct ISQ has created a collection of resources, templates and helpful effect on the health and viability” of an guides to assist member schools with their enrolments, marketing, independent school (Moore, 2014). alumni and fundraising practices. Claire Brown, director of student recruitment and admissions at the VISIT PAGE University of Liverpool in the United Kingdom says “marketing has much Podcast: The School Bell more of a seat at the top table now… And it’s a seat that’s talking a lot more Educators, researchers and experts discuss issues of importance about strategy, about understanding to Queensland independent schools, from parental choice to markets, dynamics, competitors, innovative practice, wellbeing and student outcomes. positioning, and value propositions. These are conversations that weren’t SUBSCRIBE being had at the level that they are now” (Walker, 2013, p. 26).

Strengthened appreciation for the Grenzebach, Glier and Associates. (2015). Nekuda, J. (2011). What Millennials valuable work of the advancement The New Era of Consent: Implications want. Retrieved from [Blogpost]. professional in independent schools of the Revised Privacy and Electronic Retrieved from https://www.facebook. will only be realised when further Communications Regulations. Retrieved com/notes/bellevue-universitys- strategic discussions about tactics, from http://www.grenzebachglier.com/ human-capital-lab/what-millennials- wp-content/uploads/2016/10/Adrian- want/10150274115759098/ stakeholders and resources take Salmon-white-paper-final-9-28-15.pdf Orem, D. (2019). The Fundraising Forecast place in the principal’s office and the Grillo, F. (2018). The New Era of and Why People Give. Retrieved from board room. Consent. Retrieved from http:// https://www.nais.org/magazine/ consentricmarketing.com/index. independent-school/winter-2019/the- php/2018/10/13/the-new-era-of- fundraising-forecast-and-why-people- References consent/ give/ Australian Bureau of Statistics. (2019). ISQ. (2017). Independent schools Quigley, P. (2016). Be their media guide. Schools, Australia, 2018 (cat no. 4221.0). infrastructure: Planning to maintain CASE Currents. Washington DC: Council Retrieved from https://www.abs.gov.au/ choice. Brisbane: Independent Schools for Advancement and Support of AUSSTATS/[email protected]/DetailsPage/4221.0 Queensland. Education. 2018?OpenDocument ISQ. (2018a). Independent schools Sanders, M., & Tamma, F. (2015). The science Australian Government. (2018). Privacy enrolments, 2018 update. Retrieved behind why people give money to Business Resource 21: Australian from https://rms.isq.qld.edu.au/files/ charity. Retrieved from https://www. businesses and the EU General Data Advocacy_Representation/Sector_ theguardian.com/voluntary-sector- Protection Regulation. Retrieved from Statistics/ network/2015/mar/23/the-science- https://www.oaic.gov.au/agencies- ISQ. (2018b). Trends Book, 2018 Edition. behind-why-people-give-money-to- and-organisations/business-resources/ Brisbane: Independent Schools charity privacy-business-resource-21-australian- Queensland. Torres, A. (2019). Research Insights: Why businesses-and-the-eu-general-data- ISQ. (2019a). What parents want in a school Parents Choose Independent Schools. protection-regulation [Podcast]. Retrieved from https:// Retrieved from https://www.nais. Bailes, J. Z. (2013). Golden Opportunity. www.isq.qld.edu.au/media-resources/ org/magazine/independent-school/ CASE Currents Magazine, 52-55. podcasts winter-2019/research-insights-why- parents-choose-independent-schools/ Brisbane Grammar School. (2019). Co-Chair ISQ. (2019b). What parents want survey: Key Welcome. CASE Schools Programme findings. Brisbane: Independent Schools Walker, T. (2013). Proving your success. CASE Brochure. Brisbane, Queensland, Queensland. Currents Magazine, 26-28. Washington DC: Council of Advancement and Australia: Brisbane Grammar School. Mack, J., & Stoner, M. (2016). Paying to Play: Support for Education. CASE. (2019). Reimagining CASE Social Media and Advancement in 2016. 2017–2021. Retrieved from https://www. Retrieved from http://offers.mstoner. Willows, D. (2018). The Periodic Table case.org/about-case/case-strategic-plan com/social-media-and-advancement- of Advancement. Retrieved from Cooper, A. (2017). Millennial Parents Are higher-education-2016-download- https://medium.com/@davidwillows/ Driving a Market Shift. Retrieved from resources the-periodic-table-of-advancement- 9b678e7f945a https://www.nais.org/magazine/ Moore, R. M. (2014). Net Proceeds: independent-school/summer-2017/ Increased Revenue from Enrollment and Willows, D. (2019). A Common Thread: market-shift/ Advancement Guaranteed. Washington Connecting the Pieces of Advancement. Educate Plus. (2019). What can Educate Plus DC: Council for Advancement and Retrieved from https://www.nais.org/ do for you. Retrieved from https://www. Support of Education. magazine/independent-school/winter- educateplus.edu.au/about-us/what-can- 2019/a-common-thread-connecting- educate-plus-do-for-you/ the-pieces-of-advancement/

Briefings Independent Schools Queensland Volume 23 | Issue 3 | April 2019 9 ISQ thanks its 2019 Alliance Partners

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