Describes four analogies to help conceptualize the structure and organization of a learning organization: Academic Department, Startup, Service Organization, Family

From Ch.1: In this section of the book our focus is the uneven and often incoherent approaches to universities in the (supposed) light of market economics. This topic is difficult because economic concepts are invoked and dis-torted by people on all sides. A key function of this section is to clear away some of this underbrush so it is possible to think more system-atically about what economics has to do with universities. Economic analysis is relevant but methodologically and theoretically meaning-ful economic analysis, not invocations of pseudo-markets and pseu-do-corporatization as ideological weapons.1 There are serious economic problems with the way universities operate. They are not addressed by careless or intentionally distorted manipulation of economic concepts and evidence.

From the budget overview: The budget model will Link budget clearly to the programs and results delivered by academic units; Be transparent and consultative, understandable to all parts of the University community, and consistent with OSU’s commitment to shared governance; Recognize that success in teaching, research, and outreach requires strong service, support, and facilities services; Encourage financial decision making and entrepreneurship at the local level to align decisions with OSU’s strategic goals; Be equitable and predictable, to allow unit leadership to plan for the future

"The fundamental difference between RCM and incremental budgeting rests in RCM dictating that each academic unit carries its own costs and brings in its own revenue."