HE 029 463 For Every Dollar InvestedThe Economic Impact of Public Universities ... · 2014-05-14 · and Colorado invest in their public institutions of higher education, those states

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HE 029 463

For Every Dollar Invested...The Economic Impact ofPublic Universities.National Association of State Universities and LandGrant Colleges, Washington, D.C.Aug 9641p.

National Association of State Universities andLand-Grant Colleges, One Dupont Circle, Suite 710,Washington, DC 20036-1191 (free).Reports Descriptive (141) Statistical Data (110)

MF01/PCO2 Plus Postage.Capital Outlay (for Fixed Assets); Change Agents;Economic Factors; *Economic Impact; EducationalEconomics; *Expenditures; Higher Education; 'LandGrant Universities; *Public Colleges; *SchoolCommunity Relationship; State Federal Aid; *StateUniversities

ABSTRACTThis publication summarizes information provided

during 1995 and early 1996 in an informal survey of state andland-grant universities concerning the direct and long-range economicimpacts of public universities on their immediate communities. Itemsconsidered under direct impact include: expenditures by theuniversities on supplies, materials, equipment, acquisition,maintenance, construction and rehabilitation; student spending foroff-campus housing, transportation, books, clothing, laundry, andother living expenses; employee spending; visitor spending by parentsand others who visited campuses for athletic events, conferences,commencements, or other special events; jobs, including universityemployees and jobs created by university spending; tax revenue; andout-of-state revenues, including research grants and studentassistance. Items considered under long-term impact include fosteringnew business and creating new jobs; promoting innovation; enhancingthe work force; improving the quality of life; and public service,such as outreach programs that help solve social problems. The reportconcludes that state and land-grant institutions have been successfulin using state funding as seed money to generate jobs and otherrevenue. Most of the document presents detailed data on direct andlong-term benefits for specific institutions in the Northeast (12),Southeast (15), Midwest (14), and West (14). A list of supplementaryreports concerning individual universities is also included. (CR)

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U S DEPARTMENT OF EDUCATIONOffice ot Educational Research and improvement

E UCAT1ONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asraceme() from the person or organizationoriginating it

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Points of view or opinions stated in this docirmem do not necessarily represent officialOERI position or policy

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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

NASULCC

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

BEST COPY AVAILABLE

II A 'AL

Editor's note:

This publication is a first-

time report based on

information collected at

NASULGC by the Office of

Public Affairs and the Office

of Federal RelationsHigher

Education in an informal

survey of member universi-

ties in 1995 and early 1996

It should not be seen as a

comprehensive listing, but

simply a first step toward

compiling some economic

impact information from a

wide range of public

universities We hope to

present supplements to this

report as additional informa-

tion becomes available to us,

and we want to thank the

many university relations

and federal relations officers

and others who responded

to our requests for

information

It should be noted that

universities continue to

gather information about

their economic impacts and

regularly make new data

available Therefore,

NASULGC plans to create an

online version which will be

available on the NASULGC

web site early next year

For a copy of a report

mentioned in this publica-

tion, please contact the

university directly.

0

. . BEST COPY' AVAILABLE

FOR EVERY DOLLAR INVESTED . . .

the economic impact of public universities

y educating students, supporting basic and applied research, and sustainingcommunity outreach and public service, America's state universities andland-grant colleges have always provided critically important benefits both tostates that fund them and to the nation as a whole. Some of these benefitslives ennobled by exposure to the arts, improvements to society made bypeople using what they've learned, current applications of a research break-through made ten years ago, etc.are hard to measure in dollars and cents.But others show quite clearly that public higher education is an invaluableinvestment, an investment that typically yields two, three or more dollars forevery state dollar spent.

Costs and BenefitsDuring the last decade, however, these benefits often have been overlookedas parents faced with rising tuition bills and legislators and governors lookingfor ways to cut state spending have put the costs of public higher educationin the spotlight. State universities and land-grant colleges have responded.First, they have instituted reforms and made painful budgetand personnel cuts to reduce costs and slow tuition in-creases significantly. Thanks to these efforts, the rise intuition has dropped steadily in each of the last four years.This slow down is especially impressive because it hastaken place at a time when state legislatures have beenslashing support for higher education, forcing universitiesto rely more heavily on tuition and other sources ofrevenue.

Moreover, public colleges and universities haverenewed their efforts to provide state officials, parents, andtaxpayers a full picture of the costs and benefits of highereducation. To do so, they have gathered and made avail-able information about how each dollar invested ininstitutions of higher education impacts the economies ofthe local communities, regions, and states.

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THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES AND LAND-GRANT COLLEGES

Different Ways of Viewing Universities' EconomicImpactThis publication brings together some of the recent information state andland-grant universities have collected in what are often called economicimpact statements. These reports present the benefits of a state or land-grantuniversity in clear dollars-and-cents terms. Because universities are continuingto develop and refine their analyses, this NASULGC publication should beconsidered an interim report rather than a final document. As such, it pre-sents a snapshot of key findings by universities and an overview on howdifferent institutions are attempting to determine their economic impact.

In developing information about the economic benefits they provide,universities take somewhat different approaches. Some look at one campus'economic impact on the local city or region, while most look at impact of acampus or system on their state. Some analyze the impact of only a certainpart of the university, a medical center or academic department. Others lookat only one kind of economic impact, for example the impact of technology

transfer or basic research. In addition,different econometric models have beenemployed.

There are, however, important similari-i

ties. In general, the studies analyze two,Ak

categories of economic impact: direct impactand long-range economic impact.

Direct Impact

While the categories used may differ, thedirect impact usually includes items such as

Expenditures by the university: spending on supplies, materials,equipment, acquisition, maintenance, etc., as well as capitalimprovements, such as spending on construction and rehabilitation.

EXAMPLE: In 1993-1994, the University of California system spent$2.8 billion on goods and services.

Student spending, expenditures for off-campus housing, food,transportation, books, clothing, laundry, and other living expenses.

EXAMPLE: In fiscal year 1992, students at Ohio's public universitiesspent some $1.3 billion on off-campus expenses.

Employee spending, the amount of money university employees hadavailable to spend after taxes and other deductions.

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FOR EVERY DOLLAR INVESTED ...THE ECONOMIC IMPACT OF PUBLIC UNIVERSITIES

Visitor spending, the money spent by parents and others who visitedcampuses for athletic events, conferences, commencements, or otherspecial events.

EXAMPLE: Approximately $10.4 billion ofNew York State's economy was a direct resultof spending by State University of New York'semployees, students and visitors.

Jobs, which includes university employees, aswell as jobs created by university spending.

EXAMPLE: Indiana University's eightcampuses employed more than 16,000 peoplemaking the university system the state's fifthlargest employer.

Tax revenue, the state and local taxes paid bythe public university's employees, students andvisitors.

EXAMPLE: Oklahoma's public institutions of rAF_,higher education generated an estimated$109.1 million in state tax revenues in1992-1993, including $60.3 million in personal income tax,$35 million in sales taxes, and $13.8 million in excise taxes.

Out-of-state revenues, including dollars that enter the state throughfederal support for research grants and student assistance, as well asspending by out-of state students on everything from tuition and fees tofood, housing and entertainment.

EXAMPLE: The University of Texas System brought in $659 million inresearch and development funding from the federal government andother outside sources.

Long-Term ImpactIn evaluating their long-term economic impact on their states or communities,universities have provided rich data on a range of benefits, including:

Fostering new business and creating new jobs. A range of universityservices promote the creation and growth of local businesses.

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EXAMPLE: Over the past eight years about 60 new Massachusettscompanies were founded based on patents from Massachusetts Instituteof Technology (MIT). They have a market value of about $2.5 billionand have created more than 2,000 new high-tech jobs.

Promoting innovation. Universities promote economic growth byencouraging the transfer of their research results to industry.

EXAMPLE: Kansas State University's research on red meat processinghas increased the value of Kansas meat products by $210 millionannually.

Enhancing the work force. A university education makes it possiblefor men and women to get higher paying jobs and contribute more tothe economy.

EXAMPLE: Western Michigan University graduates contribute to theprosperity of the region and state by generating a higher incomepotential than their counterparts who only finish high schooleachone earning from $415,000 to $724,000 more in lifetime income.

Improving the quality of life. State universities and land-grant col-leges have a range of programs that contribute to the long-term eco-nomic growth of their communities by making them a better place tolive.

11,44,tII kr

EXAMPLE: Botanists in the University of Wisconsin's College of Lettersand Sciences are researching the ecology of groundlayer vegetation inWisconsin's oak savannas. Their results are aiding efforts to restore

and manage these imperiled ecosystems in Wisconsin and through-out the Midwest.

Public service. Outreach programs at state andland-grant institutions help communities solve socialproblems.

EXAMPLE: Colorado State University's CommunityService Office connects 6,000 students with volunteerand service-learning positions throughout thecommunity to meet the real needs of the communitywhile providing learning experiences for participatingstudents.

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FOR EVERY DOLLAR INVESTED ...THE ECONOMIC IMPACT CF PUBLIC UNIVERSITIES

Higher Education: A High Yield Investment

There is still much research to be done on the impact to the nation as a wholeof state colleges and land-grant universities.But some clear impressions emerge fromreading the economic impact statementsassembled here.

State and land-grant institutionshave been very successful in usingstate funding as seed money togenerate other revenue. State uni-

.versities and land-grant colleges typi- 5 FY

cally raise many more dollars fromoutside sources than they do from theirstates. For example, for every onedollar the states of Ohio, California, Indianaand Colorado invest in their public institutions of higher education, thosestates' public colleges and universities raise another $2.50 to $3.50 fromother sources. In fact, while this has been occurring, the percentage ofuniversity budgets funded by the states has fallen, dropping from 46percent in 1980-81 to 37 percent in 1992-93.

Colleges and universities are a major source of jobs. State andland-grant institutions employ tens of thousands of people directly andgenerate additional jobs in their states and communities indirectlythrough their spending. In many cases, they are one of the largestemployers in the state.

State and land-grant institutions multiply the effect of statedollars. Universities' economic impact statements show that across thecountry, every state dollar invested in public higher education generatesmany more dollars in economic activity in that state or region. Forexample, every dollar spent at a Texas public university generated almostthree dollars in direct and long-term economic activity. Every dollar ofstate support for higher education in Kentucky resulted in $3.40 of totalspending in the state's economy. Kent State University's spending activi-ties generates over nine times the amount of the state's investment in theuniversity, while Kansas State University's annual impact on the Kansaseconomy is more than 10 times the amount of the state's investment.

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Public Higher Education: A Powerful EconomicEngine

At a time when the public is concerned about the costs of higher education,public universities are bringing costs under control and continuing to gener-ate economic benefits for their states and communities. State and land-grantuniversities are a powerful engine for economic growth. They generate jobs,help create and grow businesses, yield large tax revenues, produce researchbreakthroughs that spur new industries, and multiply state funds many timesover to stimulate regional and state economic activity.

These economic dividends make public spending on higher education anextraordinarily productive investment in the future.

9

6

THE NORTHEAST

UNIVERSITY AT ALBANY, SUNY

The University at Albany is a major economicpartner in New York State's Capital Region,generating approximately $4 billion in economicactivity in the Region during the decade of the1990s.

Direct Economic Impacts in the 1990s

$2 billion in wages and salaries paid to 4560faculty and staff re-spent in the Capital Region;

Students spending $1.3 billion on food, hous-ing, clothing, etc.;

University purchases of $600 million in goodsand services in the Region;

Visitors spend $72 million on hotels,restaurants, stores, etc.

Long-Term Economic Impacts

The University of Albany provides the regionwith long-term benefits through its distin-guished research faculty. The campus nowadministers over 850 grants and contracts witha total value exceeding $150 million. Through-out the 1990s research activities are expectedto bring in over $400 million and provideadditional employment and businessopportunities for the region.

For more information see University At AlbanyA $4 BillionEconomic Engine.

UNIVERSITY OF MARYLAND ATCOLLEGE PARK

The Montgomery-Prince George's CEORoundtable has long believed that the Universityof Maryland at College Park is an integral factorin the economic vitality of the state of Maryland.The university is one of the area's largestemployers and purchasers of goods and services.

Direct Economic Impacts in 1993

The university is responsible for a total of $1.7billion in Maryland's economy or close to 2percent of the state's gross domestic product;

This represents an eight-fold return on thestate's investment of $217 million;

The university employs 9,400 full- and part-time employees;

300,000 visitors to the university spent a totalof $19.8 million.

Long-Term Economic Benefits

The university has unique facilities, researchcenters, and institutes that attract new researchprojects and funding as well as providingexpanded knowledge in business, science, andtechnology;

The university's faculty and research facilitiesare a magnet for new businesses and organiza-tions to the Washington-Baltimore area. Forexample, the National Archives cited theacademic resources of College Park as aprimary reason for constructing their $205million National Archives at College Parkfacilitythe largest research archive in theworld;


The university's Cooperative Extension and theMaryland Agricultural Experiment Station areessential partners in the state's multi-billiondollar agricultural and environmental indus-tries. Regional and county offices touch everysector of the state, contributing research andeducation in plant disease prevention,Chesapeake Bay water quality, agriculturalproduct diversity and marketing, ChesapeakeBay aquaculture, and natural resourcemanagement.

For more information see A Partner in Maryland's Growth: TheEconomic Impact of the University of Maryland at College Park.

MASSACHUSETTS INSTITUTE OFTECHNOLOGY

Massachusetts Institute of Technology (MIT) isone of the nation's leading institutions of higherlearning. Comprised of 6 colleges and an enroll-ment of 9,790, it directly impacts the economy ofboth the state of Massachusetts and the city ofCambridge (where its main campus resides).

Direct Economic Impacts

In fiscal year 1995 MIT initiatives and programsresulted in a $59 million economic contributionto the Cambridge community;

MIT employs a Cambridge First Policypurchasing an extensive range of goods andservices from hundreds of Cambridgecompanies. In 1995, this policy resulted in over100,000 purchase transactions with over 700Cambridge companies amounting to $42million;

MIT is Cambridge's third largest taxpayer,generating $3.1 million annually in real estaterevenue;

MIT graduates and professors over the yearshave started more than 630 Massachusettscompanies, which employed 300,000 people inMassachusetts in 1988 (190,000 direct jobs and110,000 indirect jobs) according to a Bank ofBoston study.

8


MIT graduates and professors over the yearshave started more than 630 Massachusettscompanies;

MIT alumni/ae represent an average of 11percent of the engineering faculties of the 30leading engineering schools in the UnitedStates;

MIT receives over 100 U.S. patents every year,licensing more technology than any otherAmerican university;

Over the past eight years, about 60 newMassachusetts companies were founded basedon MIT patents. They have a market value ofabout $2.5 billion and have created more than2,000 new high-tech jobs;

Each year MIT has about 400 inventiondisclosures, seeks patents on about half ofthem, is granted between 150 and 200 patents,and signs about 100 licensing agreements. Over50 percent of MIT's licenses go to small U.S.companies.

For more information see MIT Economic Impact Packet, 1995.

STATE UNIVERSITY OF NEWYORK AT BINGHAMTON

As a partner in the future growth and develop-ment of New York's Southern Tier, BinghamtonUniversity is committed to serving the state andregion in seeking effective ways to address theregion's economic challenges.


Through its technological, educational, andcultural resources, Binghamton University'sdirect economic impact on the local communitytotals $244 million annually;

The university spent $154.3 million, and its12,000 students spent another $31 millionlocally;

The university directly employed 3,600 people,in addition to supporting nearly 6,000 otherfull-time jobs as a result of its economicactivity;

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FOR EVERY DOLLAR INVESTED THE ECONOMIC IMPACT OF PUBLIC UNIVERSITIES

Campus construction projects over the nextdecade could impact the local economy a totalof $146 million and generate an additional2,200 jobs;

The university received almost $18 million ingovernment, industry, and foundation grantsand contracts that add to the region'semployment and economic base.


Binghamton University is supporting the regionthrough a range of innovative industrial partner-ships that have long-term impact to the region.For example:

The Watson School's Integrated ElectronicsEngineering Center (IEEC) is supported in partby contributions from major electronics manu-facturers like IBM, Martin Marietta, andUniversal Instruments Corporation. TheCenter's leading-edge research benefits largeand small corporations in a region where30,000 manufacturing jobs depend in someway on the electronics industry;

Binghamton's federally-funded Trade Adjust-ment Assistance Center has provided morethan $45 million in technical assistance to helpmore than 800 New York businesses surviveagainst competition from imports;

The University's Strategic Partnership forIndustrial Resurgence (SPIR), a cooperativeventure among New York engineering schools,is assisting small manufacturers across NewYork State to develop new products and helpdefense-related industries diversify.

For more details see Binghamton University's brochure The FutureStarts Here.

UNIVERSITY OF PITTSBURGH

Founded in 1787, the University of Pittsburgh isone of the oldest institutions of higher educationin the United States. With 18 colleges with anenrollment of 26,328, it is also one of the city'sand the state's major resourceseducationally,culturally and economically.

Economically, the university plays a key role indirectly supporting the region and state throughits spending practices, its revenue generation forlocal governments, and its employment ofPennsylvania residents.


The university together with its medical centeris the largest employer in the city of Pittsburgh.Approximately 1 out of 17 jobs in AlleghenyCounty can be attributed to the university;

The university's direct employment and indi-rect economic influence generated approxi-mately $796 million in personal income forregional residents;

The university generates approximately $880million in business volume in AlleghenyCounty.

The university's presence in the region gener-ated approximately $67 million in revenues forthe City of Pittsburgh, Allegheny County, otherlocal municipal governments and the county'spublic school districts.


58,000 University of Pittsburgh graduatessupport the local economy by paying taxes,buying houses and goods, and enriching theregion's labor force;

Each year university activities generate hun-dreds of millions of dollars for the localeconomy by attracting money from outside theregion for research, programs, and events;

As a major research institution, the universitydevelops technologies and innovations that willsustain the region and the nation in the nextcentury, giving birth to new industries and newfields of studies.

For more information see A Little Booklet About a Big CommunityResourcethe University of Pittsburgh.

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RUTGERS, THE STATEUNIVERSITY OF NEW JERSEY

Rutgers, The State University of New Jersey, hasover 48,000 students and is comprised of 27degree-granting divisions, including 17 under-graduate colleges and 15 graduate schools. Fiveare located in Camden, seven in Newark, and 15in New Brunswick.


The $308.6 million the state invested inRutgers was leveraged with other incomesources, resulting in $2.06 billion being spent inthe New Jersey economy, over five times thestate's original investment;

Less than half of Rutgers' total budget actuallycame from state funding;

Over $1.03 billion was pumped directly intothe New Jersey economy as a result of theuniversity's spending activities;

Students spent $273.9 million throughout thestate, with visitors to the campus spending anadditional $8 million;

Rutgers employed 8,478 regular faculty andstaff, 9,669 students and temporaries, and3,546 visiting faculty with an additional 7,626jobs created throughout the state as a result ofthe university's spending activities;

University employees paid a total of $21.1million in sales and income taxes.


The university's importance to the state'seconomy extends beyond the economic stimula-tion effected through the circulation of dollars.Rutgers also expands the economy in the long-term through its efforts in areas that include:

The university confers approximately 9,000degrees each year, and the majority of Rutgersgraduates stay in New Jersey and contribute tothe state's economy;

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The university devotes a significant portion ofits yearly budget to extension and publicservicein 1993 this amounted to aninvestment of $28.8 million;

From 1983 to 1993, the university more thanquadrupled its non-state research support from$25.3 million to $113.4 million;

Through its Office of Corporate Liaison andTechnology Transfer, Rutgers has disclosedmore than 240 inventions for which more than70 patents have been granted;

Rutger's Institute of Marine and Coastal Sci-ences conducts basic and applied research tomaintain New Jersey's important marine andtourism industries while maintaining the state'svital coastal zone and wetland ecology.

For more information see Return on the Investment: The EconomicBenefits of Rutgers University to the Citizens of New Jersey.

UNIVERSITY AT STONY BROOK

With more than 17,500 students on an 1,100-acrecampus; the University at Stony Brook has amajor impact on New York's Suffolk County andwell beyond.

Direct Economic Impacts, 1993-1994

Four economic development projects underwayat the university have created or saved morethan 2400 jobs;

The $4.8 million that the state of New York hasinvested in these four programs have attracted$79 million in private investment, a 16:1return.


With the help of the university, companiesinvolved in Stony Brook's economic develop-ment efforts will increase their business volumeby over $120 million in the near future;

The university's Biotechnology Center is likelyto result in $1.3 billion in manufacturingactivities on Long Island.

For more information, see "The Economic Impact of Stony BrookUniversity," Center for Regional Policy Studies.

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UNIVERSITY OF VERMONT

The University of Vermont includes 11 collegeswith an enrollment of 10,230. In fiscal year 1995,the university's direct impact on the state wasapproximately $155 million via expenditures bythe university, faculty, staff, students, and visitorsto the campus. In addition, local and state govern-ments received university related revenues (i.e.,taxes) of approximately $2.4 million.

For more information see The University of VermontAn Estimate ofIts Economic Impact on the State of Vermont Fiscal year 1995.

WEST VIRGINIA STATE COLLEGE

West Virginia State College includes 6 divisionswith an enrollment of 4,519. The college's pri-mary service area includes the seven counties ofKanawha, Putnam, Lincoln, Boone, Clay, Roane,and Jacksoncollectively known as KanawhaValley.


Direct and indirect expenditures by the collegehad a total monetary impact of $54.2 million;

The college directly employed 497 people andcreated an additional 3,720 jobs viaexpenditures and activities.

For more information see Impact of West Virginia State College onthe Kanawha Valley EconomyFY94-95.

GROUPS OF UNIVERSITIES ANDUNIVERSITY SYSTEMS

UNIVERSITY OF MARYLANDSYSTEM

The University of Maryland System is a drivingforce in Maryland's economy.


The university system returned approximately28 percent more to Maryland's treasury than itreceived from the state;

II

The University of Maryland System generated$4.6 billion in annual economic activity in thestate;

The system also accounted for $670 million inannual state tax revenues;

III For every $1 the state invests in the universitysystem, the university system generates $7.70in total economic activity.

For more information see The Smart Investment: The Economic Valueof the University of Maryland System to the State of Maryland.

THE CITY UNIVERSITY OFNEW YORK

The City University of New York (CUNY) com-prises ten senior colleges, six community colleges,one technical college, a graduate school, a lawschool, and an affiliated school of medicine and isthe nation's leading urban university. It is also amajor force in New York's economy.


Total funds put into New York's economy byCUNY equal $780 million per year;

CUNY generates $12.1 billion per year ineconomic activity in New York City and theStatemore than nine times the university'sbudget;

The total tax revenues directly attributable toCUNY are $401 million per year;

CUNY's students spend about $950 millioneach year while in college;

Over 90 percent of CUNY's 26,170 employeesare New York residents, and they spend about$475 million (after taxes) in New York.


CUNY graduates stay in New York, supportNew York's economy, and pay $414 millionmore in state and city taxes each year thanthey would have paid if they had not gone tocollege;

The average CUNY bachelor degree recipientearns approximately $690,000 more in lifelong4arnings than a high school graduate;

I


Eleven CUNY alumni have won the NobelPrize, more than any other public institution ofhigher learning;

The Center for Advanced Technology and theUniversity's other research programs receivemore than $251 million annually in supportfrom corporations, foundations, andgovernment agencies;

Through its Workforce Development Initiative,the university is helping New York businessesgain a competitive edge by educating workersto meet crucial labor force needs. It is alsostudying trends in the job market, developingstrategies to create new jobs, and providing theexpertise to launch small businesses.

For more information see The CUNY Economic Advantage: MakingDollars and Sense for New Yorkers.

STATE UNIVERSITY OFEW YORK

The State University of New York includes 64campuses and is one of the nation's most diversi-fied and largest comprehensive public universitysystems. Through spending, job creation, taxes,and out of state revenues, SUNY provides a rangeof direct economic benefits to the state of NewYork.


The effect of SUNY's spending activities wasover 5.1 times the amount of the state'sinvestment in SUNY;

Approximately $10.4 billion of New YorkState's economy was a direct result of spendingby SUNY, its employees, students, and visitors;

80,384 people were employed by SUNY, withan additional 35,106 jobs attributable to SUNY,its direct expenditures or spending on itscapital projects;

$790 million in income, sales, and propertytaxes to the State of New York was paid bySUNY employees and individuals whoseemployment was a result of SUNY activities;

Research and other externally funded pro-grams at SUNY are projected to yield $358million in expenditures.


SUNY also provides a wide of long-term economicbenefits such as work force development, a higherstandard of living, sponsored research and publicservice. For example:

People with four or more years of college earnas much as 40 percent more than those withless education and fewer skills. This greaterincome potential has a substantial impact uponthe New York state economy;

Each year, SUNY graduates add an estimated$16.8 billion to New York's economy throughincreased personal earning power;

Since 1987, SUNY's technology transferprogram has consistently ranked in the top 20among research universities nationally, andholds eighth place in issued patents among U.S.universities engaging in significant R&D;

The New York State Small Business Develop-ment Center administered by SUNY hascounseled and helped clients acquire $483million in private and public funding for smallbusinesses.

For more details see The Economic Impact of the State University ofNew York on the State of New York (1993-1994).

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THE SOUTHEAST

THE UNIVERSITY OF ALABAMA

The University of Alabama plays an importantrole in determining the quality of life for allcitizens in the state and particularly for TuscaloosaCounty, where its main campus resides. It is notonly a center of higher learning, but also a cul-tural force in the community and, of course, anathletic center. Above all, it presents educationaland research opportunities and plays a vital rolein the local and state economy.


The University of Alabama accounted for$429.4 million or approximately 23 percent ofTuscaloosa County's income;

University-related direct expenditures totaled$238.6 million or 13 percent of Tuscaloosa'sincome;

The university employed 5,900 people in fulland part-time positions of which 90 percent ofthese employees maintained their householdsin Tuscaloosa county;

Students spent approximately $92.8 million forgoods and services in the county with $10.6million worth of purchases attributable tovisitors of the university.

For more information see The Economic Impact of the University ofAlabama on Tuscaloosa County.

THE UNIVERSITY OF ALABAMAAT BIRMINGHAM

The University of Alabama at Birmingham in-cludes 14 colleges with an enrollment of 15,362.The university serves the surrounding communi-ties of Jefferson, Shelby, St. Clair, Blount, andWalker counties and provides them directeconomic benefits.


University faculty and staff expenditurestotaled $295 million;

Student expenditures were approximately $118million with visitors spending $35.6 million;

The university employed nearly 73,900people of which faculty and staff make upapproximately 15, 351;

Revenues to local governments fromuniversity-related influences were estimated tobe $74 million.

For more information see University of Alabama at Birmingham'sImpact on the Birmingham Economy.

AUBURN UNIVERSITY

Auburn Universityincluding the main campus,AU at Montgomery, the Alabama AgriculturalExperiment and the Alabama CooperativeExtension System is a major economic playerand institutional asset in the state of Alabama.

Direct Economic Impacts in 1993-1994

AU's interac-tion withAlabama'seconomyproduced anestimated18,859 jobs,in addition tothe 10,408full- and part-time jobsprovideddirectly by theuniversity;

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The university's in-state expendituresstimulated Alabama's economic output by $940million.


Degrees conferred by the university in 1993-1994 increased the earnings capacity ofgraduates by $1.3 billion;

The delivery of university off-campus expertiseincreased productivity in Alabama's economyby $167 million;

Overall, Auburn turned a $162 million stateappropriation into a $2.4 billion economicboost for the state of Alabama.

For more details see the 1996 report of the campus-wide EconomicImpact Committee.

UNIVERSITY OF FLORIDA

The University of Florida has an enrollment ofover 37,000 students and is among the ten largestuniversities in the nation. It is a major center ofeconomic activity for the state of Florida.

Direct Economic Impacts in 1993-1994

For each dollar the university received in statefunding, it generated an additional $3.08 fromother sources;

The university, its related organizations,students, and visitors spent an estimated $1.78billion in the state of Florida;

47,919 jobs in Florida were attributable to theuniversity;

The university's total economic impact wasalmost $2.1 billion, more than five times thestate investment of $409 billion.


In 1993, the university ranked fourth amongpublic and private universities in the number ofpatents awarded;

The university has one of the most comprehen-sive programs in the country, and its relatively

14

low tuition rates make it an exceptionally goodbuy for students, over 87 percent of whom areFlorida residents;

The university is one of the top researchschools in the U.S., ranked 27th among publicuniversities in attracting research dollars in1992.

For more information see The Economic Impact of theUniversity of Florida on the State of Florida.

FLORIDA ATLANTIC UNIVERSITY

The mission of Florida Atlantic University (FAU) isto provide comprehensive educational programsand services to the 2.5 million residents of one ofthe fastest growing urban regions in the nation,Southeast Florida. In fulfilling its mission, FAUprovides its immediate service area and the statewith a range of direct economic benefits.


Employees, students, and visitors spent $368.7million in Southeast Florida;

The university directly employed over 2,000people and created additional jobs for theregion as a result of university-related business;

FAU received approximately $23.2 million incontracts and grants that added to the region'semployment and economic base;

The university initiated $51 million ofuniversity related construction projects.


Enhancement of economic and quality of lifefactors in Southeast Florida make the regionpotentially more attractive to industries andbusinesses that may wish to relocate;

FAU contributes to the understanding andsolutions of environmental and urban problemsthrough publications and research efforts of theFAU/FIU Joint Center for Environmental andUrban Problems;

17


The university provides public service to thecommunity through cultural events, sportsevents, public speakers bureau, and volunteerson community boards.

For more information see The Economic Impact of Florida AtlanticUniversity.

GEORGIA STATE UNIVERSITY

Georgia State University's primary aim is toprovide quality educational programs and servicesto the community it serves. It also, however, playsa role in broadening the local social and politicalenvironment, as well as providing significantdirect economic benefits to the region and state.


Faculty, administration, staff, and studentsspent an estimated $189 million in Georgia;

Georgia State employed 2,257 full-time peopleand 1,222 part-time people, in addition togenerating an additional 1,220 full-timepositions in the Atlanta community viauniversity related spending;

The university spent approximately $40 millionin local purchases (Atlanta region).

For more information see Georgia State University Spending Patternsand the Atlanta Economy, an Updated Estimate for 1992.

UNIVERSITY OF LOUISVILLE

The University of Louisville includes 7 collegeswith an enrollment of 20,721. Locally and region-ally the university reaches out to the publics itsserves in numerous and innovative ways.


The university spends $335 million annuallyfor goods and services throughout the state;

The university employs over 4,000 faculty andstaff, making it one of Louisville's top tenemployers;

The university pays more than $3 millionannually in local and state income taxes.


The university generates additional income andjob opportunities for the state via externalresearch 'grants and contracts;

It prepares its students for future jobs withprograms such as the Speed Scientific School;

The University of Louisville provides advancededucation to many first generation collegestudents and is on the front line of changingjob and life opportunities for thousands ofresidents each year.

For more information see University of Louisville Impact on EconomicDevelopment.

MISSISSIPPI STATE UNIVERSITY

From its beginning more than a century ago,Mississippi State University has served the stateand its people through high quality programs ofinstruction, research, and service. It supports thesocial and industrial growth of the state and theregion it serves and directly impacts its economicdevelopment.


For each $1 invested in Mississippi StateUniversity by the state of Mississippi, theuniversity obtained an additional $1.63 fromother sources such as gifts, research grants andcontracts;

Mississippi State University's total economicimpact was an estimated $506.2 million ofwhich $283.4 million was the result of directspending;

University students alone spent an estimated$48.6 million, and visitors to the universityspent at least $20.4 million;

At least 12,893 state jobs result from economicactivity associated with the university. Anadditional 5,352 jobs result from revenuesbrought into the state by the university;

Tax revenue to the state resulting from theuniversity's activities total at least $21.6 millionin the form of income and sales taxes alone;

1815


At least $133.8 million in increased economicactivity in Mississippi is due to out-of-staterevenues attracted by the university.


The university's PRO-MISS program utilizesfaculty and staff to conduct training of groupsof citizens from several counties each year. Thetraining includes all elements relevant to thoseinvolved in local economic planning anddevelopment.

The university's Community and EconomicDevelopment Center and the Center for SmallTown Research and Design provide guidancefor development of community improvementstrategies as well as research and assistance totowns developing or implementing communityimprovement initiatives.

The university's Engineering and IndustrialResearch Station provides research and testingfor both industry and government, thusdirectly transferring such research into applica-tions that improve industrial growth within thestate.

For more information see A Report on the Economic Impacts ofMississippi State University.

UNIVERSITY OF NEW ORLEANS

The University of New Orleans includes 9 collegeswith an enrollment of 15,239.


University spending activities totaled $271.5million;

University direct and secondary employmentwas 3,310 people.


The University's Division of Business and Eco-nomic Research supports a range of research andspecial projects that will provide the state of

16

Louisiana and the New Orleans metropolitan areawith future economic development venues. Thebenefits of these activities are long-term andinclude projects such as:

Developing "Metro Vision," a comprehensivestrategic plan for economic development inthe New Orleans area. This plan, which is thefirst of its kind locally, is currently inimplementation;

Developing the New Orleans MetropolitanArea Economic Database and UNO EconomicAnalysis Forecasting Model. These efforts haveproved to be a valuable resource to the localgovernmental and business communities,allowing them to properly assess the NewOrleans area economic performance.

For more information see University of New Orleans Division ofBusiness and Economic Research Public Service Activities Since 1991.

UNIVERSITY OF NORTHCAROLINA AT GREENSBORO

The University of North Carolina at Greensboro(UNCG) consists of six professional schools, theGraduate School and the College of Arts andSciences with a student body of 12,177. Throughits spending, job creation, and tax revenues, theuniversity provides direct economic impacts tonot only its immediate service area of thePiedmont Triad region, but also the state at large.

Direct Economic Impact in 1993

UNCG spending, including faculty/staff,students, and visitors, totaled $166 million;

UNGC employed 1,738 people full-time andgenerated additional jobs via expenditures andprojects throughout the state;

$16.5 million in income, sales, and propertytaxes to the state and local governments werepaid by UNGC employees and individualswhose employment was a result of UNCGactivities.

19



In the long-term, UNCG graduates (of whichapproximately 40 percent stay in the Triad areaand 80 percent stay in North Carolina) provide theregion and the state with a workforce that has onaverage a higher earning income potential. Aneducated workforce helps build a strongereconomy for the region and the state.For more information see The University of North Carolina atGreensboroEconomic Impact: UNCG and the Triad.

NORTH CAROLINA STATEUNIVERSITY

North Carolina State is one of three universitiesthat define the renowned Research Trianglehome to many public and private research centersof national and international distinction. As thearea's major land-grant university, North CarolinaState makes direct and long-term contributions tothe economic progress of the community, region,and state.


The effect of North Carolina State's actualspending was 3 times the amount of the stateinvestment;

Approximately $750 million was spent by theuniversity, its employees, students, and visitors;

$15.9 million alone was the result of studentspending with approximately $15.1 million theresult of visitor spending;

North Carolina State employed more than13,200 making it one of the largest employersin the state.


Research at North Carolina State is amongNorth Carolina's most powerful magnets forinternational recognition, attracting over $200million annually;

17

Research efforts at the university have yieldedfar reaching accomplishments, such as savingthe textile industry more than $25 millionannually through improvements to the manu-facturing process using infrared technology;

The university's Industrial Extension servicesprovide engineering and industrial manage-ment assistance to businessesin 1993 clientsreported a gain of $104 million as a directresult of the program.

For more information see The Impact of North Carolina StateUniversity on the State of North Carolina.

VIRGINIA POLYTECHNICINSTITUTE AND STATEUNIVERSITY

Virginia Tech is the commonwealth's largestuniversity and land-grant institution. As such itplays a major role in fueling the regional andstate economy. The university and its relatedorganizations spend hundreds of millions ofdollars and employ thousands of people through-out the region. In turn, the expenditures ofVirginia Tech and those of its employees, stu-dents, and related organizations have a multipliereffect that creates additional levels of economicactivity.

Direct Economic Effects

The Virginia Tech community (the university,its agencies, faculty and staff members, studentsand visitors) spends about $425 million a yearon goods and services in the New River/Roanoke Valleys region;

In 1990 Virginia Tech was responsible (directlyand indirectly) for creating 8,782 jobs inMontgomery County (about 30 percent of thecounty's employment);

In 1990 Virginia Tech received approximately$26.7 million in private giving that added tothe region's employment and economic base.

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Virginia Tech is the state's largest researchinstitution. Its researchers tackle some oftoday's most pressing problems and are creatinginnovations that will help drive tomorrow'seconomy;

Through its public service program and theVirginia Cooperative Extension, Virginia Tech isworking to improve the economic well beingand quality of life for all Virginians.

For more information see "Virginia Tech and the Community: ASummary of the University's Economic Effects."


COMMONWEALTH OF VIRGINIAACADEMIC HEALTH CENTERS

As leaders in advanced specialty care, healthsciences research and education, Virginia's threeacademic health centersEastern Virginia Medi-cal School-Norfolk; Medical College of Virginia;Virginia Commonwealth University-Richmond;University of Virginia Health Sciences Center-Charlottesvilleare well-known as vital contribu-tors to the physical well-being of theCommonwealth's citizens. Few, however, under-stand the magnitude of these institution's impacton the state's economic well being.

Direct Economic Impact

$2.7 billion is contributed annually byVirginia's academic health centers to the state'seconomy representing a full 1.2 percent of theentire business volume in the state;

As the largest non-state government employer,Virginia's academic health centers provide58,000 direct and indirect jobs. One in every46 jobs in Virginia is provided by one of itsthree academic health centers;

For every $1 spent by the academic healthcenters, an additional $1.30 is generated intothe Virginia economy;

18

$116 million in tax revenues are generated bythe operations of Virginia's academic healthcenters;

Visitors to the three academic health centersbring $103.8 million into the Virginia economy.


Biomedical research at the state's academichealth centers has contributed to roughly 20percent of Virginia's biomedical and biotechnol-ogy companies in their business formation andproduct development;

Virginia ranks 12th in the nation for NationalInstitutes of Health funding awards;

In 1995, biomedical research conducted atVirginia's three academic health centersbrought in over $160 million in research funds.

For more information see "Academic Health Centers in theCommonwealth of Virginia."

UNIVERSITY OF KENTUCKY

The University of Kentucky comprises eight publicinstitutions of higher education with a totalenrollment of 106,254. In fiscal year 1991-1992,the university system had significant directeconomic benefits to the state's economy.


Each $1 of state support of higher education inKentucky resulted in $3.40 of total spending inthe state economy;

The $672 million in state appropriationsstimulated $2.29 billion in total public andprivate spending in the state;

Total employment in the state was 67,862greater than it would otherwise have been inthe absence of state support for highereducation;

The university's $1.56 billion of wages andsalaries equaled 3.8 percent of the $40.58billion of the state's total wages and salaries;

21

FOR EVERY DOLLAR INVESTED THE ECONOMIC IMPACT OF PUBLIC UNIVERSITIES


Higher education substantially increases aperson's life-time earnings. Each year of highereducation adds to a person's human capitalvalue in essentially the same way as saving andinvesting in a long-term bond adds to aperson's net worth;

The human capital value of the personsenrolled in the state's university system wasincreased by $8.52 billion as a result ofadding a year of higher education to theirqualifications;

The state's investment of $672 million in highereducation support stimulated an increase of$8.52 billion in human capital wealth in thestate.

For more information see Two Studies: Economic Impact of PublicHigher Education in Kentucky.

THE UNIVERSITY OFTENNESSEE

While most people correctly identify the Univer-sity of Tennessee as an educational institution, it isalso a business. With an annual operating budgetof more than $1 billion a year, the university playsa significant role in the Tennessee economy.


The university spent more than $877 million infiscal year 1993; almost 80 percent of it inTennessee;

Students at the university spent nearly $306million at campuses across the state whilevisitors to the university spent an additional$98 million;

19

The university employs 18,096 faculty and staffas well as 7,291 student employees for a totalof 25,387. In addition, jobs created outside theuniversity as a result of university spending areestimated at 22,956;

The return on the state's investment is about $3for every $1 appropriated by the legislature;

The university's two hospitals generated a totaleconomic impact of more than $207 million in1992-1993.


Research boosts economic development asresearch is converted into new products andservices. Faculty members who want to,commercialize their research work through theuniversity's Research Corp. The Research Corp.received $5.5 million in royalties in the last 10years, and $2.7 million has been passed alongto inventors;

The university's Institute of Agriculture literallyspans the state, with extension offices in eachof the 95 counties, 11 experiment stations,colleges of agricultural sciences and naturalresources and of veterinary medicine in Knox-ville, an arboretum in Oak Ridge, and four 4-Hcenters;

The university's Center for Industrial Serviceshelps Tennessee businesses and industriesobtain federal contracts. In the past sevenyears, the Procurement Technical AssistanceProgram, which is funded through a contractwith the Department of Defense, helpedTennessee industries obtain $405 million inprime and subcontracts.

For more information see Growing the State EconomyTheUniversity of Tennessee's Economic Impact on Tennessee.

22

THE MIDWEST

KANSAS STATE UNIVERSITY

Kansas State University (KSU) is a comprehensiveresearch university with a student body of nearly21,000 housed in nine colleges. Through itsteaching, research, and extension/service activi-ties, the university is an important direct contribu-tor to the economy of Kansas and the economicwell-being of its citizens.

Direct Economic Impacts.

The effect of KSU's annual impact on theeconomy of Kansas is more than 10 times theamount of the state's investment;

In 1993, annual expenditures associated withall activities at the university were estimated tobe in excess of $350 million.


KSU's research programs particularly in the areaof applied agricultural research will be positivelyimpacting the state's economy for years to come.For example:

The development of Newton wheat, the firstsemi-dwarf wheat in Kansas, increased stateincome by more than $700 million since 1980;

20

KSU's research on red meat processing hasincreased the value of Kansas meat products by$210 million annually;

KSU researchers have developed electroniclivestock identification systems and detectionsystems for viral and microbial pathogens thatwill save $6 to $7 million each year;

Researchers at KSU developed a Hybrid CircuitPower Switch that is being marketed nationallyand is expected to yield sales of $1.3 millionannually in three years.

For more information see Kansas State University 1995 EconomicImpact Report.

KENT STATE UNIVERSITY

Kent State University includes 8 colleges with anenrollment of 21,413. Through spending, jobs,taxes, out-of-state revenues, and credit, theuniversity has significant direct impacts on thelocal and state economies of Ohio.


The effect of Kent State University's spendingactivities was over 9 times the amount of thestate's investment in the university;

For every $1 the Staie of Ohio invested in theuniversity, Kent State generated an additional$2.07 for its operating expenses from othersources such as private gifts, grants andcontracts;

Kent State University employees, students, andvisitors spent an estimated $800 million;

3,000 jobs for Ohioans were attributable to theuniversity, with an estimated 1,012 additionaljobs generated by the university's spending oncapital projects;

$6.1 million in state income and sales taxeswere paid by university employees as well as$2.5 million in city/local income taxes.

23

FOR EVERY DOLLAR INVESTED ...THE EC DNOMIC IMPACT OF PUBLIC UNIVERSITIES


With 73,642 alumni residing in Ohio, theuniversity is a major provider of the state'scollege-educated workforce;

University graduates residing in Ohio addnearly $1 billion to Ohio's economy and taxbase annually;

The university's research programs, such as theGlenn H. Brown Liquid Crystal Institute,generate new economic opportunities for Ohioby developing innovative technologies andproducts that could lead to new industrial basesfor the state.

For more information see An Economic Impact Statement Ohio'sEducation PortfolioKent State University.

UNIVERSITY OF MICHIGAN

The University of Michigan is committed toserving the state and region in seeking effectiveways to address the region's economic challenges.Through its technological, educational, andcultural resources, the University of Michigancontributes significantly to the economic wellbeing of the region and the state.


The university employs over 27,000Washtenaw County residents, over 10 percentof the entire county workforce; annual payrollis $900 million;

Received $270 million in federal researchdollars with an additional $120 million fromprivate companies and foundations;

In FY 1995, the university spent $85 million inWashtenaw County alone;

Students spend an estimated $50 millionannually in the region;

Visitors to the university spend approximately$2.2 million in the local economy;

Construction and reconstruction activities havegenerated and additional $300 million into theeconomy;

Property taxes paid by the university exceed$150,000 annually.


The region's new Material Recovery Facility(MRF) was economically feasible largelybecause of a joint city and university agree-ment. The facility recovers recyclable materialsfrom waste. The university sends the majorityof its generated waste the center which notonly has a positive impact on the environmentbut will also generate $30,000 annually in themarketing of recyclable materials.

The university's research efforts in 1995 yieldedthe awarding of 31 patents to 73 universityresearchers;

The university works to facilitate technologytransferthe practical application of its re-search that is vital to the economic well-beingof the state and national economiesthroughincreasing services, streamlining policies, andcommunicating to key constituencies thecritical importance of this activity.

Note this information came from a presentation; hence there is nopublication to refer to for more information.

UNIVERSITY OF NORTH DAKOTA

The University of North Dakota includes 12 majoracademic divisions with an enrollment ofapproximately 13,500 students. The universityhas a major impact upon the economy of thecommunity and the region.


Approximately $166.5 million was injected intothe state's economy via spending by theuniversity, its employees, students and visitors;

The university employed a 2,476 full-time and2,987 part-time in North Dakota.


The university is developing collaborations andpartnerships with business, industry, andgovernment that will support the region and

212 4


state's future economic development. Theseefforts include the development of two world classfacilities: The Energy and Environmental ResearchCenter; and The Center for Aerospace Sciences.

For more information see The Economic Impact of the University ofNorth Dakota.

THE OHIO STATE UNIVERSITY

Teaching, research, and service constitute thecornerstone of Ohio State's strong and growingpartnership with the people of Ohio. A benefit ofincreasing importance to the state's citizens is thepositive impactboth direct and long-termOhioState has as a generator of economic activity.


The university, its employees, students andvisitors generated about $3.5 billion in eco-nomic activity, multiplying the state's $389million investment nine fold.

Ohio State students spent about $286 million,with nonresident students spending more than$113 million.

More than three million OSU visitors contrib-uted almost $78 million to the local economyin 1994, not counting expenditures made tothe university.

For each dollar the state of Ohio invested inOhio State, the university generated an addi-tional $3.3 dollars for its operating expenses.

Nearly 41,000 nonstudent jobs for Ohioanswere attributable to the university and its directexpenditures.


OSU provides more college-educated partici-pants to the Ohio work force than any otherinstitution of higher education;

The Ohio Agricultural Research and Develop-ment Center generates new agriculturalknowledge that is shared with the generalpublic and the agribusiness community, yield-ing significant economic benefits to Ohio'sextensive agricultural industry;

22

The Ohio State Medical Center delivers ad-vanced healthcare, facilitating and expeditingthe transfer of basic and clinical researchfinding to patient care activities. The center alsotrains healthcare professionals, most of whomstay within the state of Ohio;

Almost 300 inventions have been disclosed byOhio State's Office of Technology TransferOperations over the past five years, yieldingover $7.14 million in royalty income. Thesediscoveries are being used to spur the growth oftechnology-based businesses in Ohio.

For more information, see The Ohio State University Economic ImpactStatement 1995, Investing in Ohio's Economic Future.

OHIO UNIVERSITY

Ohio University includes 13 colleges with anenrollment of 19,461students. Through spending,jobs, taxes, out-of-state revenues, and credit, theuniversity has significant direct impacts on thelocal and state economies of Ohio.


The effect of Ohio State University's spendingactivities was over 8 times the amount of thestate's investment in the university;

For each $1 the State of Ohio invested, theuniversity generated an additional $1.64 for itsoperating expenses from other sources;

Ohio University, its employees, students, andvisitors spent an estimated $418 million inOhio;

Ohio University students alone spent $178.2million, with visitor spending accounting for$3.8 million to the local economy;

The university was Athens County's largestemployer with 3,914 non-student employees.Ohio University also generated an additional2,720 jobs through its in-state spending andcapital expenditures;

.$6.3 million in income and sales taxes to theState of Ohio were paid by the university'semployees with another $1.9 million beingpaid to city and local income taxes.

25



The university provided Ohioans affordableeducational opportunities that will enable themto work productively and compete effectively inan economy that places a premium on high-quality human resources;

Ohio University graduates residing in Ohio addan estimated $876 million to Ohio's economyand tax base;

In 1992 the university received $22.2 million infederal support of which $11.5 million wasattracted by the university's research andservice capabilities;

The university's technology transfer programand its Institute for Local-Government Adminis-tration and Rural Development facilitate social,environmental, and economic development insoutheastern Ohio by providing technology,information, research, and management/development training to local firms, non-profitorganizations, and small-town businesses.

For more information see An Economic Impact Statement Ohio'sEducation PortfolioOhio University.

WAYNE STATE UNIVERSITY

Wayne State University, with an enrollment of32,906, participates heavily in meeting thechanging economic needs in both southeastMichigan and the state as a whole.


The university employs some 9,500 people;

Wayne State maintains a $290 million yearlypayroll, including fringe benefits;

Over the past twelve years, the university hasinvested more than $230 million in the physicalplant;

The university spends about $144 million forgoods and services, mainly from Michigansuppliers.

23


Wayne State has a number of joint programswith business and industry, primarilyinvolving the colleges of business, engineering,education and the College of Urban Labor andMetropolitan Affairs;

The university has three major research centersdirectly related to Michigan industries;

Some 25 percent of all physicians, 23 percentof all nurses, 20 percent of all lawyers, and 29percent of all social workers practicing in themetropolitan Detroit are in 1992 were WayneState graduates.

For more information see a report submitted to the Michigan HouseHigher Education Appropriations Committee in response to writtenquestions on Wayne State University's economic impact.

UNIVERSITY OF WISCONSIN-MADISON

The University of Wisconsin began 150 years agoas a partnership with the state. Its Wisconsin Idea(the philosophical framework for this partnership)has become a national model. Its commitment tothe citizens of Wisconsin in continuing thispartnership is stronger than ever as the 21stcentury approaches.


Based on the most recent statistics, theuniversity's direct economic impact on thispartnership in 1990 was $3.4 million in directand indirect spending.


Botanists in the university's College of Lettersand Sciences are researching the ecology ofgroundlayer vegetation in Wisconsin's oaksavannas. Their results are aiding efforts torestore and manage these imperiled ecosystemsin Wisconsin and throughout the Midwest;

The university's Center on Wisconsin Strategyprovides expertise for improving economicperformance and living standards in Wisconsinand works with business, labor, and stateofficials to build the infrastructure needed to

26


support a high-wage, high-productivityeconomy in the state;

Researchers at the College of Agriculture andLife Sciences have found a way to reduce theamount of feed needed to grow animals. Theresearchers estimate that Wisconsin's poultryindustry could save $1 million each year inproduction costs, and foresee much largersavings for the cattle and swine industries.

For more information see The University in Partnership withWisconsinBuilding on a Tradition of Excellence Part II.

WESTERN MICHIGANUNIVERSITY

Western Michigan University has a total enroll-ment of 26,537. Its main campus in Kalamazooand six regional centers make it the state's secondlargest off-campus education program. In fiscalyear 1994 the university's economic impact onthe local region totaled more than $414 millionvia its spending and employment activities.


The university is the third largest employer inKalamazoo County, with 2.6 percent of totalemployment;

For every dollar paid by the university inwages and salaries, there was an increase of $2in personal income in Kalamazoo County;

The additional tax revenues and export-basedproceeds of the university resulted in a 7.3percent rate of return on the state's investmentin the university.


University graduates contribute to the prosper-ity of the region and state by generating ahigher income potential then their counter-parts who only finish high schooleachWestern Michigan graduate earning from$415,000 to $724,000 more in lifetime income;

The university has the largest number ofundergraduate students from other countries

24

and one of the largest percentages ofinternational students of any public universityin Michigan. Its linkages with more than 40universities and agencies in 20 'countries makeit a truly global educational community;

Through its Unified Clinics, the university is afull partner in providing high quality healthcare to the Southwest Michigan community,including those less able to pay for services.

For more information see Western Michigan UniversityEconomicImpact Report: A Matter of Quality.


INDIANA UNIVERSITY

Indiana University includes 8 campuses with anenrollment of nearly 93,000 and is one of theoldest state universities in the Midwest. It is alsoranks as one of the largest institutions of highereducation in the United States. As such, IndianaUniversity's faculty, staff, and students contributedaily to Indiana's economic growth.


For every dollar provided to the universitythrough appropriation, the University hasgenerated $3.01 for its operating expenses fromother sources such as research funding, grants,and contracts;

Indiana University employees, students, andvisitors spend an estimated $630 millionannually;

Indiana University employed more than16,000 people and was the state's fifth-largestemployer;

The University brought in approximately $52million to Monroe County through visitorexpenditures;

Indiana University received $179 million inexternal funding for research on its campuses.

27



Work by the professors at the University'sSchool of Public and Environmental Affairs onthe potential impact of global warming on theeconomy of the Great Lakes region will allowregional planners and local economic develop-ment officials to plan more effectively for thefuture of the region;

Indiana businesses owned or operated byIndiana University graduates generate $8.9billion in sales each year;

Indiana University's Industrial Research LiaisonProgram (IRLP) in cooperation with the SmallBusiness Innovation Research Program (SBIR)have helped Indiana companies develop pro-posals and receive funding for projects such ascreating robotics products and developing acomputer-based radiology system to aid in thediagnosis of breast cancer.

For more information see The Economic Impact of Indiana Universityon the State of Indiana.

UNIVERSITY OF MISSOURISYSTEM

As the state's only public research university, theUniversity of Missouri has an obligation to.respond to student needs and also to serve theeconomic needs of the state.

Direct and Indirect Economic Impacts

The Missouri Research Park has attracted nearlya dozen corporate tenants who combine pro-duction and research in a unique fashion madepossible through a partnership forged with theUniversity of Missouri;

Jobs creation from the Missouri Research Parktotaled more than 800 by the end of 1994;

The University Park, which has recently begundevelopment adjacent to the University ofMissouri-Kansas City campus, has the potentialeconomic and fiscal impact of approximately$6.8 billion over the next 15 years.

For more information see University of Missouri Aids the MissouriEconomy

2825

UNIVERSITY OF NEBRASKA

The University of Nebraska system is comprised of4 campuses with an enrollment of 49,267.


The University of Nebraska System generatednearly $3 billion in economic activity-10 timesthe state's investment in the university system;

The system generated $925 million in retail andwholesale sales and an additional $345 millionin services;

The university system generated nearly $2billion in private business transactions in thestate;

The University of Nebraska system provided20,000 jobs outside the university, in additionto the 15,7000 jobs the university itself pro-vides, for a total of 35,700 jobs for Nebraskans.


Over the long-term, the university generatesmillions of dollars in growth and income for thestate by supplying intellectual capitaleducatedpeople, and applied and basic researchand thetools of innovation in Nebraska's business, medi-cine, and agriculture.For more information see University of Nebraska's Economic ImpactStudy.

OHIO PUBLIC UNIVERSITIES

Ohio's public universities' and medical colleges'impact on local and state economies resultsdirectly from the use of their operating and capitalbudgets. Therefore, their most immediate eco-nomic effects can be seen in jobs, spending, taxes,and out-of-state revenues.


For every $1 the State of Ohio invested in itsinstitutions of higher education, public collegesand universities generated an additional $2.50for their operating expenses from other sourcessuch as gifts, reasearch grants and contracts;


Ohio's universities and medical colleges, theiremployees, students, and visitors spent anestimated $5.36 billion in Ohio;

Ohio's university system had 60,600 non-student employees, in addition to creating52,000 jobs for Ohioans as a direct result oftheir expenditures;

Ohio's university system employees paid anestimated $95.7 million in income and salestaxes to the state in addition to another $31.3million in city and local income taxes;

Ohio university students spent and estimated$1.3 billion for off campus expenses andvisitors to the university system spent $167.4million in the local economy.


Ohio's public universities are major providers ofcollege educated participants for Ohio'sworkforce, adding a potential $9.1 billion to thestate's economy;

Ohio's public universities generates neweconomic opportunities for Ohio by creatingnew ideas, altered processes, and innovativeproducts and technologies;

For more information see An Economic Impact Statement Ohio'sEducation Portfolio: A Consolidated StatementThe PublicUniversities of Ohio.

OKLAHOMA PUBLIC COLLEGESAND UNIVERSITIES

Oklahoma higher education does more thanprovide instruction to Oklahomans; it also pro-duces thousands of jobs both on- and off-campusand generates millions of dollars through itsspending for the state economy.


For each $1 appropriated by the state, Okla-homa higher education generated an additional$1.44 in revenue from other sources such asgifts, research grants and contracts;

26

Oklahoma higher education generated morethan 82,000 jobs, 6.7 percent of the totalnumber of jobs in Oklahoma;

Public higher education spent $766.5 millionfor wages, salaries and benefits for theemployees needed to operated the system;

Student off-campus spending provided anestimated $289 million in wage and salaryincome, with visitor spending creating anaddition $51.5 million of wage and salaryincome;

Oklahoma higher education generated anestimated $109.1 million in state tax revenues,including $60.3 million in personal income tax,$35 million in sales taxes, and $13.8 million inexcise taxes;

Non-resident students spent more than $146.6million in Oklahoma, almost $80 million ofthat going to off-campus merchants andlandlords;

The federal government paid $82.8 million toOklahoma's colleges and universities in theform of research grants and appropriated funds,and more than $78 million for student aid.


During their lifetimes, students who graduatedfrom and entered Oklahoma's workforce willgenerate approximately $14.5 billion more inearning than they would if they had notattended college;

As a result of increased earnings, the state willrealize an additional $1.3 billion in state taxrevenues over those students lifetime;

Oklahoma higher education makes its mostimportant contribution to the state's economicdevelopment by providing Oklahoma with awell-educated workforce.

For more information see Oklahoma Higher Education: One of theState's Best Returns on Its Investment, and Economic Impacts ofHigher Education on the Oklahoma Economy: Final Report to theOklahoma State Regents for Higher Education, June 30, 1995.

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THE WEST

UNIVERSITY OF ALASKAFAIRBANKS

The University of Alaska Fairbanks (UAF) serves113 communities statewide with an enrollment of9,274 students and is among the few universitiesin the nation with land-, sea- and space-grantstatus. It's direct economic impact on Fairbanks anthe state at large is a result of direct expenditures,job creation, and tax revenues.


UAF spends approximately $10 million annu-ally in Fairbanks in direct purchases for theinstitution and spends another $10 millionthroughout the state;

In addition to direct expenditures by theuniversity, employees and students spendapproximately $121 million a year in theFairbanks area and visitors to the universityspend approximately $7.3 million;

The university employs 3,300 people directlyand through its spending creates an additional3,500 jobs in the state.


UAF ranks among the top 100 research institu-tions in the U.S., making it highly competitivefor external research grants;

Through the Tanana Valley Campus DowntownCenter, UAF provides vocational and technicaltraining to students who wish to upgrade theirjob skills;

UAF is the only doctoral degree-grantinginstitution of the University of Alaska system.

For more information see University of Alaska FairbanksMeetingthe Challenges.

THE UNIVERSITY OF ARIZONA

With its 11 colleges, 35,000 students, and morethan 150 buildings on 340 acres, the Universityof Arizona has a significant economic impact onits region and the state.

Direct Economic Impacts, 1991

The total employment impact of the university,direct and indirect, was almost 38,000 jobs,almost 12 percent of local employment in itshome county;

The combined wage impact in the Tucson areaof University spending, student spending andvisitor spending was almost $690 million;

The combined impact on sales due to theuniversity was $1.5 billionfor every dollarthe university received in state funds andstudent tuition/fees it generated another $1.08in grants, contracts, sponsored projects, andgifts from federal or private sources.


Highereducationmeans ahealthierlocal andstateeconomy, inpart becausecollegegraduatesearn corn-parativelyhigherincomes thatpersons whodo not attendcollege.

3927


The 74,000 University of Arizona alumni inArizona create a substantial impact.

For more information, see "The University of Arizona: A VastResource for Fueling Pima County's Economy."

UNIVERSITY OF CALIFORNIA,BERKELEY

The University of California at Berkeley ranks asone of the world's leading intellectual centers. It isrenowned for the size and quality of its librariesand laboratories, the scope of research and publi-cations, and its distinguished faculty and studentbody. It also plays an integral role in the health,welfare, and economic well being of the East Bayarea and the state of California.


For every $1 of state support, the universitygenerates an additional $1.68 from othersources such as research grants and privategifts, contracts, and grants;

One of the largest employers in the Bay Area,the university employs 18,000 full-and part-time employees;

Based on direct expenditures, the universityhas an annual economic impact on the regionand the state of more than $1 billion.


The university has played a vital role in thedevelopment of Silicon Valley, birthplace of theCalifornia computer industry. Berkeley alumnihave co-founded some of the largest SiliconValley companies, including Intel Corporation,Apple Computer, Sun Microsystems, whichcollectively generate more than $12 billion inannual sales;

California's first biotechnology company, Cetus,was formed in 1971 by Donald Glaser, Berkeleyprofessor and Nobel laureate. Cetus mergedwith Chiron Corporation, co-founded byBerkeley professor Edward Penhoet. Chiron has6,000 employees and annual sales of $454million;

28

The university helped found and leads theUniversity-Oakland Metropolitan Forum, adistinctive institution mobilizing faculty andstudent resources to assist community organi-zations and the City of Oakland in support ofeconomic development, education reform,neighborhood revitalization and other criticalefforts.

For more information see Cal Today, February 1996.

UNIVERSITY OF CALIFORNIA,IRVINE

The University of California at Irvine is recognizedand respected widely for its excellence in teach-ing, research, and public service. The university isalso a major center of activity contributing greatlyto the economy of Irvine, range County, and theSouthern California region.


The university paid vendors $188 million forgoods and services of which 23 percent$44millionwas paid to Orange county vendors;

The university employed 11,795 people,making it the largest employer in Irvine andthe third largest in Orange County;

Estimated expenditures by students were over$102 million.


Orange Country's high-tech/bio-tech industrialbase is anchored by the research and educa-tional facilities of UC Irvine. UCI's campus has ahistory of innovation in business and standsout as a global center for the transfer andadvancement of new technologies needed topropel the local economy;

As part of a visionary plan that will solidify theuniversity as a central resource for healthsciences research, the university broke groundfor the University of California Irvine Centerfor Health Sciences in 1995. The interdiscipli-nary research facility will house both academicand commercial researchers and will foster the

31


development and transfer of medical researchinto marketable drugs and devices for thediagnosis and treatment of disease;

The university fosters partnerships between thebusiness community and the university, such asthe Chief Executive Roundtable through which50 of Orange County's top executives act asexternal advisors and supporters to the univer-sity and identify links for increased strategicalliances among businesses and the university.

For more information see The Economic Impact of the University ofCalifornia at Irvine on Orange Country.

UNIVERSITY OF CALIFORNIA,RIVERSIDE

The University of California, Riverside is com-prised of 6 colleges with an enrollment of 8,590.As an institution and through expenditures madeby students the university has a direct economicimpact on the economy of Riverside and SouthernCalifornia.


The university had a direct economic impact of$342.9 million on the economy of Riversideand Southern California;

The university employed 4,972 making it thesecond largest employer in the City ofRiverside;

The university purchased $40.5 million inproducts and services.


Through the University's Career Services InternProgram more than 56,300 hours of commu-nity service were provided by the university;

Six to ten university student fellows per yearteach in area public schools through theCommunity Teaching Fellowship Program;

The university's Adopt-a-School activities helplocal public schools fill in budget gaps;

29

The university extension makes availableextensive offerings on economic developmentand public policy programs.

For more information see University of California at Riverside'sEconomic Impact Pamphlet.

UNIVERSITY OF CALIFORNIA,SAN DIEGO

The University of California, San Diego's academicexcellence and community outreach have longplayed a major and expanding role in the city'sevolution. Strong links between academia andindustry have produced in San Diego not just newbusinesses, but entire industries in fields such asbiotechnology and telecommunications.


For each $1 the state of California invests in theuniversity, the university generates $4 more;

University expenditures totaled $935.1 million;

The university attracted an estimated $730million from outside the San Diego region andchanneled it into the local economy;

The university is the region's third-largestemployer with 5,000 academic employees and13,000 staff employees;

University students spend an estimated $58million in the San Diego area;

$17.3 million in income taxes to the state ofCalifornia were paid by university employeeswith an additional $3.2 million collected inlocal and state sales taxes.


In addition to these direct economic benefits, theUniversity of California, San Diego provides awide range of long-term benefits to the local andstate economies. These include:

The university's CONNECT Program in Tech-nology and Entrepreneurship is one of the mostpowerful community-based engines for eco-nomic development in the nation. In 1994, theprogram linked more than 400 high-tech

32


entrepreneurs with financial, technical, andmanagerial resources. In addition the programplays an active role in several local defenseconversion initiatives including the San DiegoRegional Technology Alliance and the DefenseConversion Partnership;

The university leads a University of Californiasystemwide effort to jump-start manufacturingmodernization throughout the state. Theexperimental Manufacturing Extension Pro-gram assesses the technical and managementneeds of California industry and matchescompanies with appropriate resources;

The university's Technology Transfer Officeworks with scientists and companies to helptransfer knowledge from the research lab, theengineers workstation, or the cancerresearcher's microscope to the private sector;

Close to fifty companies in San Diego can tracetheir roots to the university. These firms areeither based on the university's technology,founded by university faculty or staff, or spunoff from a company that had ties to the cam-pus.

For more information see Economic ImpactSan Diego and UC SanDiego: An Enterprising Partnership.

COLORADO STATE UNIVERSITY

Founded in 1870, Colorado State University is aland-grant institution with a three prongedmission of teaching, research, and service. Theuniversity serves the people of Colorado throughinstruction in 78 academic majors offered in 8colleges and 56 departments and is closely con-nected to the surrounding communities of FortCollins and Larimer County and to the state as awhole.


Colorado State University's direct spending wasnearly 4 times the amount the Universityreceived from the state in funding;

University employees, students, and visitorsdirectly spent an estimated $344.55 million inColorado of which $92.6 million were on

30

purchases outside the university. LarimerCounty vendors received 29.7 percent of thepayments, with Colorado vendors receiving 56percent;

CSU has 4,900 full-time employees as well as4,600 part-time or hourly employees;

University students, employees, and visitorspaid $14.08 million in state and local taxes;

For every state dollar invested in the university,Colorado State generated an additional $2.61from gifts, research grants, and contracts for itsoperating revenue.


Beyond its direct economic impact, Colorado StateUniversity offers a broad range of programs,community and educational services, technicaland special assistance, cultural events, and volun-teer/charitable contributions that provide long-term benefits to the community and state at large.

The university runs over 70 centers and insti-tutes that local residents can turn to for infor-mation and assistance;

The university provides a variety of ongoingeducational opportunities to local residentsthrough its Division of Continuing Educationand Cooperative Extension;

The university's Community Service Officeconnects 6,000 students with volunteer andservice-learning positions throughout thecommunity to meet the real needs of thecommunity while providing learningexperiences for participating students.

For more information see Economic Connections to Fort Collins,Larimer County, and the State of Colorado.

MONTANA STATE UNIVERSITY-B OZEMAN

Montana State University is an economic enginefor Montana and the largest employer inMontana's Gallatin Valley.

33



For every dollar of state funds appropriated toMSU, the campus generates an additional $1.74from other sources;

The university's purchases in Montana sup-ported over 1600 jobs in the state in addition tothe 2100 regular MSU employees;

The university's total economic impact on thestate was $141.4 million.


Research funding has fostered many partner-ships between faculty, students and Montanabusinesses, and faculty research has resulted innew products and processes;

Thirty-five high-tech firms have sprouted up inMontana, all with ties to university research,that signal new directions in the state'seconomy;

MSU holds 17 patents on products and pro-cesses with economic promise and has 40research agreements with Montana companiesworking on new ideas that will boostcompetitiveness.

For more information, see An Economic Partnership, MSU-Bozeman'sImpact on Montana.

UNIVERSITY OF TEXAS ATARLINGTON

The University of Texas at Arlington is a majorcomprehensive teaching, research, and publicservice institution located in the heart of theDallas-Fort Worth Metroplex.


The university's operating budget of $18.9million plus student spending of $215.1 millionproduced a total of $363.9 million in directeconomic activity;

Each dollar spent at a Texas public universitygenerates $2.929 in direct and indirect eco-nomic activity. The University of Texas atArlington's $363.9 million in direct activity

31

resulted in a total economic activity of $1,066billion;

The university employs 3,263 faculty and staffand through related activities throughout thestate generates a total of 9,178 jobs for Texas;

The university brought into Texas $7.4 millionin research and development funds from thefederal government and other outside sources.


Universities provide many quality-of-life benefitsthat have long-term impact on the regional andstate economies. The University of Texas atArlington's contributions in this arena include:

The university has established a productivepartnership with area businesses and industrythrough innovative student employmentprograms and state-of-the-art facilities, such asits Automation and Robotics Research Institutelocated on the Riverbend campus in East FortWorth;

The university's Small Business Instituteprovides a supportive atmosphere for newcompanies and gives students practicalexperience;

The university's Energy Systems ResearchCenter, with support from the power industry,is building a unique power system simulatorwhich will enable researchers to create numer-ous situations including different blackoutscenarios.

For more information see Adaptation of Economic Contributions ofthe University of Texas Systems by the University of Texas atArlington's News Service.

UNIVERSITY OF WASHINGTON

The University of Washington includes 16 collegeswith an enrollment of 33,719 and is the state'slargest university. In fiscal year 1993, the univer-sity played a key role in the state's economicdevelopment through its spending, employment,and research activities.

34



Statewide economic activity generated by theuniversity totaled $2.8 billion, more than 10times the state's net investment in the univer-sity budget;

Even though the university is a state university,only 23 percent of its 1993 budget came fromstate funding;

University activities and expenditures producedmore than 35,000 Washington jobs in additionto the university's own workforce;

The university attracted $431 million fromoutside the state to support its programs;

The university's expenditures produced $113million in tax revenues for the state ofWashington.


Another way in which the university benefits thestate is through the impact of its research andtransfer of technology to industry. For example:

In the past twenty years, 38 new companieshave been formed to commercialize universitydeveloped technology, and the rate ofnew-company formation has accelerateddramatically in the last few years;

Altogether, university-related start-up compa-nies generate about 3,500 jobs, and annualsales ranges from $50,000 to $30,000 million;

As of fiscal year 1993, the university had 175technologies licensed to companies generating$8.9 million of income for the university.

For more information see The Return on an Investment inEducationUniversity of Washington.

32


UNIVERSITY OF CALIFORNIA

The University of California, a nine campussystem, and the state have evolved together: thevitality of one is inextricably linked to the other.The state provides core support for the university'smissions; in return, the university brings inbillions of dollars in non-state funding, reinvestingthis money in California, primarily throughresearch, which leads to new technologies, newproducts, and jobs.


For every $1 the state invests in the universitysystem, the system raises another $3, a 300percent return on the initial investment;

In 1993-1994, the university system spent $2.8billion on goods and services, much of whichwent to local businesses;

For many communities, a University of Califor-nia campus is either the largest, or one of thelargest employers in the region. Statewide, theuniversity employs 130,000 people, spending$3.8 billion a year on wages and salaries;

In 1993-1994, university employees andretirees paid $144 million in state taxes.


Fostering new business: University of Californiascientists founded three of the nation's topbiotechnology companies, which collectivelyaccount for nearly half of the industry's $7.7billion annual sales and employ 7,000 people inCalifornianearly 12,000 worldwide;

Developing new technologies: LawrenceLivermore Labs helped create 30 spin-offcompanies, one of which, Valid Logic Systems,spawned the $1.4 billion computer-aide engi-neering industry;

Encouraging innovation: Computer companiesfounded by former university students orfaculty include Intel Corporation, Apple

35


Computer, Sun Microsystems, and Santa CruzOperations;

Bringing innovations to the marketplace: TheUniversity Microelectronics Innovation andComputer Research Opportunities programlinks industry sponsors with university facultyand graduate students in electronics andcomputer technology. Similarly, UC Connectlinks high-technology entrepreneurs withfinancial, technical, and managerial resourceson campus and in the community;

Helping agriculture thrive: The staff of theuniversity's Cooperative Extension in each ofCalifornia's 58 counties provide numerousservices from growing to marketing specialtycrops. Their advice has helped small scalefarming becoming a $1-billion industry inCalifornia;

Saving lives: Some of the medical advances wenow take for granted are products of pioneer-ing research by university scientists.

For more information see UC Means Business.

THE UNIVERSITY OF COLORADO

The University of Colorado, with campuses atBoulder, Colorado Springs, downtown Denver,and the Health Sciences Center, also in Denver,makes a significant contribution to the economicvitality of Colorado.


Only 6.3 percent of the $1 billion in totalresources available to the university was in theform of state appropriations;

CU generates some 36,000 jobs in Colorado,about 2 percent of total employment in thestate;

The university spends about $227 million inColorado on operating expenses;

About $93 million travel dollars spent inColorado were generated by university visitors,employees, and students;

Students spend almost $720 million in thestate;

CU's direct expenditures of slightly over $1billion translate into about $1.92 billion inincremental Gross State Product.


University professors and other researchscientists develop new, often patentable,technologies. In 1994, the Office of IntellectualResources and Technology Transfer generated$2 million in royalty licensing and income. CUholds an equity position in nine private compa-nies in Colorado, the direct result of technologytransfer;

The location of a number of major federalscientific installations in Colorado is due to thepresence of the university. In 1995, five of thefacilities accounted for 3,300 jobs in Colorado.

For more information see The University of Colorado: A SoundInvestment in Colorado, Economic Impact Summary 1995.

TEXAS A &M UNIVERSITY

In 1994, Texas A&M and other members of theTexas A&M University System based in Bryan/College Station, provided an estimated $572million of direct economic impact to the region.In 1995, that impact grew to $579 million.


Texas A&M employed approximately 19,100permanent and part-time employees who livein the Bryan/College Station area;

The university received $302.6 million inexternal research grants and contracts;

Students spent approximately $164 millionwith an additional estimated $25.4 millionspending attributed to campus visitors;

For more information see Feb. 7, 1995 Press Release, Office ofUniversity Relations, Texas A&M University and "Texas A&M'sEconomic Impact on Area Reaches $579 Million," Bryan-CollegeStation Eagle, March 3, 1996.

THE NATIONAL ASSOCIATION OF STATE ,UNIVERSITIES AND LAND-GRANT COLLEGES

THE UNIVERSITY OF TEXASSYSTEM

The University of Texas System and its 15 compo-nent institutions serve a fundamental educationalpurpose. These institutions also have a profounddirect and long-term impact on the economy ofTexas.


The university system's operating budget of$3.7 billion plus student spending of $1.6billion produced a total of $5.3 billion in directeconomic activity for the state;

Every dollar spent at a Texas public universitygenerated 2.929 dollars in direct and long-termeconomic activity;

34

The university system employed 56,000 facultyand staff, equaling 2.1 percent of the state'stotal non-agricultural jobs;

The university system brought in $659 millionin research and development funds from thefederal government and other outside sources.


The university system is active in transferringnew technologies and processes from theuniversity laboratory to the marketplace.Research conducted at the university systeminstitutions has provided innovations that arethe basis for numerous start-up companies inTexasin fields such as automated manufactur-ing, medical devices, and energy.

For more information see The Economic Impact of the University ofTexas System.

37

SUPPLEMENTARY REPORTS

NASULGC institutions have produced a wide range of valuable reports outlining their role in theeconomic growth of their individual states or regions, in addition to the impact statements that arethe focus of this report. The following is a list of such reports submitted by universities for thisproject. Though these reports did not contain the specific data needed for the economic impactsummaries compiled in this document, nevertheless, they present much useful information aboutthe public universities' contributions.

THE UNIVERSITY OF ALABAMAIN HUNTSVILLERole in Transferring Federal Technology to Modernizethe Alabama Economy

UNIVERSITY OF CONNECTICUTPresident Hartley's Five Year Report (1995)

DELAWARE STATE UNIVERSITYLetter from Vice President for InstitutionalAdvancement, William Tromble (1995)

UNIVERSITY OF MAINEEconomic Development in Maine: Strategies andOpportunities (1994)

Higher Education: Maine and the Nation (1995)

UNIVERSITY OF MASSACHUSETTSChoosing To Compete: A Statewide Strategy for JobCreation and Economic Growth (1993)

Partners in the New Economy (1994)

Business Climate and Megaplex: A Survey of VoterAttitudes (1995)

UNIVERSITY OF MINNESOTAProducts of An Unheralded Industry (1993)

35

NEW JERSEY STATE COLLEGEGOVERNING BOARDSASSOCIATIONA New Decade of Leadership and Service: AnnualReport and Ten-Year Pictorial (1994-1995)

OKLAHOMA STATE REGENTSFOR HIGHER EDUCATIONEconomic Impacts of Higher Education on theOklahoma Economy (1995)

PENNSYLVANIA INDEPENDENTCOLLEGE & UNIVERSITYRESEARCH CENTERHigher Education Participation: The Key to Achieving aCommonwealth of Opportunity (1991)

PENNSYLVANIA STATEUNIVERSITYUniversity plays major role in state's economy (1995)

UNIVERSITY OF UTAHResearch el Enterprise: The University and NewIndustry (1994)

UNIVERSITY OF UTAH HEALTHSCIENCES CENTEREconomic Impact Study (1993-1994)

38

AlabamaAuburn University 13

The University of Alabama 13

The University of Alabama atBirmingham 13

The University of Alabama inHuntsville 35

AlaskaUniversity of Alaska Fairbanks

ArizonaThe University of Arizona 27

CaliforniaUniversity of California 2, 32University of California,

Berkeley 28University of California.

Irvine 28University of California,

Riverside 29University of California,

San Diego 29

INDEX

LouisianaUniversity of New Orleans 16

MaineUniversity of Maine 35

MarylandUniversity of Maryland System 11

University of Maryland at College27 Park 7

ColoradoColorado State University 4, 30The University of Colorado 33

ConnecticutUniversity of Connecticut 35

DelawareDelaware State University 35

FloridaFlorida Atlantic University 14

University of Florida 14

GeorgiaGeorgia State University 15

IndianaIndiana University 3, 24

KansasKansas State University 4, 20

KentuckyUniversity of Kentucky 18

University of Louisville 15

MassachusettsMassachusetts Institute of Technology

4, 8University of Massachusetts 11

MichiganUniversity of Michigan 21

Wayne State University 23

Western Michigan University 4, 24

MinnesotaUniversity of Minnesota 15

MississippiMississippi State University 15

MissouriUniversity of Missouri System 25

MontanaMontana State University-Bozeman

30

NebraskaUniversity of Nebraska 25

New JerseyRutgers, The State University of New

Jersey 10

New YorkThe City University of New York 11

State University of New York 3, 12University at Albany, SUNY 7State University of New York

at Binghamton 8University at Stony Brook 10

North CarolinaNorth Carolina State University 17

University of North Carolinaat Greensboro 16

North DakotaUniversity of North Dakota 21

OhioOhio Public Universities 2, 25Kent State University 5, 20Ohio University 22The Ohio State University 22

OklahomaOklahoma Public Colleges and

Universities 3, 26, 35

PennsylvaniaPennsylvania State University 35University of Pittsburgh 9

TennesseeThe University of Tennessee 19

TexasTexas A&M University 33The University of Texas System 3, 34University of Texas at Arlington 31

UtahUniversity of Utah 35

VermontUniversity of Vermont 11

VirginiaUniversity of Virginia 18

Virginia Commonwealth University18

Virginia Polytechnic Institute andState University 17

WashingtonUniversity of Washington 31

West VirginiaWest Virginia State College 11

WisconsinUniversity of Wisconsin 4University of Wisconsin-Madison 23

For more information, contact the Office of Public Affairs, National AssociatiOn of State Universities andLand-Grant Colleges, One Dupont Circle, NW, Suite 710, Washington, DC 20036-1191

202-778-0818, Fax 202-778-6456, Internet: [email protected]

39

ALABAMA Alabama A&M University Auburn University Tuskegee University University of Alabama System University

of Alabama University of Alabama at Birmingham University of Alabama in Huntsville ALASKA University of Alaska

System University of Alaska Fairbanks ARIZONA Arizona State University University of Arizona ARKANSAS

University of Arkansas System University of Arkansas, Fayetteville University of Arkansas at Pine Bluff CALIFORNIA

California Polytechnic State University, San Luis Obispo California State University, Fresno California State University,

Sacramento California State University System San Francisco State University University of California System University

of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles

University of California, Riverside University of California, San Diego University of California, Santa Barbara COLORADO

Colorado State University University of Colorado University of Colorado, Boulder University of Northern Colorado

CONNECTICUT Connecticut Agricultural Experiment Station University of Connecticut DELAWARE Delaware State

University University of Delaware DISTRICT OF COLUMBIA American Indian Higher Education Consortium University of

the District of Columbia FLORIDA Florida A&M University Florida Atlantic University Florida International University

Florida State University The State University System of Florida University of Florida University of Central Florida

University of South Florida GEORGIA Fort Valley State College Georgia State University Georgia Institute of Technology

University of Georgia University System of Georgia GUAM University of Guam HAWAII University of Hawaii

IDAHO University of Idaho ILLINOIS Southern Illinois University Southern Illinois University, Carbondale University

of Illinois University of Illinois at Chicago University of Illinois at Urbana-Champaign University of Illinois at Springfield

INDIANA Indiana University Purdue University Indiana University-Purdue University at Indianapolis IOWA Iowa

State University University of Iowa KANSAS Kansas State University University of Kansas Wichita State University

KENTUCKY Kentucky State University University of Kentucky University of Louisville LOUISIANA Louisiana State

University System Louisiana State University, Baton Rouge Southern University System University of New Orleans

MAINE University of Maine System University of Maine MARYLAND University of Maryland System University of

Maryland at College Park University of Maryland Eastern Shore MASSACHUSETTS Massachusetts Institute of Technology

University of Massachusetts University of Massachusetts, Amherst University of Massachusetts, Boston MICHIGAN

Michigan State University Michigan Technological University Oakland University University of Michigan Wayne State

University Western Michigan University MINNESOTA University of Minnesota University of Minnesota-DuluthMISSISSIPPI Alcorn State University Mississippi State University University of Mississippi University of Southern

Mississippi MISSOURI Lincoln University University of Missouri System University of Missouri-Columbia University

of Missouri-Kansas City University of Missouri-Rolla University of Missouri-St. Louis MONTANA Montana State University

University of Montana Montana Tech NEBRASKA University of Nebraska University of Nebraska-Lincoln NEVADA

University of Nevada, Reno NEW HAMPSHIRE University System of New Hampshire University of New Hampshire NEW

JERSEY New Jersey Institute of Technology Rutgers, The State University of New Jersey Montclair State University

NEW MEXICO New Mexico State University University of New Mexico NEW YORK The Graduate School and UniversityCenter, CUNY City University of New York Cornell University State University of New York University at Albany, SUNY

University at Binghamton, SUNY University at Buffalo, SUNY University at Stony Brook, SUNY NORTH CAROLINA East

Carolina University North Carolina A&T State University North Carolina State University University of North Carolina

University of North Carolina at Chapel Hill University of North Carolina at Charlotte University of North Carolina atGreensboro NORTH DAKOTA North Dakota State University University of North Dakota OHIO Bowling Green State

University Cleveland State University Kent State University Miami University Ohio University Ohio State University

University of Akron University of Cincinnati University of Toledo Wright State University OKLAHOMA Langston

University Oklahoma State University University of Oklahoma OREGON Oregon State University Oregon State

System of Higher Education University of Oregon Portland State University PENNSYLVANIA Pennsylvania State University

Temple University University of Pittsburgh PUERTO RICO University of Puerto Rico RHODE ISLAND University of

Rhode Island SOUTH CAROLINA Clemson University South Carolina State University University of South Carolina

SOUTH DAKOTA South Dakota State University University of South Dakota TENNESSEE University of Memphis

Tennessee State University University of Tennessee University of Tennessee, Knoxville TEXAS Prairie View A&M

University Texas A&M University System Texas A&M University Texas Tech University University of Houston System

University of Houston University of North Texas University of Texas System University of Texas at Arlington University

of Texas at Austin University of Texas at San Antonio UTAH University of Utah Utah State University VERMONT

University of Vermont VIRGIN ISLANDS University of the Virgin Islands VIRGINIA University of Virginia Virginia

Commonwealth University Virginia Polytechnic Institute & State University Virginia State University WASHINGTON

University of Washington Washington State University WEST VIRGINIA West Virginia University West Virginia State

College WISCONSIN University of Wisconsin System University of Wisconsin-Madison University of Wisconsin-Milwaukee

WYOMING University of Wyoming,BEST COP_Y: AVAILABLE

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NASULGC

National Association of State Universities and Land-Grant Colleges

Office of Public Affairs

One Dupont Circle, NW, Suite 710Washington, DC 20036-1191202-778-0818

August 1996

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