About | Standards Michigan

About

The annual spend of the US education facilities industry is on the order of $300 billion annually -- a number that resembles the annual revenue of the top three Fortune 500 companies and the gross domestic product of many developed nations such as Denmark. Arguably, for many reasons that are economic, political and cultural; the education industry in the United States is a sovereign nation onto itself with hundreds of "cities-within-cities" noteworthy for comparative affluence and homogeneity of mindset.

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Standards Michigan Group, LLC

Standards Advocacy for Lower Costs in the Education Industry

University of Michigan | Jasper Cropsey (1855)

 

“We shape our buildings;

thereafter, they shape us.”

— Winston Churchill

 

We are the reconstruction of an outward-looking[1] enterprise begun at the University of Michigan in 1993 that focused on making education facilities safer, simpler, lower-cost and longer-lasting with assertive advocacy in ANSI-accredited and open source standards in the global standards system.   At the time, there was no education industry trade association advocating the User-interest in consensus product development in any meaningful way.   Non-profit, membership organization business models are limited in their capacity for sustaining volunteer engagement of accomplished subject matter experts.   A look at the roster of conference sponsors will reveal that these trade associations derive significant revenue from corporate sponsorship.  Nothing necessarily wrong with that until you find the same corporate sponsors voting against the user interest in codes and standards development.   Competitor stakeholders in the US standards system are able to finance their advocacy activity through the products and services they sell to the education facilities industry.   

The decision was made to advocate the University of Michigan safety and sustainability agenda for facility construction, operation and maintenance; thereby setting an example for other asset management executives at other educational institutions in the other 49 United States.   It worked.  By collaborating with other like-minded colleges and universities — and especially incumbent stakeholders — we achieved reductions in the cost of buildings and infrastructure at the University of Michigan which are now shared possibilities for all other colleges, universities and school districts in the United States.  We understood that we could not force these cost reduction possibilities upon any educational institution — habit and organizational cultures are not to be underestimated — but those possibilities were there for the taking whereas they did not exist before the University of Michigan created them.   

We take 100 percent credit for lighting a fire under education facility trade associations to work much harder for their members in the global standards system.  While we acknowledge the structural impediments that prohibit the 100’s of trade associations from being wholly effective (lack of shop floor/workpoint sensibility, for example) we persist in applying pressure they they do so to the full extent their charter permits.  We report on their advocacy priorities, actions and accomplishments every month.  See our CALENDAR for the next Education Industry Trade Association online meeting; open to everyone.

The University of Michigan was the leader organizing US university facility managers.

 

We’ve been at this a long time.

 

We estimate that the original enterprise[2]  produced 1 to 2 percent avoided cost opportunities in annual facility operating budgets by negotiating technical and policy compromises using US consensus standards system administered by the American National Standards Institute.   The organization might not have taken advantage of construction cost reduction, or the opportunity to avoid re-inventing the wheel, or to avoid organizational redundancy, but those opportunities were secured for everyone.  In an industry that spends about $300 billion annually designing, building, operating and maintaining some of the most valuable public assets, a 1 to 2 percent reduction in facility budgets should be meaningful.

In preserving most of the brain trust of the original enterprise, and continuing to add to our cadre of experts, we continue to provide the following:

  1. Technology and management content for education industry trade associations.   Some content is free; other content that is not in the public domain is accessible to premium members.
  2. User-interest advocacy in all 50-states for said education industry trade associations.   We do it at lower cost and more effectively.
  3. Cross-cutting perspective and recommendation for action on global technical and management standards relevant to the safety and sustainability objectives of the education industry.  Standards are highly interlocked and cross referencing.  Many technical committees are unaware what is happening elsewhere because of the sheer velocity of ideas.  We have our finger on most of them; or know people who have their finger on them.
  4. Support for ANSI accredited standards developers who need documentation of user-interest outreach and engagement for the 5-year audit ANSI conducts for conformity to its due process requirements.
  5. Specific code advocacy.  If a prescriptive requirement is nonsense financially we go to where the “buttons” are.  We have a lengthy portfolio of success.
  6. A  “sherpa” service to organizations whose goals align with the user-interest.  ANSI’s  Central Staff already does this to a large degree already but we can supplement ANSI guidance with peer-to-peer insight specific to the education facilities industry based upon where we have succeeded in the past.
  7. Studies and reports on standard of care and best practice as reflected in accredited standards.
  8. Anticipatory intelligence for strategic safety and sustainability planners.
  9. Accurate information about the development status of existing or new consensus products from accredited and open source standards developers.
  10. Faster access to network of subject matter experts in most building industry disciplines.
  11. Consultation and support to the legal community to fill gaps in their own understanding and status of relevant codes and standards.  We do not provide expert witness services but we provide technical support for legal staff that may need the most current information.
  12. Education.  We find that most faculty is engaged in seeking funding for their next research project.  We provide support to faculty who are not exactly in the loop on the current standards action in a variety of disciplines.  We support faculty who have teaching grants for standards education.

 

Campuses learn best from other campuses. 

 

We hope our selection of images provides a mirror; a way to see what others are doing.  Relationships are important.   There is likely not any other industry in the United States that requires sensitivity to as many points of view.

We  “keep the door propped open” every day at 11 AM Eastern time to answer questions about anything have to do with codes, standards and regulations that affect the education facility industry.  It has to be done this way because so many “commentable” draft consensus products are copyright protected and because, when you slice horizontally through nearly 250 organizational “silos”[3] they way we do, the space changes on a near-hourly basis.  You have to see it to believe it.

Use the login credentials at the upper right of our home page.

Disclaimer:

The views and opinions expressed on this blog site are those of all of the authors and do not reflect the official policy of the University of Michigan, a trade association or standards developer.

Retweets are not endorsements.

Corrections are gratefully received.  Anyone who finds a content error will receive free access to our Premium Content for 30-days.


[1] We emphasize “outward-looking” because, unlike the faculty and students (who come to campus from all over the world) the people running the physical assets of the school district, college or university are largely local residents.  This is the strength of the education facility industry and its weakness.

[2] The US National Technology Transfer and Advancement Act of 1995 is the parent legislation for that supports the standards setting and conformity assessment activity administered by the National Institute of Standards and Technology and the American National Standards Institute.  Parts of this legislation — especially the overall intent to inspire innovation in the private sector — is found in public laws all nations; thus our attention to the education industry in all nations.  For a detailed explanation of the terms Producer, General Interest and User, refer to ANSI Essential Requirements: Due Process Requirements for American national standards.

[3] We refer to the 250-odd ANSI accredited standards developers as “silos”.  Keep in mind that there are hundreds of other open source and consortia standards developers that are not ANSI-accredited.

**About | University of Michigan Leadership 1993 – 2016

© Standards Michigan Group, LLC

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