Operating educational organizations is expensive, and without additional revenue streams, their operation will become increasingly difficult. Accountability, shrinking budgets, and an overtaxed citizenry are causing schools to try to do more with less. School leaders need to become proficient in the skill sets necessary to participate in, negotiate, and implement successful models of alternate funding for educational facilities. A comprehensive review of the literature has demonstrated a need for educational leaders to receive instruction and guidance in this area.

The design of this research was based on a cross-case analysis of two educational organizations that have demonstrated success in procuring supplemental funds for their organizations. The basic guiding principle was to determine whether or not the practices observed can be used as a model for other institutions to use when seeking additional funding resources for their programs. The theoretical framework for this study was based on resource dependency theory (RDT). The paradigm employed is pragmatic in nature. The purpose was to provide guidelines regarding what works in commercial–school collaborations.

This research found that school systems should seek alternative funding streams and a foundational philanthropic approach may be the most attractive source; however, fundraisers need to possess a thorough understanding of what attracts large donors and concentrate marketing efforts toward being compatible to receive large gifts. Another finding of this research was the significance of appointing prime members of professional and business communities who have access to social networks, wealth, and resources to board positions within local education foundations and other school fundraising entities. In addition, the school representatives' ability to build, enhance, and maintain relationships was determined to be the most important factor in the fundraising paradigm.

Very little if any training exists for alternative funding. An instrument developed through this study provides a model for educational personnel to recognize, categorize, and evaluate what types of commercialism exist or should be considered. School systems should view fundraising as an investment worthy of professional commitment and move toward developing proficient fundraising departments and personnel within the context of their organizational structures.