Designing State Higher Education Systems for a New Century

By Johnson, Thomas L. W. | College and University, Summer 1999 | Go to article overview

Designing State Higher Education Systems for a New Century


Johnson, Thomas L. W., College and University


Designing State Higher Education Systems For a New Century

By Richard C. Richardson, Kathy Reeves Bracco, Patrick M. Callan, Joni E. Finney

American Council on Education and the Oryx Press, 1999

219 pages; $34.95

How can the public influence the direction of higher education? How should the interests of the market, defined as public expectations, be balanced with the values inherent in higher education and the aspirations of academic professionals? At the statewide level, is there a preferred model for organizing a system of higher education? The authors of Designing State Higher Education Systems For a New Century discuss these questions and others in a provocative study of selected state systems of higher education in the United States.

Using a carefully constructed theoretical framework by which they believe a rational assessment can be achieved, the authors examine structures of higher education in seven states using the case study method. The states included are Michigan, California, New York, Florida, Georgia, Texas, and Illinois which were chosen to illustrate the principal configurations in place across the nation today.

Building on the work of others, the authors identify four policy roles that states are likely to use in influencing the direction of higher education within their jurisdictions. Those roles are identified as being a resource provider, engaging in regulation, promoting consumer advocacy, and policy steering. The authors also survey the structural arrangements of higher education governing boards in each of three settings: a segmented approach in which a board is responsible for one or more institutions; a unified system featuring all degree-granting institutions under a single governing board; and a federal system which employs a statewide board to gather information, monitor certain processes, and negotiate common rules and definitions across educational systems within its jurisdiction but does not function as a governing board. This mix of policy roles, structural designs, and states studied are brought together into a matrix which the authors have labeled, "the continuum of governance designs."

The authors make good use of case studies to illustrate the diversity of state systems of higher education. These case studies comprise one of the strengths of the study. A chapter is devoted to each of the seven states included and features a brief but informative description of the political and educational landscape circa 1994-95. The role of the governor as chief executive is discussed together with some evaluation relative to the strength of that office as compared with the legislature and educational interests across a state. The place of private or independent institutions of higher education is also noted in the context of the relationship of those institutions to that state's public system. As one might imagine, among the seven states studied, the role and prominence of the private educational sector varies widely.

Four work processes-information management, the budget process, program planning and review, and articulation-are used to provide a means by which policies and practices can be compared and contrasted. Essentially, a reader can quickly obtain a useful profile or understanding of how a particular state operates and the features that distinguish its higher education apparatus from that of the others. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Designing State Higher Education Systems for a New Century
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.