-DOCUMENT',RESOME:

ED 202 1B7 HE 013.90- The Relationship of the StateCoordinating Agency with-the Executive _a-LegislaiiveDivisions of State :'Governmentin Meeting Budget Needs -of- Higher EducationSystqms. Proceedings of ten-State Regional_ Conference( City, Oklahoma, December 1976). INSTITUTION EducationCommission-of the States, Denver, Colo. InserviceEdUcation-Priogxak.; Oklahoma 'State Regents.-- forfEigberEducation, Oklahoma .City.; State.Higher Executive Officers Association. -Edu-cation_ SPONS AGENCY KellO4g, Foundation, Battle Creek, Mich: FEPORT.NO PUB DATE-, -Dec 76 NOTE '. 25p.

EDRS PRftE-- mFol/ycol PlUs Pontage. = . -DESCRIPTORS r*Accountabilityl Agency Cooperation; Budgeting;' Decision Making; Educational Assessment; Educational Finance;'Educational Trends; *Government School Relatibnship; *Higher Education; Needs Assessment:. Power Siructure; -*Program Budgeting; Public Policy; *Resource Allocation; State Agencies; State Boards of Educatibn; *State Government; Statewide Planning _ --IDENTIFIERS oklahowa;-*Seminars-for State Leaders Postsec Ed 1ECS SHEE0)-'

ABSTRACT Proceedings of a 10-state 1976 regional, conference on the relationship of the state coordinating agency 40 the executive and legislative7divisionsof state government-it meeting-budget needs for higher education systems are presented as part of an inservice education program.-Mhe participatin states. were Arkansas, Colorado Ioia, Kansas, LouiSiana, -Missouri, Nebraska, New Mexico, Oklahoma, and . A sp eech by Oklahoma!s goiiernor David L. Boren addresses the state's funding of education, the-need to the oversupply of teachers andlthe potential role that highereducation can-playin helping to solve'cZNmunity.problems. In "The New .Game," RiOhard M. Millard,consiAers changing conditions and iheir impact on postsecOndary educational systems and state government. These trends include declining college enrollments and efforts to develop new stUdent Clienteles, the oversupply of college graduates, financial problems, the demand:for accountability by the public-and state government, the, creation or independent:fitcal..and.performance-. auditing agencies, and-a-trend to movehigher education decision-waking directly into.the executive, and /or legiSlative branches of.state government. In "Edifdational ProgramAZiudgeting in Oklahoia" Edward J. Coyle and Dan S. Hobbs outline the7,principles, procedures, and Processes. utilized by.the state in the development of .ins;titutional-needs-for-educational and-general funds. A'speech.bY N. Olin Cook oUtlines prinCiples that,should beassesSed When a state , .dreates a coordinating agenCy toWorkwith the state executive and legislativedivisions in meeting bmdget needs for higher edUcation systems. (SW) PROCEEDINGS

Tp47sT.ATEREpip.NAL CONFERENCE

The Relationship of the State Coordinating Agency with the Executive and Legislative Divisions or-State Government in Meeting Budget Needs for- Higher Education Systems

UAL 'DEPAN.77- sIENi OF EDUCATION "PERMISSION TO.REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION_ . MATERIAL HAS BEEN GRANTED BY EDUCATI9NAL RESOURCES INFORMATION

CENTER (ERICI . is document. has been reproducedas received from, the person or organization originating it. -' 0 Minor changes have been madeto Improve reproduction quality. TO THE EDUCATIONAL RESOURCES . Points of view or opinions stated inthis cfocu December 2-3, 1976. 'INFORMATION. CENTER (ERIC) " ment ddnot neossarily represent official NIE position or policy. . .

- . .Skirvin-,Hotel _ Oklahoma City, Oklahoma-

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Cosponsored :by

. . Oklahoma State'.Regetits.:.For:Higher'..'Educ'ation

. , and the EducatiOn.CommissiOn.Of the States:/ State Higher ,EduCation'ExemitiVe.Ofiker . . . Inservice EdUcation Piogr'am(witn Primary'supabrifrom.ihe W: K. Kellogg ndaiiim) ..

FOREWORD

"." 1/2 The Education Corn misSion of the States is operating a program-designed to provide inservice . . training for- members, of coordinating -boards and their._ staffsas-wellas for legislators and governors,all of 'whdm have responsibility for the planning and the ,development r.4 higher: v :edUcation systems_in.the-various states. The-Kellogg Foundation-provides-primary-funding-forthe------... prOgrani.

. . . . A planning,-board composed of. members, of 'the State Higher Education Executive Officers Association and other leading zdministraloriathirses'and assists the PoStiecondary Education Departnientlif,the Education CoMMIsSionof the States in planning and implementiing the project. Programming activities include theconduct of seminars on a 'nationwide basis- as well as for groups of, states regionally and for individual-states.

tenl_state seminar. involving Arkansas,.Colorado; , Kansas, LouisianaT.Missouri, Nebraska, New-MeXiCo, OklahoMa, and:Tekieyasheldin _Oklahoma City on December 2 - 3, 1976, and was hostedbythe OklahomaState Regents foe Ffigner,EducatiOn. The .theme of the seminartwas '.'The Relationship of the StalccOordinating Agency -:ifith'thse'Exaciltive rand. Legislative Divisions of State dbverninerit in-MeetEa' BudgtitNeedS;for.Higher EdUcation Systerif5".7...

`'::/ . :The proceedings.of the.seminar have been published ih-bpoklet fqrm -and. are being distributed. to all participants of-the seminar as well as to othirs interested in the project. It .is 11.0W-that ettil-to-policymakemin-tfie-field-Of-higher-edueation-fina

.Chancellor E T.Dunlap Oklahoma -Stete..Regentt for Higher Education ChairrrianOniervice EduCation .Planninufloard

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. - . This publiCatton wag prepared and distributed on autharbiatIon of the State Regentiar a regular part at the work of the :pricy. There were 200 copies .printed by Allen's Litho 'Printing Co. at a cast of $354.40 ($1.77 per copy). _ .

.. - . . marks by the Honorable-..David L. Boren, of Oklahoma-

-The New Game by Richard M. Millard, Director; Postsecondary Education Department Education Commission of the State3

Educational Program Budgeting in Oklahoma

. by Edward.J. Coyle and Dan S.-Hobbs Oklahoma State Regents for Higher Education 15

-.Remarks by M.:Olir! CoOk; .,'.Dii-eat-or,,Ai=lianiai Department of Higher Education 19

.Registration List . s'

Remarks

By. The Honorable David L. I3oren 11

Tam delighted to have this chance to talk with a education. We are making a tremendous effort and group of legislators, educators, educational; ad- I am very pleased. . ministrators- and regents:I think it's a wonderful We` recognilethat:tor thing, for this group to come together to share a long time we have:been experiences andideas, and IPertainly feel at home behind ;in the.arnoUntof,rhoneY that we WOuid like, in thisgroup.Aswai- mentioned, I; was a faculty to :be spending -.'per student: iri;higher education Oklahoma. Trying to` -reach'Ahat--many; member inhigher education befOre I became . . through Governor. In fact,I am a tenured faculty member that -manyinstitutions-dilutes an`- on leave of absence, I am happy _tdsay. educational dollar and makes it all the more Shortly after I became Goverribr, the trustees of portant that we have adequate support: But We the university where I was teaching took a look at have; in the past two years, made progress. Ac- ' Cording to the' Chronicle :of.' Higher. Education,' the..jObI Was doing as GoVernbr and :':decided I Might need a ljob at the'end of four yeart,;so they Oklahoma has ranked kiurth'in the nation for two yeers.in.a"roW in the.pereentageof increase of state. left a -place open for"'rrie.Ireally appreCiate=that. supportfor. Also there are a numberpf people that have'Strong higher.educatiOn. Havingseen feelings .about my participation in education. In sometimes double-digit nurnbers.:deicribing. our fact; the longer that I serve ai Governor, the more ranking; this is goOd news indeed, that We people there are (and it really warms my heart) fourth in.the nation. We:have increasedour ap 'Who suggest in a very insistent, manner that it is propriations significantly. We have had a. 44,per, -time-ft* me to, return to higher : edkation:-.1 Miss, cent increase in state fUndingfor highereduCatiOrf the experience of the classrbOrn. Ther4'.are mor in 'Oklahoma oVer a two yeaKperiod,..cciniPared.' ningiin- the GoVernor'S:office 'When I. think that :I with `24 .percent as_ the national,average. %The-- -Would rather be back in the classroom and I:think; Chi-OraclesaySat least states, and thig7ii a very-- 1,'What's-a !lite fellow: like me doing in a place-like ad StkiStic, have fallen: belt:kid'. When .inflation coniidereci; havingsmaller, aPProPiiafians jar thiSV,':1 de miss it and I am delighted to welcome -. You-here forthis- conference: -higheieducation ov had entering the period: .In the -1976: fall 'semester; we :127,500 . students in-our-State System -of Higher. Education. I'm _very pleased to report that. in Oklahoma, We have 27 Colleges. and universities -and, for e'_considering -ehroilment-inCreases and over 1:the past two .years,W's have :gained., -' = state of:- our-- size and population, this certainly,: represents a tremendous commitmenton the-part,flation ,In terms of. real dollars,, our edudationaL of our people and our leaderS;.tO try:to bring state....-prOgrainhas had an :increase of .24.pereent;' far outstripping inflation: We feeithet we.have made Supported higherleducational.PpportunitY-Itothe. ..; .people. We have over .: 6,000 full-time. :faculty: sorne!great strides.We're gbing to do our best:toI members in our institiitions'arid over 1;500':.Part-: continue -to have increases.. ini'.fUriding that will enable' s =to stay: -aheadahead of inflation' and to Make . i'-time faculty. We are:offeringsomething over:1;700 15r46in seal .gainS inlerMs..of - educational,- plentAs:: valued million .We :rarik'nearthe 1CP:''of,;;.theAtate..ins:::the :-. Oklehoma:wenoW face some of th PerCeritage.of Yourig'people*Ing,on to higher'. common ::t.P.'Other'.-iYitern.s- of higher.. education: eduCatiOn and, certainly. `among. the ,topof `Fie across the ntrY: F6e years,- we haiie:- had 'AO states:in-the percentage -of -the students that We concentrate on trying to: a higher edueational are serving :through' stater-sUp,Pcirte;.:.1i.igner. 'opportUnity to-every young person .who wanted it. - : -: it is a respOnSibility Of a system. of higher education oW.we are in a situation in which We havelargely_.:. __ ; done that job and done it .very well Much of. the: to try.to deterrnine What perspectiyesre needed Credit:tor the a.ccomplishrnent should go to our and this ..might..riot be a matter her ssarily of .Chan.cellar, pr.. E. .7. DUnlap,..becauSe he has narrow .professional tra ining,,and tatr to deVeloP :::ProVided7the-leadershia neCeisary to meet the thoseprogrami in higher. education. SinCe-none of

tremendauS challenge' Of enrollrhent.groWth. : :US: have the dollars that we would like to 'have; we 1.960'S and early 1970's: need to look at how well higher eiduation is meeting the needs of the state: Now :we. face another challenge, to bring the We have a new EducatiOn Council in Oklahoma highest possible quality of educational programs to onwhich. we have -representationfromthe our people, to reach out in areas where we have a , the_ chairmen of. the committees on solid foundation, .to_ build for excellence. I don't higher and common education, the Chancellor of need to tell you that-this is a very difficult task, one HigherEducation, ...thevo-techand common that puts a tremendous burden on a Chancellor or- .education, leadership, three-lay citizens,.. and the:. achief executive officer in higher :education and We try to look:at the overall of the the Board of. Regents Orthe coordinating board for educational community in the:state Of Oklahoma, , a... state. systern..Andevelopirig - budgeting, our tryingtodraw. all,oftheSe prOgrarns,:together Cnancellor -.naS. been One". ot, the leaders, in the nation: beviSing and iinPlementing.:aSYstem..triet One of the things we riotice,:fOr example, is that reCognizeS program : budgeting needs .:Certainly:.. We are .turning Out in OklanoMa 'More teacliers, requires a great deal politicalcoarage.,It s much than.We,can absorb because.Of thegreatSize of our easier : :to give an :equal. amount mohey per teaCher education progra W.e. have had :ix.; to ethictibrial institutions:than it. is to 'cellent programs in teacher education in the past assess andworth, andset some but now are turning out far more teachers than we prioritiesforthe development of certain can absorb. I think thiS represents opportunity, educational programs. Whenever you do that, you in some respect, because it means that we can: have to make some judgments among institutions; raise the Standards and be -more selective about citing certain prOgrams in certain- institutions as those wrio-Ontdr the teaching profession:I think . areaswhere excellence can be achieved because this.is. one Or":' theresponsibilitiesofhigher they: have a head start. We have to build on those, -educatiOn. We have been very- selective -about kinds of programs and this means, of course, those thatioveallawed to enter nursing, or medicine disappointing some within the higher educational or law, but we've not alWays set very,high academic system: It also means- haying to deal Withthose:w standards far those who. Wanted : to go into represent those constituencies in the legislature..'-teaChing. But I. don't need to tell. any of you the .other plates where political :pressures are PreCtical pi-ofilemSthat we confront at the same broii,ght to bear. - time When there are departments that can justify

tclso in Oklahoma, having gOne through a their: being.only as student enrollments 'remain of iime, in which we haVe reached Out for large or ..face. retrenchment-. to become . more bens to bring educatiOnalOppOrtUnity to ail, we selective student admi&sion& means reducing are'ii3OW entering a very critical period of time. Iam the numbers. .No faculty, no department of any happy we: have Come to this point at which we are college or institution of higher education wants to having, in essence, to pick and choose, to set volunteer itself to be the firSt one retrenched by --prioritiesitareach-forareas of-excellence-in-certain reordering-the admissions process for those who

institutions and in certain program areas. This . go into that particular field. . requires teaching others why we need:to -do It - means thatthe institutional governing boards have We have to find new ways of approaching the to" be very broad in their view of.the state's in- problem. For example, we found that one of the terest, that they cannot be..parochlial, that they greatest needs in our public' School System in cannot see thern&elve& entirely as representatives Oklahoma was the need for advanced training arid: of particular institutions, And:it.rneariS. that there. inService. _ training, forthose, who arein-- the must 'be 'leadership that has thee- ability to corn- claSsroOM now: They need constantly to be. able to ; municate with members the: legiSlature and Upgrade their skills asteachers. There heeds:to-be- others abOutthe total 'needs..of the state..: MoreSpecialized training for some Of our teaChers in the common school' system:with emphasis: on E3cause-itis the:Sx0ern 6f:higher education that Programs; for .example, that `help :young peoPle re.allYsetsthe tone of where a state is going, I think learn .to read..Where_can the expertise befoOnd:to:,_ prcivide ihservic& raining-at the elementary:and what that person has to say in the Clastroorn. And Secoridary-leVerthat-iSScijiadlY'ned-ded"1 It -COuld- through"our.Talkback-Television .rsyster-n7we- , comefrom the un iversities:. by the shifing of taken:theSe-, smallseminar resourdeS.'Higher education needs tO-be-edapta hie leaderShip groups also enrolled in seminars in our to, the changing needs and must be; -so :we -Carr Other institutions higher' educatiori "across the Utilize people we have, .withoq sufferiing state. Those students, tfirdugh the medium of painfirl retrenchments in the 'sizes of :faculties. t have the same' kind' of experience of" Rather, we can-simply reOrder prio'rities somewhat; be g able. to ask questions and sit in on what using Our profesSors of education and their skills to becomes a small-and intimate seminar. situation go into the .common and .secondary with outstanding scholars. Then of course, they are systems to -.proVide some of the vital inservice also available for lectures- and enrichment to the training and upgrading of present faculties -and general community: This is just one of the ways,..in staffs there. This-approach .would cause no real which we are trying to stretch the education, dollar economic dislocation,keeping the higher. education in. Oklahoma. Service and:skills:intact, and yet provide:a service that more directly Meets .the actual: need& of the' -' And I think, after all, that is the'cluty of a system total educafional SyStern in our state at this time of higher educationAust because-we are a-state These are the cieetiVe waYs that-I-think:we need SysteM gives; s no excuse to fail to challenge the to look .,et -streohing our eduCational:resburces; beSt Minds that come. into our state 'supported- finding ,ways around difficult adjustments;':using institutiOns. I think it is 'possible for use, though our -Skilled people; not Rutting them. out-of -work, maybe not in. every single way, to duplicate: the 'and 'Yet meeting. the needs of the educational experience of the very heaVily en- ,d9wed private institutions. Through new and in-- These are the kinds of things that aWof us. are . n.ovative approaches we-can come .very close to going to be called upon to look at with greater providing the same degree.of intellectUal challenge intensity as the dollars become harder and harder and stimulation, if we will just do. so. But-it does to obtain. We must ,find new programs that will reqUire leadership of the chief executive officers in provide excellence at low cost._Oniof the programs higher.' education and of the members of.the state, -. that we have been working on in Oklahoma that 12 coordinating bodrd7Who-are-sensitime_tolthe_ fact am very acited aboUt is the Scholar Leadership.that we are doing a disserVice if we-dO riot- identify" Program. Becapse we do not have,huge private in our higher educational institutions programs for endowments; we realize that bUr state supported': excellence, Programs that will challenge the best higher" education:: has:` a difficult time competing : and brightest of our students; and find new ways of with the nation's outstanding private.institutiOris ringing in the best minds in the country to allow- that have hundreds of millions"of dollars in _private students to haVe experience with them. endowments that can attract the Nobel 'priie winners to become permanent MeMbers of the It can be-done but it requires the leadership of faculty': ancV be- able to pay . them. ahundred- thecoordinatingboard anditrequires.a . thousand dollars-(or more) a-year:We can't& that -willin-gness to communicate to the public why in state-supported institptio_ns,_but can bring important to them, what .it Means to the future . these people to our campuses for brief -periods to leader-ship .of a state or a community. give our-students a first,hand experience with the greatest minds of the country.. By using our That is another of the reSponsibilities of higher financial" resourcesin thikway, we can pay rather education to provide the intellectual challenge° good stipends for a week011 a two week period. So and StimL:ation that will: create the kind -of far- we have begun to do this. The Scholar Leadership sighted leadership that a state is going to need in Enrichment Program which- is centered at, the the future. I think if there is any area in which we , attracts the brightest and have perhaps fallen down in higher education, not best of our -students, in their junior and senior only in the public sector but in the private sector as years. Thesestudents enroll in a seminar-course, well in this country, it has been our failure to bring led by a local faculty member,To thiSSeminar come our talents .to bear as fay as they should on the six or seven of the finest i,riinds in .the country in an 'public problemsbf the tirrie.It is reallY-a problem Of interdisciplinary program: _The --students.:06.their -translation .and- Very .Often.. unfortunately,. the:, reading ahead' of time, led 13-ythe- local -= faculty- higher educatiOnal community has been- somewhat member,so.that when the visiting lecturer. comes,' divorced from the day to daydecisions of those -who .they are :,: prepared to 'get the 'mast' from -are in policy-Making pdSitions. ...Utilizing the knowledge that a faculty. member and Utilized.-The more that we-can :tiring to: bear has in:Making:a decisioniir a commuhity, whether ''the knowledgeand,theykillof our faculties of

it's -at the dity: ebb hcirthe-loCa I ,schoel.boa rd, the higher educationinsolving the problems and state legislature,.wherever it maY.happen to be, is making the deCitions for our the better. really a job of translation people talk very often. informed our. decisions. -Will ,be and `.the: better' ahout the iVory to)Ner, 'the lack'of practicalityof directed our: efforts and resources' will be. those, iri the academic camniunity..When.we use those terms, what we're really saying is that sortie And, I would suspect, at the satrietime, the more .kind of gulf has developed and somehowwe mug commitment we see -to higher educaticin itself. bridge that gap. The greatest need of our age is to A .legislator, Mid has the experience 'bf having a bring to bear in the community that perspective, faculty member sit on a committee-more or leSs as that knowledge; that judgment, which _can be found a volunteer 'or part-time staff resource to the in/the .academic Cortimunities- in the country. It's committee, quickly learnSlo appreciate how much . very frustrating for faculty:members to haVe the skill and knowledge the. product-of. our higher

patience and take the time-to translate a concept educational'institutions itIvorth to him &to her as, they understand into language that the lay perSon a policy-maker. And this is badly, badly needed. can grasp and utilize to make a .decision. :But that job-oftranslation_isour -greatestchallenge, isee another developrnet our. society ancl:it' frustrating as it-is, hard as 'it is, that is what we one that disturbs._ me greatly:. It is What I. call the Must be about. If.we're gding to haVe the kind of breakdown of the - :sense of community inthis financial ..support: that :our institutions 6f...higher country Go baCk and look at the beginnings ofour edUcation need.and deserve, we must constantly systerti There are embodiedinour- politicalsystem- two very .clivergent and cOn- do a'better-job-of-translating-our knowledge into.a useful form that can be _brought to bear in making tradictory conceptS. First, in forrhing our gov.ern- decisions; rnent, in drafting the Constitution, and in writing our Bill of Rights, the founders of thiS -country expressed a belief in certain =inalienable natural One of the things that we're going .to work on rights of the-individuakArriericani believe. that no very hard this year in Oklahoma, is to bring our one, for example, should be denied the right.of Wee institutions of-higher education more directly into speech or property fairly acquired or, the right to polic9-thaking. Very often we ;stumble through` free wor.__AlgyflM.eiLask America nS, "Doyou believ.e -----pretile6-isq-in-thestate--legislata rei---we,=rnake-irn--- in inalienable, -individual rights that government:: portarit decisions for the future otthe state without -cannot change?"; the average American would say,.- reatlY what -we're arid- without "cies,: I: db. -These rightt .Ore-exist, they pret:date,- calling upon the. expertise that's available in our government." oWh..institUtions of higher education: I served for . ::fo-ur years oho committee of the legislature dealing On the.other hand, we profes-s a belief in another': ---withHthe -environMent ancti remember_ that we principle,-the Principle of majority rule, that' itis the. spent two years debating a bill that would have\jaR)L_y_tit hat should decide all;q6eStions in our.. banned pposphates-in detergents of certain kindS. -political system. Of course, the problern ':(S, who We sat around and talked to each other. There was decides when the individual's rights haVe 'been:. notca single 'scientist 'on the committeenot one trampled -upon?-1s. it the majority?. If we leaVe it person who really knew what a _phosphate was:- -strictly to the majority to decide when the rights of was the level of -ocir expertise. Not once 'the minority have not been protected, there will be did arly of us 'think of calling 'on some of -the no real protection for the minority.-So, these two expertS who were available at our own universities, principles have been in conflict, in tension, since people who 'could haiie come in and giVen us the very beginningdfour society:- the principle that professional; unbiased testimony as to What might not even a majority has the right to-take away be best in making a decision of Girt kind. certain things-from the individual and the principle of -majority rule. itself.I think that is- one of the We have done a.little better recently on some of reasons why.: the Supreme couethat been such a . the changes that we'fernaking- in our correctional ::.controyersialinstitution. in our society. 'It, has :tried .'. systern....We've.Undergone massive changes in to bridgethe kap between our belief in..the:rights of ..:Oklahoma, even there; .I would."say candidly: the individual, no matter how. unpopular that in-, that we've not called.upon the:expertise.available 'dividual. might haPpen to4pe,'the- right to speak in our .own universities; sorne.of those:who' have freely for a very unpoPular caUte, for example, -and. been:.breakirig new 'ground in the field ofhuman our deVotion to. the prineiple of majority rule. Into psychology: Thete people' need to be calledupon that gap has come' the' Supreme Coort. It is remarkable thatas inconsistent as these two That is thereason I said 'the &eat challenge of beliefs are our society has stayed together se wellL .higher eduCation today is the challenge of tran- hat worked; so harMoniously. HOW few of us are slation,:not oriV:of the knoWledge. but also. of 'the really'aware that there is a basio.and innate con- perspective that the academic community can . tradiction---La stretsright at tCe center of our bring to allot us in the broader community. Where political fabric? Why?I -would suggest that Ws. else can that higher 'perspective come from? because the majority that has ruled this country Where can that. understanding come 'from? Where fromits beginnings as a 'nation has been a good does that empathy develop; that understanding of. majority,ka sensitive majority,a Majority that has ----tkat person across the room, who is not at-all like said, "I may not agree with what you have said but I me; who doesn't belong to..lbe. same economic_ will defend to the death your right to say it."-It Flat gkoup or the same profestional group or perhaps been a majority that has had a town hall meeting. the same racial group, oris of a different sex, or-i spirit-Lwhat Rousseau called the General different station in life? Ithas to come froourm-- .with. people 'listening intently .to eath other and.. system of higher education.. Our system of higher . everyone sincerely trying-to- understand the other education has been the-greatest teacher of the person's. needs and' point of view. It hat !been. a value of tolerance of any institution in our society. majority that has voted with, sensitivity,_ a majority_ What can bring us together and hold together this that considered:the common good over and aboye :sense of community.? It must be the leadership of personal- self:interett. That is what has .held our. - higher education, the willingness of those who are country together and given it its,o.driving 'force, the inyblv.eii init to attend the town hall meeting, fact that so many Americant, in exercising :their tolerate the frustrations of thosewho will:have the pOlitical powers as part Of. the 'majority, haye done patience to stay, translate and try to-persuade and so, putting the common good first and their in-: convince as to the -right direction that society dividual self-interest-second. should go. The challenge that we have in .a rapidly" changing world is the challenge to be a full member of the' community and yet to stand just enough In our .society today think_we see a tendency - apart to provide that independent perspective and toward the break-up of this spirit of Community. In independent judgment thattris needed as an, ob- some respects it is falling apart. I can see it where I jective standard for the rest of the community to sit. We see itofor example, in- those. who come to observe. government Seeking services. PeoPle begin to have a' feeling, that rather than having identity as a These are' not easy times, changing as much as human:being, as an American:or as a member of they are They. are times of specialization to the the .community firtt, that "I am a farmer, l am a . extent that many people understand 'each other doctor, Lam .a policeman,I am a fireman, or a, even less than- they did in the, previoUs generatiOn. teacher." And once that kind of smaller group -Into this gap' must come higher education. into this identity begins to take charge over. the .broader gap-must come executive officers and regents who identity -as a- member of the total community, -underttand why it is imPortahtlo build.programs dangerous cycles begin to erupt.Soon the firemen forexcellence, why it is important totind new and areorganizing,trying, togetall. theycan, creative ways of using_the'resources that are because the policemen organized to get all they already .developed-to-interrelate with the total. could, because the teachers organized; because the _community. That's our Ob. And it's not aneasy one. factory workers organized,an so on and so on. Then As Ilook around our state and. see the people in we begin to try to ma kedecisions from the point, of leadership in higher education, I'm convincedthat view of: balancing' out the interests of groups, it is ajob that can be. done..Beause I have great :rather than coming together as one community. confidence in the quality of the leadership of higher motivated by the perspective of whatfs good for all education-in this country, I have great confidence of us. in our future. . '7 he New G-ame By . Richard M. Millard Director Postsecondary Education Department EduCation Commission -of the States

71.

Few if any reasonably SoPhiiticated. persons -in and slightly.inore than ,two- thirds ($15.8 billion)- higher or postsecOndary educatiOn ,.orin -state came from :goverprnent., Of this twb-thirds, two-

government, would deny that,We haVe Moved-and . thirds ($16. billion) came from the states, one- - are -MoVing into considerably_different period in "'fourth($3.7 -.billion) 'came from the c federal.: the relations of state government higher and .government'' and just under one'- twelfth. postsecondary education than in: the, past. The billion) came from local gOvernments..While the situation Might be described as a.new ball game in amount: of public,:fUnds' going into; private which, the conditions, the playing field, and the StitUtiOns is considerably' less ($2.5 out of $11.7

rules have -shifted, but not all: the' players haVe, . billion),one-fifth ($462 million)..of the goverriment recognized the shift'or diScoVered the new rules. , .funds for privateinstitotiOnt carne-from the:States The only thing wrong'with- the analogy is. that the :.arid this does not.inclUde indirect aid such as:tak: stakes' are considerably; higher than in. most-bill exemptiOn1The state_ S4bus constitute; the' largest games ;! for what is 'involvedisthe direction; ;single source of. funding fOr higher education in.thiS-,' cheraCteristicsandrole not, just of postsecondary ::countrY. and.':have the -largest inVestrnent:, ih it in education the %statesand cOuntry' butof . , -,. education in general fOr at least the firstqUarter.of This' is not surprisirik_Since both constitutionally our third century. It is perhaps nOt surprising that and historiCally,theprimary responsibilityfor not all of the players are aware of the neWrUles'for ,providifiC;edOCatiOnaloPpcirtUnitiesfOC:.Oittzens :one, striking characteristiC of the new game is that has reSted'itith;the.'states4t.,,WaS:::he':States:that the rUles themselves are in a constant..' state of prOVided the majOrpOiiiori*the',fUnding.to enable transition. Some of the fagOrs'that have .brOught h Uca tion 'eapie:i2-'ex' about the nevi, gaine can rather easily be traced. parisioriFin 1960 s: :During. that- decade' - . ,increased 126 'percent;. prima However, before attempting to identify some Of public institutions: Educatiohal and general t _these factors, it is well to recall how critical a role :penditures increased 207 percent. Over 400 new thestates in fadplay in postsecondary education. campuses were 'Ci:eated,.hy ihe :states to .meet-the', fri'sPite of what frequently appears to,b the center need. Today,. the'prcii`rieCti for futUre enrollmentS- of attention: the federal gOvernmentreceives in 'are -cOnsiderablY diffdrent and yet the costs Con- relation to higher edUcitioni it is the itatei'where tinue to escalate.. the basic action takes. place and from whence ,the , - . , . majorfundirig:comas: ThuS, for example, the total Lookeda in this context, -the question of dealing, income of institutions of higher education in .1974; wif-hstatergovernment particularly for poblic in ; 75 amounted :;to '.about '36 :billion qollarS ($35.9 stit'OtiOni.:his..b.een and will continue:.:,to-be;:'Ofa' ti billion), six.tineS as much as 1960."Of this 36 soinewhat-different iriagnitUde.th.44thet:sif,dealirig, billion dollars` approidmately one -fifth ($7billion) the federal Pieience::EVen fOr ,the private" came' -,fromtuition.,,:More than One-half ($18.4 insiltOtiOns, since it ii,ithe:State that incorporates' billion) came from government-, and of this half, Or.ii-arters theM and authorizes th'em to operate,,;; ,two- thirds came from _the states with the 'Other ekeiriPts;:them: :from, taxes, and' in third from the federal;government; Of the total prOvideSrthein witli direct 'or indirect "aid income to public institutions amounting to. $24:2° .-theiKreletion.-to the states is considerably,more billion, one-eighth ($3.. billion) Came:frorn tuition :than casual. -

. . There canoe little question that working with the continuing to increase as Predicted 'in the sixties 'states. for institutionsi-trustees;' end"--boards of hasnot only levelled off but started-to decline- higher or postsecondary education has become considerably more complicated' Over ..the last. tWo's :The: colleges and universities are thus -on the decades than ever before. Many 'Of the factors that whole faced with prospects -either of `:declining have' brought about the new bill game, while they.* enrollmentS or developifig new student clienteles, have their loots earlier, haVe developed during the or moreijlikely' both at the tame time lAihile there current decade and nowrbring about or call fbr new May indeed be a large group of older citizens at :relations,' new expectations, and new forins of least potentially interested in further,,educatibh,. interaction between institutions and 'boards on the7° the assumption that they will compensate either one hand' and state governmentHegislative ;and for the.cleclining 18 to21 year olds or that they. will, executiveon-the other..VVhatwould like to` if they come, engender the..SaMe Or increa§ing' highlight some of these 'trends and the imPact they levels of 4tate Support are atleast open to haVe had 'and are :having" .on.'onepostLecondarY question.! 1.is reasonably clear,:that:they will not educational systems and state_ and..come inlargenuMberi,simpJV:by openinhe:dOcirsg t then trVAO suggeSt some Of their; implications for of traditionai: institutions: to "older. students', ,The

the changed game and its rules. , - institutions that haQe t!had.,;thost. success in 'in'

vOlving older students are those4Ahe:"hae-beeii .** _ to -make, Major 'change:S.1n CurridUlrii; ser= ..E. .:The firit Of these obviously is the, changing , . stUdent sitiration. We' have already noted the '.viCes,', and. mods of instruction and,:,;:tOtake tremendciUS expansion in. enrollments in. ths six'-'. education to, the students rather, tharicei4.ctihg ties, eZpansion that has'eontinUedet i,lesser rate the:students' tO:ome tb-eduCalion.'Further,soMe and soinewhaf unevenly in different, types otin-. goVernors and legiSlatOrs`havetaken thetpOtitiOn stitutions to the present and.May Ontinue to, that working iblder, students should be :Willini,-tob You .are also aware of the demographic factS in paV rooeo.of the costs.pf their additional relation to the traditional' c011ege age-population : i, AlOpgwith.pthisisc0.....csiderable Stateaildnational the -1-6:to 24 year ulds. This group:will decrecoe, in 'concern' Withyvhat.appearst.o; be overproduction Of ' , the eighties and there iSlittle eVidelice that it will highly educated nianpoWericit on ly .amOng persOnS increase in,' the:nineties. Even the, ',Carnegie with doctbriAeib4t'of college gra ciii0 in .gener4l, projectionS that '.the next decade of :substantial many of whom aPpear".4o;b;e:unable, to fihcb,:0' grOWth., will be. from 2,000 to 2,010 .,is. at best '- ployinent coinnieniurate with 'their.. educational, . sPeculative,2 More specifically' amiing`4the -States., ..backgrounds.'mJbseph. Eroom kinin'. a report :just ;.. represented at this conierenCe or. heir.'neiglibors!%:' released conaltides:' -: , . e 0 ,. t all have experienced increaSes-bcf18 to 24 year olds "The rhOre,',rdefailed analysis of 66. employment from 1970 to 1976 ranging.. from la.2 percent ..

patterns Of.tdllege graduates. (Tennessee) to 23:3 percent ,(Texis):''FloViveVer, : and:. persOns with ,hetween 1976 and:1980, :four of these 'states:yin. some: postsecondary education: fillsone with: experiencedeclineS.ranging....OLom6 percent pessimism ',about their job::PgSpect...1t: is safe (Oklahoma jto 02 percent (Missouri) and all 10' COnclude..Ihat by 1985',rbughly a, third :Ofcollege.,: states :will. experience.. further declines ranging graduates. Will ,be in positions whictilWer;e:fiither.tO from 2.82 percent(Louisiana) Ao : 8.9percent herd-by:fiemons With :less educationIf. (Kansas) from:1980.to 1985: Thebverage decline 'some , of persons witifi.:som9; poll; for the fiveyear's will be 5:8 'percent, 1.7 percent secondary education, .,buf no degrees, ,could find above the national averade.3 '.thernse:VeSin occuPations formerly filled with high:- : school graduates. 4 .).,,,..7. , . . . The predictions "for future enrollment, while . . "projections that less than 20 percerit of the labl . varying considerably. depending, upOn the source, force need. College degreesdo'ot help and t are.not, for further expansion but at best .for "college, WhO':rieeds it?". attitude IS.still.gi-OWing. , r . .- holding aboutevenassuminga shift in.erirctllthent . . . and has :ha1,1Mpactspacts An bpth public and private in .m6st institutions to older. students end at worst . fundirksOurceS including,legislators. More 'thana a eadicaiddcline:Added to the Population, changeis '' . . . . fevit pecipleatAhestate level.argUe that if additional the dropin number of highlchool gracluatesgolng- public junds, are to: be ..spenflor ' postsecondary okto Cbllegefrom 55 percentin.1968 .10:48 peraint edUcatiOn Iti,ey.Shotild,Pe invested inlmore clearly -, in 1974 'plus, jhe fact ;that the. .:prOpOrtion,of high . vocational and.-,iScuPatt'onalareas rather 'than in school ',-graduates AO total :instead, of generalzSupppri for, higher .education. ,..- .. . ; . . . . ' . . . . tp..the stUdentSituation must-be added tne fiscal the tiew handicapped legislation tend inmany. situation: Some bf the 'private institutions were quarters togiVe elementary-seCondary.educationa beginning to feel the pinchbetween inflation and higher pTiforitsi-lhan postseCOndaryeducation,-7 etcalating" Costs on the one hand sand 'restricted e As: the funds have- become tighter and the sources Of income_on the, other "at'early as the mid- priority.for highereducation' has.. dropped; a third sixties. .By the:early seventies legislators in some factor has become progressively more important; states were becoming alarmed at increasing: Costs that it; the demand on the part of state govern- 'and dernands for funds for public institutions. This ment" .government and the generalpublicfor was-Complicated by the growing credibility gap greater accountability. This demand for increased between thepublic, includinggovarnors- and accoUntability .is- alto"- in part a byproduct of the -- legislators and higher education, a gap growing out: period of student unrest'and the credibility gap we of student unrest and what wasand.:still...is 'per- mentioned earlier: `Few people even within the ceived whether Or not, to be less than higher, education Community would, deny-that in-7 ;efficient :management of higher educational in- :stitutions -should: in fact -be accountable for :the ,stitUtions.::Since.-:.- then, recessionand effective, even efficient, use of publiC funds and to a 1:deptetsiOn;-the.tituation has beCome prbgressively -greater or lesser extent they always have been The -More diffidult.'State budgets haVe been trithMed. In new' emphasis upon accountability has, however, a few- cases. appropriations for higher education taken a number of different forms, some of which - have:ictUallY bOri decreased. In Most 'states -the' extend :considerably :beyond fisCal accounting .for -`' rate of increase foe higher education has been the use --of, funds. -'- Among'- .thesehave been 1_____rectuce.c0A1.11-ile-'-rnany-o_f -the- state s had sizeable:. surplusertfour years ago, these in most development of management inforination" systems, . program- budgeting, performance audit..-and . cases have been wiped out or reduced and a few . programreii_e_w_As__the---fi-scalsituation -has stateshave moved.to , tightened-and decision making hat become more incl-A-mg.-air- eiW in this.area, are con: diTcult,siristitutions and state agencies as well 'as . stitafferially' prohibited fromd0,ticit--;stiendrrig: legtslators have progrettively come to = recognize nuMber of states and systems' have tfadbaridatory the need for more effectivelnforMation systems Cutbacks in higher education budgets. including-- and revisions in budgeting procedures. TOLSoni.e__ VVisaontir4!Michigan, :New..lersey,theCity cteflwar , ug organizations :like the University of New= nnsy a e National Center for Higher Education eges. It is truethat some. of thestates: in this... Systems; -the American Council, on. Educationrand...:::,, atea- havefaired' .better -due to energy and National Ass-oCiation- of College and University._ agricultural production, but the assumption that Budget Officers, the institutions and state. agencies even in states With Major revenue increases more have - themselves .: taken:Ithe.. lead in develoPing fundsare likely:to go. into higher educatiOn may be itistr,mentsfor more effeCtiVe reporting and gratuitaus. analYtis.

. --The picture is obviously further complicated by the fact that .cbsts have escalated. in all other A- more:recent develOpmentswith far-reaching government.- service:areas as well and higher implications hat. been the creation of independeni education has lost its priority -status. Given the legislativeor executive auditing agenciesnot higher priOritiesjn- welfare,4.health .energy, con- unlike the federal Governinent Accounting, Office, tervation, and highWays, the. hard fact seems to be concerned not only with fiscalaudit butalso with, that. even with ,ariupturninthe economy a- performance audit--Llinking expenditures to -likelihood in most states of major new funds for. outcome or results. Some 14 states have developed higher education is not'great. Added to these other such agencies and others:have it under con- higher priorityareas is the growing` competition for-'. sideration. Whilethese have not been established funds- withineducationbetweenelementary: primarilytoaudithighereducation,higher secondary education and postsecondary_ ed ucation. education or some component of .itfrequently has In some states this is already acute::Even -though been priMary..conCerni fOr unlike other .areas'of --- enrollments are drOppingin.elementary;tecondary, public-service, it usually is not tied to ,mandatoty more rapidly than higher education public concern funding- formulas. This has become :a matter Of. With a setUrn. tothe basict land reformid. concern to institutions- and statelagenties,for the

elementary-secondary education, , continued state-of-the.:art of PerJormance-aUdit is not-very :far:. concern with school district eqUalilation, anCl. in-. along and theiquettion of criteria'-to be`-used 'in created costs_mlating-to-fedetal programs such at such auditi is critical. Fat too frequently the prime , criterion -is efficiency rather tharKeducatiOnal ef- be towards fu'ither'centralization. Thereisa feCtiveness.Butfurther,ifiducatiOnal of tendenCy for legislators and :governors. to move fectliiienessiSiqbemeasured; serious question can towards what -might be coniidered a simplistic be.traised to whether or not nlin-educational` answer to cornplex:problemi--to want to find -a governMental agencies are equipped; to do'sO and, single agency -or even, person who..can be held wnot-aken accountable for all public higher education. In the if they do, whether,,this does... the in- . tegrity of the, academic process late sixties and early-sevents three states with cOordinating agencies replaced: these with- con- A fourth factor not 'unrelated. to, accountability solidated governing boards ,Within" this-year, six and the fiscal, situation has 'been the tendehc on states-considered such -moves; three' to theextent the state,level, towards increased centralization:not of introducing:legislation: While,the-Jegislation did only in planning and coordination but ID gOVer- not pass in any of the three statei;. the' issue. is.on- narice and. structure of -public higher 'education. _continuing agendas. A series of.states are currently

-reviewing .strUctures and the probability that any Statewide coordinatihg and governing. boards of these-Will move towards decentralized control is are -neW. The oldest goes _back to 1734.,lhe not vary :high._ - Kentudlii.'-and:''Oklahorna 'Coordinating agencies - were established in 1934 and :-1941,' respectively. Of -.even .greater concern, however, is what may Hoiieyer,-. the major period of :their growth:::has be a" developing.trend Jo", move :_ responsibility.for occurred since 1960. In contrait=to 23 in .1960, higher. -education. decisionsdireCtlyinto :the one jncluVes two state, planning commisaions executive-a nd jars Iegislapie --branches-of-0state exectitively established, all states-,have some form governnient. With the growth -of executive', Of state postsecondarYor higher education"agency legislative 'staffs 'where institutions do not work today.TheTyary. in structure, and corn- effeutivety withcoordinatingagenciesthe tendency position.. Some 20 are consolidated governing is , far, executive' and/or legislative bran6hes of boards, some.foi -senior institutions only, someTfor government to take over directly the major func- all 'publicinstitutions. Thirty: are .Coordinating tion of.budget 'review, audit control and decisiOn boards with responsibilities varying from sub- making' for h igher or Poitsecon clary_education_dt_to mitting LIconiblidateck--budgetS--andreV create a. cabinet 'post secretary of education,. aPprovala new an'd existing;progiama to boards politiCally'appOiriteckwith thesv.responsibilities:. In with* advisCity planning reaporisibilities only. Many one .nejghboring,State: this yeari,-the:.jointAUdget-, ". were-created to PrOyidatot:the Orderly growth, of committee of the legislature abolished the budget public higher and a. number :of.- them.. review :functions of the cobdinating : nave responsibility -;as well for planning tor in .reserved these wholly to itself. Irtioine cates it -'has , dependent as well as public, higher aclUCation.:They; been PrOpOSed that the' planning` functions like the. inatitutiOns:- are faced tOdey with dew' taken over by ;ageneral statebt--:goYerfior's iSsues,grOwing out of 'fiscal stringency and PisSible planning agency Where :higni-edt!cationiia-cci;,- contraction in higher education; Given to .com- sidered'.orilY.one among competing state agencies plex,itrof.- higher education :such boards are not seaking.funds;,-;The message seems to:be''clear. If- likely ,to go away. and theY _do. petform.critically institutions 'are not willing to work- cooperatively important functions in attemptinetu- assure that with;aPpropriateLstate postsecondary eduCation the' systems postsecondaty:-.education. in the agencies'Or the igencies are notable to 'exert the stateSmeet the public neecls:They frequently are leadership to.cleOelop effectiveplanning. and Ina difficult position between the institutions:and pragram review, ' the executive and, legislative the'exeCutive ,and legislative branches Of govern- offices Of-state government are prepared to move neht.- But; they help- -.insure .thatedUcational in create note centralized and reaponsive Jecisiona are ;Made within the ; ;.educational`: com- agencies or to`take over -the fiinctions .of coon rinity -and, equally important,. With in the role .and dination, deciSion making; and control themselves. ;cope of, institutions:they help. preSerVe >titutiOnal independence essential to fulfilling their ?ducational functions without direct political. in- A fifth, factor has been .ple recognition at the state16e1 'as' well as federally-that public higher :erference. education, whildan essential'Oart, is only one part Today, due hi part to fiscal stringenCy and desire of theztofseCondary "edUcation:uniyetSe.".1t:does 'or increased_accountability-and-im-rrartto reluc- not-even-cornprisi:all`af-the-fiublic;postsadindaty ance of institutions and -:' their boards to work vocational .edUcatfon. And yet_ thestates are spending considerable amounts of money on, public moperati-Yely with such'boitde;the trend seems to . . . _postsecondary.Vocational educatidn, sometimes in the leveiof sophistication not only of gOyernors and duPliCation of occupational in. legislators: but 'of.'their -.Staffs has increased con,' community colleges and even regional colleges and siderably in the jest decade. Their questions tend universities. Public higher education- obviously.,-.:to .be much more _incisive and the -answers they doet not include independent higher education or expect-need .to be much more concrete. proprietary education. State -concern particularly for preserving 'independent' higher education is This means that some Of the more traditional clearly evidenced in the 42 states whichmake means of. dealing with legialative .and executive, some form of direct or indireCt aid available to officeshave-. at.best 7 limited-..,-'ffectiveness. them,lt has become-:clear that :n .planning and in Governors and legislatorstendnotta be interested consideringthepostiecondary- education simply in..what a. good thiriehigher education is. -- resources. of the.. the;-full range .of post- They Wantto. knoW hOw,?/ And for what? secondary education in the state is going to have to In the 'Place of thetorid,-..-iiant JactsnOt raw' be taken into, account` from' now or'. data bi.it analyzedinforrratiOn'releyantto the point - . _ at isSbe. If there ever Was:a-day in which a grateful In Many .states tthere,clearly are other factors .goVernor and legislature received the requests of such as collective bargaining-that have changedor, the presidenta and the .boards'and left-the money are changing the"State-institutional environment hi on the stump; it is clear-IY gone::: Today, legislators' the-current decade and that for.news-methods and governors want a clear substantiation of need . ofstate-postiecondaryinstitution and_ Systern andlhen evidence that- thejuncisappropriated to interaction`:' While collectiVe bargaining has not meet the need. are, spent fOr 'the purposes:ap- madefriajor-jnroads in the state_ s represented in propriated with indications Of what has happened this conference except for Iowa, yet, there is little- asa result. !reason to believe or "assurne it may not in they - . :future,. Oarticulary ..aSthefiriancialsituation becomes tighter. Where collective- .bargaining has hile many. legislators are riot,adverse to having ticket's on the 50-yard line,they are far less likely to- made . inroadsithas not only changed infra- institutional modes of operation biltirrsorhe states, take them," as ,,reasons forincteasing-,' thein: e.g. New.,York, has led to negotiations of faculty. stitutions' the systems' aPpropriatiO6s--than. in bargaining units dot-with -cocait-system- ad the.past:LAIthOugh-sorne.Jegislators-Will,aid and abet end -runs by .institutions- in their districti: _ministrators but with theOffice---Of._.Employee in the Goyerfor!S it-Very.: around :i'cobrdinating board- or- a- govermir'i neatly went 'thiS same route-bUt was, :budget recommendations or the recommendations . :.delegated -to the Offideof the 'Board of 'Regents. of Other..institutiorrS; in the .sYslerr,:they:fe0d'''tO The ,.irnplicatiansofthisfordirectstatein haiiirsoMewhatIonger.Memoriethan. in the Oast .-Yojvement:.iri. the daily, affair§ of .comPuset'',are' and.to reflect this.When moves to centralize arise SoMewhat .stapgering. However, on -'a nationWide which will protect- them against-stictr,-pressUres.. -basis-the-rfive factors:of-.-the-changing student: They are far -less .coritent.than in the pasttoleave situation, the fiscal situation, emphasis upon ac- all information gathering-and 'discussion:Of issues countability,increased centralization, andthe to formai hearings,.and prefer td be infolfiled and expanded universe of postsecondary education consulted; on ernore-continuing basis, particularly constitute-a suffiCiently striking set of conditions to oncritical --issues.A, -number of= -themhave , call for reevaluation of the whole -business of -developed their own information gathering and working,effectively with the elected state executive analySis staffs. Many of them are'deeply concerned about the conflicting priorities for resources within and legialative officials.- . - the:stateand would like to see some evidence that Generalizaticins aboutstates,' governors,or educators are at least aware of:these and in their legislators or how to deal with .them. are ex- ,planning: take ;them ''into account 'In relation to"- 11raordinarily dangerous and:.theexceptions will higher .edUcatiO6 specifically, they are looking for r:Probabls outnumber: the instances. BLit a few reilistic.'analyses of needs' and reasonable con: 'things can be noted: In the first place in, most states : Sider-at:ion:o effective utilizatiOn of the full..post-': higher education ia'not a-high priority iterh. Even: secondary education resources of the Stateldmeet : "educatiOn7 governors and legislators haye other theSe:needS: They no longer. buy` the, aSsUrriptiOn frequenilY'rh6re pressing_ agendas: ThiS does not that:iMY institution could or should be alLthings to mean that higher education. is not a Jnatter of all peopleanikthey, are concerned atiout.needless concern. It iS and it may., be of more critical and. dupliCation but Will. listen to effective arguments intelligent concern than in the past. On the Whole- fot new programs to meet new needs. - - GiVe n the changed condl ti.onV,Ord the partially Further .this.the kind of task that cannot be interests and cotcordi OfexecutiVeS.and performed ,,by institutions saparately: It requires legislators, what oo -tdp,.se:Mrnplyinrelation,.-to- cooperatiorysupPort'and-leadershipby an effective -;-. changing and means of working with legislatiiie:,and= stale higher education coordinating or governing executive of -statelgovernement? What agency and not tone Mr. Kerr to the contrary ;are the _rules of the new game? It seems to me that with advisory functions only. It must have at least at leaSt'Sdrne of the irriPlications are rather.--clear the yower, working:with the institutions, to; im and have already been indicated in the ditcUSsion percent the planning lifocess..urther, the political ofguberhatorialand "legislative expeettiOn4:.- corm upitkisit only shbu Id be kept informed but its 'adVice sought: in tbe process. Perhaps the first implication and rule isahe,:,iieed-. .0 ' for deimlopment of a directness and Caildor-ln :dealing with the state politiCal community that haS The` fiscalsituationalready has calledfor always characterized: the higher edudation retrenChment in Some states and institutions and 2' Cdmmunity in the Past This does not mean washing before they are through may well dd so in Others. In -.dirty linen in public' but it does, mean realistic some :Cases thiS- has taken the form of actual j; assessment of needs inrelation to_ gcials_ and cutbacks, in others.reduced increases. The initial fUnctions and developingindices of how or :in what reactions by some state agenCies and institutions ways these goals and functions are being realized. has-been across the board. cuts. As a temporary Itinvolves willingness to supply releVant ''measure this may do,' but if retrenchment's of formation,developingappropriateinfortrotion longer duration more basic issues have to be faced, systems whiCh will in faCt . produce the relevant priorities established, effective means of review 6ting proCess and decision making developed in, which the in-

not as a means of obfuscation as has been done by stitutions.and their faculties need .at least to be,. some institutions in the past, nor as a shopping list kept informed and hopefully fully- involved. Plan- ofeverything. -'.thatwouldtherorecticallybe ning4or-retr-erich ment is far-Lid-ore-.7difficuitttqn dPsireable, but as an instrument to build the case planning for exPansion. EvPn if, retrenchment has. for reasonable support. lt is -essential that an at not. aken PlaCe in'ur state at least stan6-4-,-',. ,!$- ns rnosphere of. mutal trust be developed. thoroughly Undeistdoci_by--theLinstitutions,r now be ..,clevelopedz. Otherwise,if retrenchment Second is the desirability of strengthening- a .,becomes necessary, the pact ori .systein morale :`continuous :means of communication' and Con plus administrative and goverriance confusion in a.. sultation not only:With the eicecutfve and his, staff crisis approach are likely to take a -.heavY but with key members of the legislature and their Beforehancland not' in the crisis is when criteria for Staffs. Formal heafings are not-adequate-to explore'. corisoliditiOn and even% elirnination' of what may the..Complex .relations betweerrstates and .post havebeeh conidered critical Programs or serVlces secondary education.. By the nature of, the case need to bp developed. If this is done, the end result they frequently tend to-bePdversarial in 'character. May be leaner but strengthened operation as -a through more continuous and inlormaldiscussions result of the crisis rather ,even not only can theissues' be more clearly identified disaster:I ' but their. ramifications explored.

, Fourth, whileneither the .higher education =Third, given the fiscal situation and the projected community nor the, board of higher education can student situation, effectivePlanning on.a statewide be expected to determine the overall priorities- in basis as well:as-institutionally, including:planning; the state, they 'at least. should be aware. of these fOr possible retrenchrrient, .becomes essential if we.. .and .throUgh intergovernmental cooperation help are to avoid the .kind of.cUf. throat competition not contribute to their solutions: This.does involve. the . only between public and private inStitutions_but ...develdPment of a.political:Sensitivity whiCh has not among publicinstitutions .which can Only ...be, :alWayi.charaCterized the' higher education corn- destructive and which neither State gOvernment munity or.some state. higher education agenCies nor-the-general public Will support. This does in the past. valve setting goaland.-prioritlei, careful deter-: mination -of- role-La nd-SCopeexplOring-T7 -meths-Of tiftk itis. critically irmiorthnt that: the higher inter-institutional-coopiration, and-doing so in the edUCation 'community and particularly` the', State. light of .a thorough analysis of the 'pOsiseccindary higher,Orlaostsecondary education agency 1-.)ealert- educational needs and resources of the .state. to concern with outcomes' and performance audit. and work to-insure that educational effeCtiveness awareness but for cooperation iamong all typei.of as well as fiscal efficiency be taken into account. institutions in fulfilling kheir diverse educational This=at-leastjequires -cooperative- exploration= of functions. --,

. It may 41" theissues with the accounting agency. The game has; c!"ianged. Th+eneW rules are still. require,_asloWisccinsiri, legislative clarification_ of evolving. There is little questior/but-that the states responsibility in relation to keeping judgments of as in the past will continue toje the major sources academic. effectiveness withinthehigher of support tor,postsecOndaiiM'nd-higher education educational corniiiimity. Within institutions as well in this country. BUt:the coOditions are-likely to be as on a statewide basis provisions for more,.ef- considerably more deMandiftfroM.the standpoint': fective program review may need to be developed of making an effective caSe41',Iat-the postsecondary ifonly to insure that Where. retrerichrrient:4s and higher educationai0Stitutions are-.meeting: necessary cuts are made in terms of priorities .to continuing and Changingtheeds, -that 'they are Preserve quality. utiliiing their resOurde-co'ffe-ai-Velir,'and that the results of so doing .carilAre not necessarily quan,: :Finally, we need to recognize clearly that we are tified,:but dOcumentedP We are moving ''.into. what in -the era of Postsecondary education and that May be a more difficulf:period: But if the state While. states have a primary obligation to their higher' education: agencies working together with public institutions, all of the institutions Of the the institutions are witling. to face ..the issUes'.of state are part of its total postsecondary education priorities and work,!COnstructively with both the resources: We may well be moving into a period in legislativeand .executive 'branchesofstate. which some institutions,.bottcpublic and private, gover entTw hile-thWre-w-ili-be-problernsTttrey-will will disappear. Our Concern shoul6 be thatin -the not be insuperable and the end result is likely tq be process we do not loSe .the diver"sity essential to a. leaner but tr-c:altKierdivcrsc system of post meeting the needs Of citizens for a variety of secondary education in each state. To accomplish educationaloOp-ortunities commensurate with this, effectively -working with the: governor and their iriterests and Deeds and extending from-skill legislature,' establiOlinga ..community` ofun preparatiOn, toLgraduate:education derstanding and reinforcement are learning: This does call not only for plartnid-----fact are essentrallii survival.

...... 1. American Council on Education, A Fact Book on Higher Education, first issue,1976, Washington, pp. 76.60 and 76.6.1. 2. Carnegie Foundation-for the Advencerfient of Teaching, The Stites and_flighei Edimation,Josey-Bass, San Francisco, 1976, p. 7. 3. American Couricil on Education, A Fad Balk on Higher Education, First Issue,1976,'Weshington, pp. 76.18 and 76.19... . 4: Froomkin, Joseph, Supply and Demand for Persons with Postsecondary Ethication. EPRC for Higher 'Education-and Society, Contract No:300760026;41976, pp. 6 and 21. ucational ,Program Budgeting in Oklahoma

.By Edward-J. C;yle-and Dan S.Hobbs Oklahoma State Regents for Higher Education.

.'. The Oklahoma State,Systern of Higher Education stitutions and thepublic; and flexibility: to:proYide is made.:up of 27 C011eges "and universities -Iglus for ease of adm in ittration at the.camPus level. Also, ;eight Other constituent agencies Whose functions. it.is to be hoped_ that, the data requirem -ents to

are, related'to public higher;-eduCatiOni T'ilese rriqkethe:system-rtin .would hot- be so eeatas to . 'stitutions' anci,agencies- .currentlY enroll :127.536 :outweigh its benefits in the form of analytiCal data students andwill.-experfd.1$219,866;634 :.for to :be.used by, administrators in the evalUatiorr of.= educational: and general. PUrpeies:during 1976-77. :institUfionalperfOrMance. : - This iigure does not inclUde37.7 .million to be

_ expended from sponsored research and other Development' of Educational PrOgiam Budgeting.;- Sponsored program fUndS. Some twenty-five years ago, Oklahoma pioneered Article. XIII-A of the'f.OklahOma Constitution in the development'of a new "formula by bUdget provides that the Oklahoma State Regents for function" system for presenting the needs .of Higher Education shall constitute a coordinating college and. un,iversitie. to :the.- Oklahoma board 'Of control fPr all. State 'System institutions Legislature:, Thatis;:',inOitutional 'heeds 'Were 1: rid agencies, whose specified powers' include (a) spelled out in terms .othOW -many dollars Were

. the 'Orescribing_ofer_dsLot:higher-edUcation needed to paTIO41-)=Tidni-in-istrOon7-(--2fgenera-IT-: for each institution;(b) `the .determination. of expense,:: (-3)'$'=instruCtien ,and departmental.

-. functions:andcourses of study in each of-the in-, research, (4 library,' (5) orgOpized.activities,..X6). stitutions to conforen to the:,ttanclardi'prescribecl; organised: researc, *(7), extension (6): the' .granting of :degrees' and < other fOrMS. of service, and-'(8) - . :::-....,:.:aC27.!zlnic-recognition for cOniPletiOn of prescribed .'. ;'. . , And (d) recommending to the Oklahoma :That :system h)d Tani- advantages, anc served- Legislature the budget allocations to each' in; welidUrin0 the ielatiVely.Static.days of,;the

stitution. = : and early: 196cfs.-::However, prOVed.to be - unreSponskie to Changing _societal .'conditions in Ideally, 'a State-level systerri to deterniine the that it favored the small ineffiCierit college over the budgetary needs. ofcolleges. anduniversities; growing,SmOre efficient institiitiOn.*Also,it was should" meet' three:basic objeatives.....The. -"system difficult .of ,communication in 'dealing with the ..hpuldprovide' for ?.adeqUacji; .equity, and ac- Oklahoma 'Legislature: It was therefOre determined: countability. ,Each institution or agency needs a . Ahat'e- new Systeim.waStneeded to:see institutions ;budgetallOCationsufficient' toCarry: outits %rough the rapidly changing 'growth years" of the assigned functions and .`programs. LikewiSee in , late 1960's and .1970's. - stitutions should have the Perception'that they . .. have been treated fairly. in-Comparison with other The ' new '!'.udgeting by educatioha program" institutions. Thirdly, there must be d:conOnsUs on ij;StOM in. Oklahoma is akin to, but not:identical. the -pert of.the Legislature and the people, that With; the-system: being developed. bithe public. JundS-..are being WiseiYallOcited and -ad- 1-'..organization itiit.:predicated:pri.'ithe;EaSiumPtion mini0ered: that all institutions carry Out thrik-Phihary " : tioht.or:activiiies: namely:1.a tVeT.Arahsmission of A state:level iystem-fordetermining institutional krici.Wledge.;t:::(InstrUetiOh).5(2)1.- thri:, likewise Possess .some Secondary.. develdrirriAnt, of new .knOWledge :(Research).; and charaCteristiCS, incltiding the apility.to respond to (3) the exterisiOn2. of ::higher education programs changing conditiOn. either 'up or ;down;the and services to-the, public at large:(EXtensiOn2alid Capability of being readily communicated. to in-. : public Seice) --For educational :program : budgeting. purposes, detailed-description of the principles, procedures Instruction,, the -threeprimary Categories.. of and. proCesses utilizedby. the Oklahoma State Research and EXtension are _divided. into . sub= Regents for Higher Education in thedevelopment, , categories. called;: of institutional needs for educational andgeneral and extension prOgrarns: To this date,. only the funds by the educationa! program budgeting functional area of instruction has. been developed method. sYStematically on ..a..brogram,by-program 'basis. Neit in.the list of items to be accomplished is thee- Background functional area *of extension, to be follOWed by . research. . One of the responsibilities ,of the Oklahoma State Regents for Higher Education, as set out in Section Duringthe early .1960!s the State Regents began 2, Article XIII-A of the Constitution of Oklahoma, is to`gather and store various-kinds'of statistical data !'...recommend to the State Legislature the- In inpreParationforbudgetingby educational budget .allbeations:, for ..each program. These ..data:included -suchitems as, :discharging. this COnstitutionaLresponsibility; With_ student enrollment by lei:,e1; instructional,salaries respect Operating budget needl, the ',State of facultY,' the cost of teaching individUar courses :egenti prepare and submit to each Oklahoma and educational and the like There is egislature a recommendation for appropriation .of now on file at.the :state. level a decade mare of funds.fortheiriltitUtio-iii in The Oklahoma. State, System. F(igher EdUcation. The recommendation such .hittortai data.- 's is developed and presented for each institution on Thenew educational program budgeting systerri-a "PrograrrOludget" basis which identifies each wasfirst:Utilized on a trial) basis ,with one in- program workii.:att-_-_11...level in term soffull-time-----; sfitution some five years ago.-The folloWing year, equivalent -(FTE)studentsforeach'of:; the 1973-741 the new system was used for three in- progranistogether with the anticipated dollar. need stitutions representing three. different institutional per FTE for each Of thelevels for each program, the types: In14-7,5,F. the new system was generalized ,..total needs for each program anathe total needs to include all institutions.- . for the educational prograrns of the institution..

Althi?-ugh it is probably too 4-a.1-713,-;.to assess the Preparation of the budget needs entails. con- effectiveness of the . news.13,Aget:needs '..system' siderable research and, study on the part of the afters-only a three4.ear triat,-few eprelirninary.ob- State kegentS, In arriving at the. needs of . in- .serVetiOns Aan be 'made at Ithe-Current stitutions,':it is .necessary to .gather..and consider deVeloprnefft. state, level:budgetingby informipon about such factors as funatiOns and educational, program is superior to the.old System educational prograins of inititUtions, the student of budgeting. by eduCational function irLthat it'is enrollnient of. institutiOnS, faculty and staff man- There' responsivetochariging-conditions; it isinore ° power 'requirements, faculty salaries,. and the-like: rational than the.bld systern.'for the reason that it- Also, the State Regents :.cOnduct study sessions ties program approval directly to the budget with presidentsof colleges and universities in the development proCess-,- and ismore readily State System to obtain }their viewses to the needs communicated rto.the Legislature and the public of their respective inStitutibris.

than the.previous system: Italso spill's out better . 'analytical data for institutional use than the budget' Criteria function method. In order to assist the State Regents in applying . The limitations of the new system are that it the results of their research and study to ec- .:frequiresasdmewhat greater amountdatalo run complishHtheir -constitutional and statutory than did the older systeM, and:the data outputs are reiponsibilities, they adOpt.6Uiding Principles and not'directly related to.the.way institutions budget stepspf.protedureS. While these may be, modified at_thecainPus:ievelAtrnaktherefore be-concluded frOni time to time to accommodate changing . thatbudgetingby. education-at program is a more policies,qtfieY, provide reliable reference points ,for valuabfeAtate-level-tobl-than an. inttitutional tool uriderStandifig the program budgeting system and ata,this.....point.',OVerae however,' the Oklahoma for evaluating the performance bUthe'systern. For. exPerience with:. educ'atiOnat -program budgeting the fiscal_ year 1977-78 princiPles and procedures n'ap, been.a salutary one.- , -have been adopted: as.foiloWs: The remainder of this paper willbe.avoted to a programs and/or public, serVicel.progrerris.-*An appropriate amount for this program is accordingly 1. Oklahoma should .'support. the educational determined. programs of institutions in. the State System at 9. The final _steP ,is :to add the amounts deter7_ such :levelthat ...willprovidehigh-quality mined for (a) instructional prograrns, (b) research; educational performance. and (clextension-and public service 2. Each institution in the State System should the total amount of budget needs of the institution carry out three broad areas of educational program fOr the educational programs to be operated. responsibility: (a) instruction, (b) research, and

(c) public- service. Fundin_g 3. The budget needs of each institution should determined on the basis of educational program An estimate is made of the amount of income costsincludingthethreecategories_ above expected to be available' during. the budget year projected for the budget year. from :Revolving.Funds. This is subtracted from :the 4. The 'instructional program costs should in- total institutional. budget requirement for the year: clude,:(a)resident instruction, -(b) orgainzed .-ariathe difference becomes theamount requested': activities, related to instruction, (c)library, (d) for State-Appropriated Funds. general administration, (e) general expense, and (1)operation--andmaintenarice of the physical "StateAppropiiated Funds" are those: funds plant. Budget needs for organized research and appropriatedby. the Legislature to the Stare extension and public. service should be computed.. Regents to beallocated-to constituent: institutinns separately from instructional costs. and agencieS "Rerlying Funds", are those funds which the institutions receive from Stucert ;feet.;, . 5. Primary factors that should be recognized in- determining the instructional part of thetudget sales and services of educational depirtfneilt;s, the needs should include: (a) type of institution,, (b)- Federal Government in some instarKeti, arid, instructional program costs by, level, and (c). full- other misCellaneoussources. The amountof "Revolving Fundi" income: is estimated. fot each' time-equivalent enrollnient by level for the full , institution after taking into' consideration sits fee, fiscal year. - . 6.Operatingexperienceofinstitutionsin Schedule. the :functionof - -theinstitution and Oklahoma and institutions in the 10-state region possible-charges-to-be-made-by. the-in-Stitution-for including .(a) ratios of students to faculty by level, the 'different seryices rendered; and the past ex- (b) average siiikries Of full -time faculty.by type of Perience of the institution as to funds. actually'. .'received from. the -various sources.' institution, (c) total educational and general . . budget -per capita expenditure,-.Should be ResUlti. recogniied es\influence factorS when: establiShing instructional program costs. -. Program -budgeting results for twenty-fiVe in- 7. The amount of funds to be added to the.btidget stitutions in The. Oklahoma State System, of Higher for researCh is then.determined. Basic functionsfof Education,for.197778 'show a projected 104;620 institutions -Will, of course, .iinfluence the -deter-. FTE shidehts will be: served. in 1,725 programs at a; mination of these amounts. _InStitutions: fh at :a c- total needs .of $182,186,944.: Perhaps. evenmore com p I ish significant research must- be".Provided - significant- frOrn a public,: policy. standpoint, theSe funds accordingly. All institutions carry on some results inOlude Ili the progi'am production or 'type :ofinititUtionai. researchandStudyof output emphasis which proVides. the: Legislature programming and.-thUs .must be provided an and the Governor with a better understanding of allowance for this function of the budget;``;; what the State, is !'toreceive for the' money q. Extension and public serviceis the third requested; (2) a firm bails for equitable alloCation category of the.educational program budget. Again, of funds arnonginstittitionS; and (3) criteria for'` institutions' functionaLaSsigrirrients Will influence accountability.of institutions and the.State SyStem the degree to which they participate in extension in accomplishing -.the. Work proposed: Remarks By M. Olin Cook Director Department. of Higher Education,,Little Rock, Arkansas

-.. ., . . .. Implicationi.forthe States-Regarding the RelatiOnship.of the State Coordinating' Agency with'theExecutive and Legislative.Divisionof StateGovernmentin Meeting,BUdget Needs for Higher Education, Systems .:,.. .

There are threemajOr parties which "usually have gOernOr encl..* generef:asseMbly: The following ,- three different ideas about.the 'rale of the state 'principles .shouid.be kept in mind when a state:.. coordinating agenCy: in the:budgeting.proCeis for dreatesa Coordinating agency in order to allow thii) : InstitUtionsof higheFeducatiOnr, These ::three -,:agenCy:to.. perform, its functions adequately: -.1.. . ageneieiinclude 'the goVerndr,thegeneral - assembly and the institutions, of higher ed4Caticin 1: The staff of the.: COOklinating agency..should: theMselVes. The :institutions of higher 'edUcation have a general backgroUnd imhigher education and generally -see the coordinating: agencY along with should be caPableoUrnakirig objeCtive decisions its state board in' a position to represent the baiedUpon, validinformation about onein colleges and universities with the goyernor and the stitution's needs 'as well as the needs of total general aisemblY. Their expectationsare centered higher education within the state. on seeing the coordinating, agency as,an advoCate 2: The staff of the agency, as well as thesuper- . for, the institutions.The goyernor's office may:differ visory 'board 'should have the ability to frorn:State to State and freM.:gayernor togoyernor com- within a state. In some cases the go'vernor may:. municate educational needs and information to the :. 'governor and, general assembly in this'agency as a direct represeritatfve ofhis offi terms that they could Understand. They should, be able to assist` in' and in case Cif :Arkatiias. the' director of s department-serves atthepleasure of the:governor se=needs;in4efinE.ef other state agencies.: ' and is:a' member of 'his'Cabinet. In this :CaSe,he is . . , . ,.... cast therole - of ..dir'ectly :representing:;:the: The Coordinating agency shOuldbe free to-look-. governor on Many matters. EVen though this iS.:teUe .. at -ithe needs :Of the state -without;political: in-, is not alliyays the aase:'that:.a 'person in teri&encelrorn.any of the YariOUs-agencies'athe position 'wo'uld represent the.:_goi/ernOrin total. State in-order 'that the ,governor andthe' gen'eral ,,, the agency was .creeted ifie. general -a'stembly could have inforMation in terms of, needs

atsemblY many members of the generalassembly 'rather than from strictly political- influence. ,

see the director of the department- and the state , . .. . . board representing -the: interest of the general.. 4. The bUdgeti of higher education should 'be - assembly. expressed in a manner which is aCceptable to the .-. governor and, general assembly.' In order that After six-years of experience as the Director of educational needs'could be reffeCted in_ the budget.; ":.the Department of, Higher Education in Arkan-sas, . -proeess the invOlverhent of. institutional perionnel one thing that I have'learned. is that none of the . is imperative:- . . three` situations outlined above can be the case if

the state board andits; staff is' to be effectiVe-The'" - 5. The budgeting' process :for institutions of state coordinating' agency should be in thelpoSition highersodUcation should be somewhat: consistent to be,objetiVe about-the needSOf the institutions, with the budgeting for other.agencies of the 'state of higher education 'a's they relate to spetifiCrieeds : government ;: but:. should ,a How Jar': Unique dif ,ofoejtati.;'Tile:aidrity:.arid the board,. then', Must ferences and !needs-. which might. exist in higher oUinterhreting these ti.i.MeMbers of eduCatiOn ithat might ncit,,be cornpon-':.,to 'other

:thegeneraassemblyand:;:tcythe.gOvOnor.If : agencieS,:of 'State goiiernment: - "'::: ooncy is diegrqiy.,.rolateo',A9yeiy, one' ' of the three. ....:.

.agencieS arnanner that'itS'handS are tied, then it;- 6.-. When .;budgetingferr::.:'highereducation , is.-,- ' considered there are:::wCiJiicteerries.Whith I might- becomes impasSible to be' objectiveas it presents , . -its re,cOrPericletions Of the :institutions :to the feed onedown the wrong patti:Thefirst'direction inr'',',,, 6 .:. ,' which a state agencY migh ga would be that of received by the coordinating body and by the looking at the needs Of higher education in terms of .general assembly. would hope that "during the becoming 'more ..corripetitivewitha particular next year and a .half that those of Us in .Arkansas region of the country or of the national picture. In involved in a higher education budgeting process almost every instancethis kind of look at budgeting can work with thelegislativebody' andthe. .-needs-wOuld-lead to. requests_which_would_excee,d governor's office to deVelop a budget procedure available general. refenues for higher educatiOn. WhTc[nniillierve all elements involVed---Trnore---ef The second'extreme would ,be that of looking at a fectively. continuing percentage of general revenues, for education:This has been very typidal in the state of _Relative to the program budgeting presentation Arkanas for a nurnber of years in terms of the way heard earlier today it is hoped that in.my state we 1hat a majority of people would like to budget for can address this kind of situation in' more detail higher education.as well as other segments of state than we have,in the past. I feel that a coordinating government: Thislapproach is hot what is heeded agency does have the responsibility to attempt in- by the state also because it Means that 'higher every way to,measure outputs in higher education, education probably will not be able 'to improve its but in the process I would hope we would never present situation,. especially: when _thire is _Very come to the point where.we would think that all little. increase in general revenues as his been output in the area of education can be measured anticipated for the next few years. totallyby numbers. We must keep in mind that as we deal with governors and members of the I am suggesting that the coordinating agency general assembly thatwe should be able to take a. should attempt to' not only look. at the needs of the measurement of output and translateitinto state in their, budgeting :process .but also should language which can be easily understood by the. keep irr mind available general revenues. There generalpublic.Thisisimperativeifhigher could be some-attempt' for: the coordinating agency education is to overcome the kind of image it has to project needs for additional taxes, but 1 do-not- gained-over the past-few-years. consider this a task of the coordinating.agency for higher ,education. Ifitis felt that the needs in higher. education could be justified to the point that Perhaps the-,woric that has been done by, the the percentage of general revenue should' be' in- Education Commission -of the States and by such srreascicifol=highei=edtteatien0;herob - I 13- et Lawrence should': receive more would leave the governor and thegeneral assembly -attention at the national level.-lhis would indicate to decide Whether higher education s'hOuld receive in many of the states that than repeatingthe general revenues from -other sources The taxing same process fifty .tiines" that 'these' organiiatioris situation shoUld beleft with the politicians and not could give to estate. coordinating and governing with th-ecoordinating agenCY.- boards more .directioninthe. measurement or educational output. I- realize',that this :is not a,. simple taslcand,.certainly, as we haVe worked with We have heard this morning a- presentation oh this task' in :Arkansas it is feltthat we have a long program budgeting on Oklahoma. Certainly; this is Way to go: It we are going' to be successful in approach which ;has evidently worked ;quite changing budget formats and the budget.process well and you will find similar situations have-been in various states in the way that they should be tried in, other states. The problem in Arkansas is Changed, then mernberi;of the general assemblies that. the general.assembly and the governor have -and governors as well as institutions of higher

insisted upon 'a number .of different types of eduCatian 'must dome 'toapoint-- where -data budgetSduring the one budget cycle which leaves provided, will receive maximum benefit, therefore,- very,little time:' other' han-the time that is required reducing the amount otime,spent in the budgeting to ;prepare. the various types of budgets.: For process. Ifeel' that presently in our state far too examble, dOring this_*bienniurn...We have gone' `-rnuchris spent in developing misses detail.which through,:the. regular a0Propriations prOdesi with could. not posibly lie' used by members of the institutions which. imiolves -fOrirulas and in ad 'Budget- ReviewCoMmittee oftheGeneral fhat, !ate-in'. the g4rne a ;priority budget Assembly or Personher:in the ,governor's office. was established' Which:is note being used a. great Perhaps this area- has kornething.to say to HEE0 deal bedause of the late date in. which'' it' Was about future effOrtS of this rganization. '

90 REGISTRATION LIST TEN-STATE REGIONAL CONFERENCE Skirvin Hotel, Oklahoma City -- December 2-3, 1976

Bob F. Allee, Member Tom =Dun lap_ Oklahonia State Regents for Higher Education ..1121:.TecIford Wa-y 1513 North Randall Oklahonia.City, Oklahoma 73116 Elk City, Oklahoma. 73644 .- Peter R. Ellis Program Director ?Kellogg Foundation . Jack D. Armstrong, Director 400:North Aye-nue. Business*Services- Battle-Creek:Michigan 49016.-- Colorado Commission on Higher Edikcation 1550 Lincoln Street;; No. 210 . Denver:Colorado:80203 . TomGallaher .; ECS Comm issiOner -6109. Flaming Oaks Circle David Blakemah,Assistant to the Chancellor Norman;CklahoMa 73071 - for CoMmuhicationServices . Oklahoma State Regents for Higher Education Joe F. Gary, Member 500 Education Building, State-Capitol Complex Oklahoma State Regents for Higher Education Oklahoma City, Oklahoma 73105 Post OfficeBox 748 -Durant, Oklahoma 74701

The Honorable David L Boren .. . . GoVernor.of the. State of Oklahoma Gwen Gurley, Project Secretary 212 State Capitol Inservice EducatIon Program Oklahoma City, Oklahoma 73105 LEducation.,CoMmission_of.the States '..1860, Lincoln :Street Suite 300 ;. ,-Carter BiedleY,Execiitiye Director Denver;:. Colorado. 80295 Higher Education. Alumni Council of Oklahoma- 4400 ,North lincoln:Bouleyakd, No 158 Ira D. Hill Oklahoma City, Oklahoma 73105 - 733 N. E. 20 . Oklahoma City, Oklahoma 73105 SehetwLee=cateAtice a , Senate Higher, Education' Committee .Oklahoma State Regents forHigher Educatiou _ 231 SoUth 'Peters Norman, Oklaboma73069 '733,-N. E:-20 OklahoMa City, Oklahoma 78105 John J. Ciinard, Executive Officer Kansas Board (:)f:Regents- Warren G. Hill, Executive Director Merchants.Ilational-Barik Tower EducationCommisgion of-the States 800 Jackson,-No.:1416. Topeka, Kansas 66612 '1860 Lincoln Street.Suite 300 DenYer, Colorado 80295'. M. Olin Cook, Executive Director Arkansas Department of Higher Education Dan Hoblii 122.National Old,Line Building Vice-Chancellor for Academic Affairs ' Little Rock; Arkensas 72201 Oklahoma State Regents fOrHigher Education 500-Education Building, State Capitol Complex

ONlahoma City; Oklahoma 73105 . Ed Coyle . ViceChancellor for Fiscal Affairs._ lOklahoma_State Regents for Higher Education Ivan' Holmes ECS Commissioner ,a0 500 Education philding, State Capitol Complex 425.Janet Okfahoina-City, Oklahoma 73105 TahleqUali; Oklahoma 744. 64

. . Carilyn E. Dinish Robert A. Huff, Executive Secretary . Secretary to the, Executive, Director New .Mexico'Bisird 'of,.EdUcatignal Finance Edudation:COmMissionof the States LegiSlativeExeciitiye,Building, Suite 201 1860,LinColn:Street Suite 300 Santa:Fe;: NeW Mexido 87501 Denver, Colorado 80295

E. 'T. Dunlap, Chancellor, ' Milt Lehr; Pirector. Oklahoma,Stati.Regents for Higher Education OklahoMa:Education Council 500 Education Building:State Capitol CoMplex 4-K: State' Ce Pitol : : ..Oklahoma City, Oklahoma 73105 . ---;Oklahoma -City, 'Oklahoma 73105 Robert E. McCormack William Silvia, Coordinator of the Assistant Director for Finance Budget and Facility Planning Arkansas Department of Higher Education Louisiana Board of Regents 401 National Old Line Building Post Office Box 44362, Capitol Station Little Rock, Arkansas 72201 Baton Rouge, Louisiana 70804

Kermit R. McMurry, Assistant to Director Debby Stauss Department of Administrative Services Administrative Secretary to the Chancellor Nebraska Coordinating Commiiion for Oklahoma-State Regents forHigherEducatiOn Postsecondary Education 500 Education Building, Stg-te Capitol Complex 1315 State Capitol Oklahoma City, Oklahoma .73105 Lincoln, Nebraska 68509 Eugene L. SWearingen, Member : : Richard:PC:Millard,birector Oklahoma State Regents for. Higher Education Postsecondary Education.Department Post Office Box 2300 Education Commission .of the States Tulsa, Oklahoma 74192 1860 LincOln Street,'Suite 300 .Denver, Colorado 80295. Daniel Taylor Legislative Analyst Nebraska Legislative Fiscal Office Alan Moeller, Legislathie.Analyst 1007 State Capitol Nebraska Legislative Fiscal Office lincoln, Nebraska 68509 1007 'State. Capitol LincOln;'Nebraska 68509 Russell D. Vaught, Member Oklahoma State Regents for Higher Education Representative William 0Monnell,Chairman Post Office Box 10839 .LegislatiVe.Firiarice:Committee.and'House Midwest City,0klahorna 73110 Appropriations and Finance'Committee 190 Townsend Terrace Lai'Cruces; NeW Mexico 88001 Bob Vincent Assistant-to-the Chancellor. for Special projects *, James Oliver,Assistant-Director OklahoMa State:Regents for Higher. Education Texas Legislative Budget Board 500 Education Building;.State Capitol Complex Post Office Box .12666, Capitol Station Oklahoma _City, Oklahoma 73105 Austin, Texas 78Z11 . Jim Walker,,' Scott E. Orbison, Member Professorof English Oklahoma State Regents for Higher Education NOrtheastern:Oklahoma State University 4128 East 42nd Place Tahlequah, Oklahoma. 74464- Tulsa, Oklahoma 74135 . , David W. Way. Johh N. paten:Chairman. Director of State 'Finance Oklahonia State Regents for. Higher Education 309:State ;CaPitol Oklahoma City, Oklahoma 73105. Norman, Oklahoma 73070 Repreifelitative Fred Weaver

Route . Louis Rabineau,.Director Baxter Springs, Kansas 66713- InService Education Program- Education Commission of the States Thuritian..L. White - 1860 Lincoln Street,.Sbite 300 Vici-Presidentfor Continuing Education DenVer, COlorade-,802B5 UniversitY:Of,Mklah-onia 1700 Asp Avenue;,Nd..'111 ' Gall.Scott.Administrative Assistant Norman, Oklahoma :730377: to the. Governor for Education 212 State Capitol WalterWlillainii; Assistant Chancellor Oklahoma City, Oklahoma. 73165 . for AdministratiVe Services Oklahornac"State lRegents for Higher Education , 500 EduCation Building,:State OaPitol Complex, 'Oklahoina ;City, Oklahoma 73105'

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