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State Oversight of Academia by Donald Heller

This article discusses the history of state governance in higher education and its impact on outcomes. It explores different approaches to assessing higher education institutions and highlights the limitations of using inputs and outputs as proxies for outcomes. The article also provides an overview of current efforts to measure outcomes, including the Multi-State Collaborative to Advance Learning Outcomes Assessment, the Voluntary System of Accountability, the White House Scorecard, and the Student Achievement Measure.

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State Oversight of Academia by Donald Heller

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  1. State Oversight of Academia by Donald Heller Lisa Royse October 5, 2015 EDLPA 9450 Admin and Governance

  2. Objectives • Present a brief history of state governance of higher education • Discuss the outcomes of higher education • Discuss any impact the states administration of higher education has on the end result • Small group activity--current strides toward measuring outcomes of higher education

  3. History of State Governance Presentation: A brief history of state support and governance of higher education

  4. Outcomes of Higher Education • Cohen and March (1986) describe as “organized anarchy” with “problematic goals” • Bowen (1977) provides clearer definition of goals divided into two categories:

  5. Outcomes of Higher Education Institute for Higher Education Policy Taxonomy

  6. Assessment of Higher Education • Heller believes that both notions point to how difficult it can be for an outside entity to hold an institution accountable for achieving goals • States have struggled to assess higher education institutions and most have opted to implement either a “performance funding” or a “performance budgeting” approach

  7. Assessment of Higher Education Performance funding: • Money awarded after performance achieved • Tightly aligns funds with institutional achievements on performance indicators Performance budgeting: • Indirect influence on budget levels • Loosely couples performance with budget levels—performance is one criterion—other criterions include political, incremental, or formulaic budgeting processes

  8. Assessment of Higher Education

  9. Conclusion • Research points to limitations of using inputs and outputs as proxies for assessing outcomes • Researchers must find a way to effectively measure higher education outcomes in a way that’s methodologically sound by overcoming limitations • Until these methods are found, it will be hard for policymakers to judge how or even if higher education governance structures in their states should change.

  10. Efforts to Measure Outcomes • Provide an overview of the effort. • How many institutions are involved? • What outputs or outcomes are being assessed? • Multi-State Collaborative to Advance Learning Outcomes Assessment (SHEEO) • Voluntary System of Accountability (AASCU and NASULGC) • White House Scorecard • Student Achievement Measure

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