Table Of ContentDOCUMENT RESUME
HE 025 377
ED 343 510
Longanecker, David A.
AUTHOR
Designing the Master Plan for Colorado Postsecondary
TITLE
Education: Preparing for a New Millenriium.
Colorado Commission on Highor Education, Denver.
INSTITUTION
3 Jan 92
PUB DATE
19p.
NOTE
Reports - Descriptive (141)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Access to Education; Accountability; *Educational
DESCRIPTORS
Planning; *Educational Quality; Graduate Study;
Higher Education; Long Range Planning; *Master Plans;
*Policy Formation; Public Schools; School
Effectiveness; State Colleges; State Universities;
*Statewide Planning; Undergraduate Study
*Colorado
IDENTIFIERS
ABSTRACT
This document represents the first step in an
:fort
by the Colorado Commission on Higher Education to reopen the nta3ter
planning process. The report: (1) proposes a master planning process,
which in various steps will revisit Colorado's goals for
postsecondary education; (2) reviews how well the Commission and the
postsecondary education community have responded to the challenges
set out in House Bill 1187 (passed in 1985 charging the Commission to
establish a broad and ambitious set of expectations for the
(3) examines
Commission and the postsecondary education community);
the environment facing Colorado postsecondary education as it
approaches the 21st century; and (4) examines in depth how the state
must respond to the most pressing issues facing postsecondary
education in the years ahead. Finally, the appendix examines the
nature of possible issues that could be addressed with respect to
each of the explicit statewide goals for postsecondary education: the
pursuit of higher educational quality; expanding educational access
and diversity; and increasing educational efficiency accountability.
(GLR)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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FOR COLORADO_
DESIGNING THE MASTER PLAN
POSTSECONDARY EDUCATION:
PREPARING FOR A NEW MILLENNUM
DIRECTOR
DAVID A. LONGANECKER, EXECUTIVE
EDUCATION
COLORADO COMMISSION ON HIGHER
JANUARY 3, 1992
U.S. D1PANTMENT Of EDUCATION
"PERMISSION TO REPRODUCE THIS
Office a Educational Research and Improvement
MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Colorado Commission
This document has been reproduced as
received from the person or organisation
on Higher Education
originating it
0 Minor changes haft been made to improve
reProduction quality
Points& vie* or opinions stated in Ihilidocu-
official
TO THE EDUCATIONAL RESOURCES
ment do not necessarily represent
OERI position or policy
INFORMATION CENTER (ERIC)."
HST COPY AVAILABLE
2
1
INTRODUCTION
2
WHAT IS MASTER PLANNING'
3
WHAT COLORADO EXPEVIS
EDUCATION VALUES AND GOALS
COLORADO COMMISSION ON HIGHER
Cgiggillhigggrilaniat
FOR HIGHER EDUCATION (Excerpt from
4
piatsgandAryithirjujon, 1987-1992)
11
HOW TIMES HAVE CHANGED
12
PROCESS
ITIE PROPOSED MASTER PLANNING
13
POSSIBLE ISSUES FOR CRITICAL EXAMINATION
13
Pursuing high quality
14
Pursuing expanded access
15
Pursuing diversity
15
Pursuing greater efficiency
15
Pursuing accountability
3
INTRODUCTION
Colorado Commission on Higher
the first step in an effort by the
This document serves as
guide to facilitate
phnning proms. It is intended as a
Education to reopen the master
for Colorado postsecondary
parties about future directions
discussion among all interested
education.
which reconstituted the
Assembly passed House Bill 1187,
In 1985, the Colorado General
ambitious set of
Education, established a broad and
Colorado Commission on Higher
community, and
and the postsecondary education
expectations for the Commission
this new charge.
authority of the Commission to pursue
enhanced the responsibility and
charge to develop a master
of responsibilities included the
One element of this new set
education.
the state's goals for postsecondary
pknning process, designed to promote
which
Commission began a master planning process,
Following adoption of }LB. 1187, the
Postsecondary
Colorado's Statewide Master Plan for
culminated in final adoption of
Education 9E7 1992 in February
1988.
The conditions facing
revisit the master planning process.
As we enter 1992, it is time to
have changed so
compared to these just five years ago,
postsecondary education, even as
for the future. These
planning to chart the state's course
substantially that we need new
that call for
challenges to postsecondary education
changing conditions present new
unexpectedly,
current master plan. For example,
different responses than envisioned in the
since adoption
education services has increased by 14 percent
the demand for postsecondary
increased enrollment,
Plan in 1981. Because of this
of the current Statewide Master
for postsecondary
of state funding, public support
combined with the limited availability
this same period
in inflation-adjusted dollars during
education has declined by 16 percent
evident that too
time when it is becoming increasingly
of time. And this has occurred at a
education and skills necessary
losing their competitive edge in the
many of our citizens are
challenges at a time,
economic competitiveness. We face these
to maintain our international
will be
Colorado's postsecondary education needs can or
however, when it is not clear how
effectively
quality and expand access will not work
financed. Previous strategies to enhance
reality.
to respond to this new
in varloP4
master planning process, which
We need a new plan. This document proposes a
review how well the
goals for postsecondary education,
steps will revisit Colorado's
the challenges
education community have responded to
Commission and the postsecondary
Colorado postsecondary
examine the environment facing
set out in House Bill 1167,
how the state
twenty-rwst century, and examine in depth
education as it approaches the
education in the years ahead.
pressing issues facing postsecondary
must respond to the most
4
1
WHAT IS_MASTER PLANNING?
always, those
Statewide postsecondary master planning can be hazardous work. Almost
will
entering this arena have lofty expectations. The goal is to develop a Master Plan that
guide the evolution of a postsecondary education system into the future. And indeed, there
The oil Anal California
accomplishing this goal.
are classic examples of master plans
Master Mu for Higher Education helped propel California's postseca diary education
broad
system into a rational, effective system, recognized nationally for its excellence and
reflect opportunities lost, rs they gather dust on
aces 1. Too often, however, master plans
book:helm, either because they are ignored or because the plan was too rigid to remain
conditions.
germane in the light of changing
Whether these "best intentions" produce useful products, or not, depends greatly on the
(1) a lack of clear
master planning process. Three common flaws of master planning are:
vision, (2) a lack of clear prioritization among goals, and (3) too ambitious an agenda.
Obviously, the Commission hope.; to avoid these potential pitfalls. This master planning
of why the State of Colorado
process will begin by trying to establish a clear understanding
invests in postsecondary education. As the old saying goes: "If you don't know where you
derme clearly what the state's
are going, any road will lead you there." The-efore, we must
course to reach these goals.
goals are, if we are to be successful in charting
Second, this master planning process will attempt not to bite off more than it can chew;
it will focus only on the most critical issues facing postsecondary education in Colorado.
While many issues are important enough to warrant the Commission's attention, two
factors dictate that this master planning effort addren only those of greatest significance.
First, to do a credible job with limited staff sind Commission resources, the agenda must
Second, a successful public policy agenda must remain focused to be
be parsimonious.
effective. So, iron% expect this master planning process to answer all the questions about
Colorado postsecondary education. Instead, what the Commission will try and provide is
substantial asistance for various audiences to understand in depth the most pressing issues
facing Colorado postsecondary education, and how the state can address these issues
positively.
Third, this master planning process will translate these fmdings about how Colorado can
address these most critical issues into ways that will move the State of Colorado more
toward achieving its goals for postsecondary education. The Commission's objective is that
this effort not result in a static plan that presumes a certain future. But rather, that the
future will likely be as unpredictable as the recent past has been, and the master planning
this change. This planning process
process must be dynamic enough to accommodate
should help guide future actions of the Commission, the Legislature, the Governor, and the
postsecondary education community.
5
2
MALCKILMADSLEXPECIS
expectations: "to maximize opportunities for
Colorado statute declares the state's official
." and " to achieve an adequate level of higher
postsecondary education in Colorado
.
"
education in the most economic manner .
blend of decentralized management of the
To achieve these expectations, statute creates a
. . .
the constitutional and statutory
"recognizing
institutions of postsecondary education,
of state-supported institutions of higher
responsibilities of duly constituted governing boards
policy development via creation of "a central
education in Colorado," with centralized
Commission on Higher Education" and by
policy and coordinating board, the Colorado
the general assembly. . . ."
reserving "ultimate authority and responsibility. . . . to
develop a master planning process to guide the
The Commission is charged specifically to
goals of high quality, access,
state's efforts "to accomplish and sustain system-wide
diversity, efficiency and accountabffity".
education to provide an adequate education
In sum, the state has charged postseconchry
economically as possible. To achieve this, the
to all who can benefit, and to do so as
achieve high quality education, broadly
Commission b to establish a plan that will
opportunities, provided as efficiently as
accessible, through a diverse array of educational
these goals are being achieved. No
possible, and assuring that evidence Ls provided that
small task!
Plan struggled mightily with
The planning process that led to the 1987-1992 Master
for Colorado postsecondary
translating this legislative language into a set of values
meaning of the five identified goals.
education and with agreed upon assumptions about the
achieving these goals require revisiting,
Although the current Master Plan's strategies for
Master Plan remain as valid today
the values and assumptions imbedded in the 1987-1992
building
Thus, we .mpose that they be reaffirmed as the
as they did four years ago.
blocks for this master planning process, as well.
6
3
I
I
Oul
;1
0
A.
for_Postsecondary Education. 1987-1992)
(As presented in Colorado Master Plan
the
recognize the importance of education to
"Any set of values for higher education must
Colorado higher education,
society.
individual and the value of educated citizens to
universities, was buik on the understanding
particularly in the case of its public colleges and
educational enterprise.
that both the individual and society benefit from the
of
education must recognize the different purposes
In addition, any set qf goals for higher
Vocational and graduate education
vocational, undergraduate and graduate education.
complexity and depth of study. And while
provide specialization that differs in levels of
specialized disciplines, it also includes
undergraduate education is organized acconling to
perspectives, cultural understandings and
considerable breadth of exposure to historical
different perspectives on problems and their solutions.
and gods tem& be grounded in the
Finally, but most Unportantly, both educational values
the individual a lifelong commilment
observation that education succeeds only ff it instills in
than the pursuit of a degree. It should provide a set
to learning. Fonnal education is more
Therefore, the single most important
intellectually.
of tools and a desim to continue to grow
of continuing to cultivate an advanct,..1
goal for education is `...to initiate a lifelong process
literacy useful for earning a living and living a life.'
Si
U
V
r
I.
Values for Undergraduate Education
For the Individual:
logically and critically.
To advance the individual's capacity to think
o
To internalize and exemplify humane values.
o
accurately.
To write, speak and compute clearly and
o
historical, cultural, aesthetic
To una'erstand in depth a variety of psychological,
o
and scientific realities.
professional, vocational, social and
To master a select range of occupational,
o
usonal coping skills.
7
4
For Society:
this society needs wise and
To develop the society's political well-beingfor
O
effective leadership and an informed citizenry.
this society needs able and
To develop the society's economic well-beingfor
O
its institutions (broadly
imaginative men and women to direct and operate
fiscal affairs. It also
*fined), to produce goods and services and to manage its
needs alert and informed consumers.
this society needs creative
To develop the society's cultural advancementfor
O
It also
and listeners.
talent and appreciative and discerning readers, viewers
and its antecedents in other
needs people who understand the common culture
parts of the world.
members who understand
To assure the society's sur4valfor this society needs
O
provided in their natural
the intenlependence of human beings on the resources
environment and on one another.
this society needs rale
To develop the society's moral and ethical integrityfor
O
capacities, are able to pass
models who, as parents and teachers and in other
the nation's ideals and heritage along to future generations.
Values for Graduate Education.
2.
For the Individual:
work requiring
To prepare the individual for entry into advanced professional
O
inquiry, synthesis
high levels of abstraction, theoretical cohesiveness, scientifsc
value system
of new knowledge with the established body of knowledge and a
that preserves the integrity of his or her chosen discOline.
For Sm. tty:
needs a cadre of
To develop a competence in researchfor this society
O
advancements in
reseamhers who generate new knowledge and technological
theory, techniques and products.
needs scholars who test
To develop competence in scholarshipfor this society
O
and ideas that advance our culture and civilization and
new theories, concepts
and social fabric.
preserve the society's moral
endeavorfor this society
To develop leadership capacity within all fields of
O
values while at the same
needs leaders to conserve and transmit our common
advancement.
time creating an environment for the society's
health- for this society requires highly trained
To assure the society's economic
o
development needs, maintain an place of
specialists fit is to meet its economic
and preserve a high quality of rife for
its
leadership in the world economy
citizens.
Values for Vocational Education
3.
For the Individual:
solving
individual in a specific skill, in problem
To increase the capacity of the
o
he or she may gain
and work-related relationships .zo that
and in
SOCiai
advancement
employment and succes4fully pursue career
For Society:
this society needs members who understand
To assure the society's survivalfor
o
prudently using and preserving all of
the interdependence of human beings in
the society's resources.
advancementfor this society needs citizens
To develop the society's cultural
o
well as the interrelatedness of our
who understand the common culture
4S
culture and other cultures in the world.
well-beingfor this society requires an
To develop the society's political
o
knowledgeable leaders.
informed citizenry capable of selecting able and
integrityfor this society needs role
To develop the society's moral and ethical
o
other capacities, are able to pass
models who, as parents and teachers and in
future generations.
the nation's ideals and heritage along to
COLORADO PUBLIC SYSTEM OF_HIGHER
P1ANNING ASSUMPTIONS FOR THE
EDUCATION
elements of the state's values of quality, access,
These planning assumptions specify particular
each
The assumptions are an essential part of
diversity, effzciency, and accountability.
institution's role and mission.
&alb
educational system. Without it, access, diversity and
Quality is the number one value of the
higher
The following elements are essential to quality in
the other values are meaningless.
education:
occupational achievement, who have the ability to
Faculty with high academic or
1.
their academic or
Faculty should be professionally active in
facilitate learning.
6
9
To obtain quality faculty, leadership in Colorado public higher
vocational fields.
education should provide:
people in
Compensation sufficient to attract and relain high performance
o
teaching careers.
Dptlerentiation of superior teaching performance in recognition and rewards.
o
Academic freedom within high performance standards of excellence for
o
facilitating learning.
models
A balanced ethnic and racially diverse faculty to assure appropriate role
o
for students and depth and breadth of cultural perspectives.
Institutional leaders who act decisively within the frwnewodc of a coherent
o
educational philosophy.
Vigorous leadership in setting high performance expectations of faculty and
o
students.
Effective communications with the public and the legislature, assuring that
o
institutions meet the goals of the stat and earn continua support.
To obtain
Students with the ability, preparation, interest and motivation to leans.
2.
quality students, leadership in Colorado public higher education should provide:
high performance
Admission and graduation standards that
establish
o
expectations for the learner.
Curricula with rigor, including degree programs with a sound base in the liberal
o
arts and sciences.
Degree program content that assures competence in a core body of knowledge,
o
acquisition of learning skills and appreciation of societal values.
Learning support systems, including libraries, learning technologies and
o
facilities and academic support services in sufficient number and quality.
Acquisition and maintenance of physical plant and equipment that enhance
learning.
Academic support services such as tutoring labs, diagnostic services and faculty
o
accessibility.
with the
Evaluation of curricula, students, teachers and administrators,
o
objeave of continuous growth and improvement.
7
1,
