ED 092 032

AUTHORTITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM

DOCUMENT RESUME

HE 005 593

Grupe, Fritz H.; Murphy, AnthonySurvey of Statewide Agency/Consortia Relationship.Education Commission of the States, Denver, Colo.7412p.Higher Education Services, Education Commission ofthe States, 1860 Lincoln Street, Suite 300, Denver,Colorado 80203

EDRS PRICE MF-$0.75 HC-$1450 PLUS POSTAGEDESCRIPTORS *Consortia; *Higher Education; *Master Plans; *State

Agencies; State Surveys; *Statewide Planning

ABSTRACTThis document presents the results of a survey of the

relationships between statewide agencies and consortia ofpostsecondary education. The survey indicates a trend towardinterrelating consortia and coordinating agencies; however differentapproaches are being taken. The states of Illinois, New York,Pennsylvania and Virginia are among the most aggressive in the effortto develop regional alliances. A brief summary of state/consortiarelationships is given for 30 states. (MJM)

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Volume 1, Number, 6 1974 Pages 173-184

In This Issue: In early 1973, Fritz Grupe, executive director of the Associated Colleges of theSt, Lawrence Valley, and Anthony Murphy, of Clarkson College of Technology,conducted a survey of the relationships bel.woen statewide agencies and consortiaof postsecondary education. The survey, which included 30 states, was conductedunder funds from the EXXON Education Foundation. With the increasingconcern of the states about regionalization of programs, emphasized by aresolution from the ECS Steering Committee in the spring of 1974, Dr. Grupe wasasked to update the survey for publication in the ECS Higher Education in theStates. This updated version is included in this issue.

SURVEY OF STATEWIDE AGENCY/CONSORTIARELATIONSHIP'

By Fritz H. Grupe and Anthony Murphy

Voluntary consortia in higher education emergedrapidly during the 1960s when colleges and univer-sities were themselves expanding in both size andnumhers. \Inch of the impetus for the creation of'consortia came from governmental and philan-thropic agencies which themselves sought ways ofproducing rich educational opportunities for col-lege students. A new pressure for voluntary coop-eration coming from statutory statewide coordinat-ing agencies only recently has begun to appear.Rut the motivation is now consolidation, notexpansion.

A trend toward interrelating consortia and coordi-nating agencies is cleurly in evidence.. However,quite different approaChes are being taken as tltissurvey shows. The states of Illinois, New York,PennSylvania and Virginia are among the mostaggressive in the effort to develop regional alli-ances. The objectives are approximately the same,but the means are not. This survey was prepared inthe belief that all states will eventually benefitfrom knowing about programs already under way.The experiences of the states stiniulating coopera-

sYor further information anchor correchons concerningthe Material contained in this survey. contact ritz GrOpe.I.:Acrid-ice Director, :Issoetated Colleges of Ike St. LawrenceValley, Administration Budding, State University of NewYork, Potsdam, N 136M

Live networks should be of assistance to thosestates that are beginning to plan for efforts of theirown.

Data reported herein was originally collected for aconference heldearly in 1973 under the cosponsor-ship of the Education Commission of the States,the American Association for Higher Education,the State Higher Education Executive OfficersAssociation and the Johnson Wax Foundation. Atthe request of Education Conu of theStates, an updating of the inventory was made inApril 1974.

ALABAMA

Legislation approving the creation of a MarineEnVironmental Sciences Consortium was adoptedin 1971. The grouping, consisting of 17 collegesand universities, initiated its activities in 1966.Additional cooperation has been stimulated,through two multipurpose consortia known aStheAlabama Center for Higher Education and theAlabaMa Consortium for the Development ofIligner Education.

consortium arrangement whereby the Universityof Alabama and Jacksonville State University willcooperatively offer courses at Gadsden State Jun-ior College was established to make upper-divisioncourses available. The two universities received$400,000 for the 1971.73 biennium to operatethe Gadsden Center for higher Education.

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ARIZONA

The Arizona Board of Regents has mandated thatthe three public senior universities (Arizona State

(University, University of Arizona, Northern Ari-zona University) establish and strengthen, afterdeliberate planning, cooperative relationshipswhere feasible, The areas being considered by aninteruniversity planning committee include: (a) in-terlibrary loans, (b) placement and training ofinterns, (c) cooperative graduate programs, (d) in-tercollegiate class attendance privileges, (e) sharingof faculty expertise, (f) sharing of major facilities,(g) sharing of computers and computer programs,(h) joint purchase and use of major scientificequipment, (i) distinguished professorships withlectures on all campuses, (j) systemwide dosed-circuit television network with one-way eo andtwo-way audio connections and (k) other specialprograms. The cooperative relationships will beincluded in a long-range plan for the universitysystem.

In 1973 the Board of Directors of the CommunityColleges and the Arizona Board of Regents formeda trustee-level committee to provide for additionalcooperation, primarily focusing on academic coor-dination.

ARKANSAS

The State Board of Higher Education recentlyadopted a "role and scope" statement for state-supported higher education which encouragesregional and instate cooperation. Role and scopedesignations are reviewed on a biennial basis by theboard. Representatives of each of the state-supported institutions joined with the State Boardof Higher Education to construct criteria againstwhich all requests for programs would be meas-ured. These criteria, plus proposal preparationformats and submission procedures, were placed ina manual which has been sent to all institutions.

CALIFORNIA

A study of cooperative facilities utilization wasconducted in 1971 by Jerome Evans for theCoordinating Council for Higher Education underTitle VI of the Higher Education Act. That studyrecommended increased cooperation in the use ofspecialized facilities. The most recent Californiamaster plan contained several specific references toregional consortia. The plan suggested that coor-dir Won by geographic regions "may be advisablein those areas where differentiated functions re-quire programs by more-than one segment in thesame locality." It Was proposed that:

a. Such consortia should have an intersegmentalboard to develop policy proposals for therespective boards and to 42oordinate andadminister segmental policies for cross-registration of students, for continuing highereducation programs and for facilities utiliza-tion (including public libraries and facilities ofprivate businesses and other organizations).

b. The consortia should establish a multimediadivision: (1) to develop through maximumutilization of current capability; productionof academic instructl,,nal films and tapes;(2) to develop contracts and procedures forutilizing education and commercial multi-media facilities in the instructional process;and (3) to coordinate the offering of televisedand correspondence instruction for appropri-ate academic credit by member institutions.

c. The consortia should also organize testing andevaluation centers for administering challengeexaminations for credit, arrange for independ-ent study and internship experience, developcooperative and "on-the-job" programs andother educational experiences and organizeon-site instruction in business facilities in theregion. In general, the consortia should placehigh priority on developing and utilizingcommunity resources.

The transition of the coordinating council into theCalifornia Postsecondary Education Commissionhas hindered implementation, In addition, thedesirability of joint doctoral programs was supported in concept. Since the issuance of the masterplan, encouragement to pursue joint degrees hasbeen withdrawn because of the apparent high costand low productivity of such programs.

The Joint Committee on the Master Plan forHigher Education of the legislature undertook astudy of interinstitutional cooperation in Cali-fornia that was completed in 1973. The Academyfor Educational Development conducted the studywhich contained a number of recommendations forlegislative consideration.

State-administered Title I (Higher Education Actof 1965) funds have been utilized extensively toinitiate cooperative arrangements in continuingeducation throughout the state.

COLORADO

The Colorado Commission on Higher Educationrecently revised its master plan and publishedPlanning for the Seventies. It is also encouraginginstitutiona, to prepare institutional master plansfor review by the commission. There has beensome revision in the state's constitution to give theUniversity of Colorado Regents clear authority to

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offer programs at the Colorado Springs Center. Thecommission has recommended a new policy on thefunding of "Outreach" (continuing education)activities. A statewide 'tudy of Outreach 1,rogramshas been under way for the last year, and outcomesof the study include provision for stronger leader-ship by the commission and for the developmentof new education centers.

Under funding through the Higher Education Actof 1965 Title 1 funds, several cooperative orpniza-

. tions have been fostered. The Colorado Consor-tium includes 16 institutions of higher educationwhich organized for the purpose of coordinatingtheir respective programs of community serviceand continuing education. Most of the program3are partially funded under Title I of the HigherEducation Act of 1965.

The Denver tirban Observatory is a consortium offour institutions of higher edit-Cation formed forthe purpose of carrying out programs of urbanaction research under contract- with tin city andcounty of Denver. It is part of a national networkwhich presently coroprises 10 such urban obseri a-tdries. Through its policy hoard, the researchefforts of the Denver l'rban Observatory arcrelated to the community service programs ofcooperating me nlier institutions of the ColoradoConsortium.

So-me S 10 million has been -appropriated for theAuraria- Higher Education Center. Auraria is asingle campus to be utilized jointly by threestate-supported institutions. Extensive academicand administrative cooperation will be required.

CONNECTICUT

The Commission for I ligher Education retained theConsulting firm of Caudill Rowlett Scott to do astudy of the potential for sharing higher educationfacilities through four higher education centers.These centers' campuses would be centrally locatedbetween the participating colleges and would con-tain classrooms and special facilities for jointutilization.- A second document., Ilibhcr EducationCenter: Recononendations for Central NaugatuckRegion. outlined the possibilities for one suchfacility in Waterbury.

In 1972 the consultant firm of Kane Farrell andWhite issued Volume I of a Comprehensice MasterPlan which provided additional details of programs,site selection and development concepts. Duringthe summer of 1972 the board of the highereducation centers approved- $720,000 to plan the$,1,1-million complex. Funds have already beenappropriated for constructing this center, which isto be the first of three in the state. While two other

centers are anticipated, final action on them iswaiting until the Naugatuck Center is operatingand has been evaluated.

A contract with the Higher -Education Center forUrban Studies in Bridgeport has been effected,with the commission to study the feasibility ofcreating a regional university. An interim reporthas been developed.

Since 1972 the commission has been holdingregional meetings through informally structuredgroupings of colleges. The primary purpose ofthese forums is to further planning recommenda-tions made by the Arthur D. Little Co. The masterplan also stresses cooperative planning.

DELAWARE

'The master plan for Delaware has called for acooperative collage development consortium and acareer placement consortium. The former is to .

focus on fund-raising activities in cooperation withsome (10 colleges. The career placement consortiumis to function on a nationwide basis to findemployment for graduates of its member institu-tions.

Delaware State College has encouraged the estab-lishment of rural information programs with designated groups assisting farmers on various problems(crops, taxes, etc.) thrOugh its cooperative exten-sion with the University of Delaware-. Legislationfor .- land-grant -colleges has been supported andfunded by the consortium.

A cooperative engineering program between Dela-ware State College and the University of Delawarehas be n established.

FLORIDA

Five major cooperative efforts are preSentiy underway in Florida between public and private institu-tions. The state universities, in cooperation withthe public- community and private colleges anduniversities, are developing a common- course num-bering system which will be used as -A basis for avariety of cooperative academic efforts. The StateUniversity :System and the Independent Collegesand Universities of Florida (ICUF) are exploringestablishment of formal mechanisms for jointefforts toward in.proving effectiveness and effi-ciency in the total program of higher education inFlorida.

The Florida Interinstitutional Committee onOceanography, comprised of the nine state univer-sities and three private institutionsUniversity of

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Miami, Nova University and Florida Institute ofTechnologyis engaged in joint use of facilities,equipment, personnel and money in oceanographyinstruction and research.

Through state appropriations of subsidies on aper-student basis to the University of MiamiMedical School, this private institution and twostate-supported medical schools at the Universityof Florida and the University of South Florida areengaged in joint medical education programs. Aconsortium agreement between Florida Interna-tional University and Barry College will provide amechanism whereby the two institutions candevelop cooperative and exchange programs in theallied health fields.

GEORGIA

All of the public -two-year, four-year and univer-sitylevel institutions in Georgia are under the-Board of Regents of the University System ofGeorgia which has constitutional authority tomanage these institutions. Hence all academic andadministrative matters for public postsecondaryeducation are coordinated as a consortium relation.

The University System of Georgia works closelywith the: State Department of Education in manyprograms; particularly in connection with thevocational - technical sehools located throughoutthe state.

IDAHO

Idaho is working on a master plan that will includeencouragement of interinstitutional relationships aswell as reaffirmation of current relationships incontinuing education, nursing and the EducationProfessions Development Act. Existing legislationseems to he nonrestrictive, and thus there probablyis no need for new legislation. The state currentlysupports some interinstitutional cooperative rela-tionships for nursing education and provides for amedical educator in the Office of I ligher Educationto promote increased coOperation. Some stateeffort is made to support a graduate center in Boiseal which graduate courses from the University ofIdaho and Idaho State University:May be offeredfor resident credit.

Information is being gathered concerning the pos-sibility of improved interinstitutional relationshipsas well as interstate relationships with other institu-

Atolls. Currently, a good relationship exists betweenthe University of Idaho and Washington StateUniversity at Pullman.

ILLINOIS

In the spring of 1972, the Board of HigherEducation issued a comprehensive Survey of Inter-institutional Cooperation in Illinois which docu-ments the pervasiveness of existing cooperativearrangements in the state. The following Septem-ber, the 77th General Assembly, with the supportof the governor, passed the "Higher EducationCooperation Act" which provided $350,000 topartially support the administrative costs of twoCooperative Graduate Centers in Rockford andRock Island. Several new consortia and some 21-projects were selected on a competitive basis. Aninterstate advisory committee of consortium direc-tors was created to work with the board inestablishing policies conducive. to cooperative relatio»ships:'

The Master Plan for Higher Education: Phase IIIplaces extensive stress upon the concept of a"collegiate common market." Unlike other masterplans which recommend cooperation in an isolatedmanner, this plan frequently refers to the conceptthroughout the text. It is recommended that theBoard of Higher Education give high priority, in itsreview of new and existing programs, to thoseprograms that reflect efforts toward interinstitu-tional cooperation. A -task force will consideralternative mechanismS for the operation of thecollegiate common market, including as one alter --native, the establishment of regional councils.

The master plan notes that one of the moreimportant aspects of the Common market conceptwill be a statewide network of learning resourcescenters. The proposed centers include a widevariety of library; educational communicationsmaterials, staff capabilities for measurement evalu-ation and facilities for media instruction. A statecomputer network is also proposed to fit withinthe concept, as are regional activities in other fieldssuch as health education, social work, publicservice and continuing education. The report alsorecommends that the board generally encourageand support public and private junior and seniorinstitutions as they develop cooperative programsof instruction, reasonable similarity of curricula,shared faculty and facilitation of ready transfer ofcredits from one public administration program toanother. Further, senior institutions should cqh-tribute to public service education by supplement-ing their regular curricula and their career counsel-ing programs with summer and evening classes andby cooperating with each other in the deVelopmentand execution of special degree and nondegree-oriented programs that focus on public service.

In 1974 a proposal was made by the governor to

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increase the funds available under the HigherEducation Cooperation Act to $600,000. Thisproposal is under consideration by the legislature.-Since the first year, the board has assisted in thecreation of several regional councils. The Southernlllitnois Common Market has offered a joint associ-ate in nursing degree and an American Institute ofBanking education program.

INDIANA

The Commission for Higher Education distributedin 1973 the preliminary draft of The Indiana Planfor Postsecondary Education. The plan recom-mended that "Every effort should he made toeffect economies in the operation. of the stateinstitutions of higher education, both public andindependent,- through cooperative actions.- Poten-tial economies may exist in expanded use of theIndiana Higher Education in TelecommunicationsSystem, coordinated academic calendars, shareduse of libraries, computers and other resources, andcontractual agreements for instructional programs..

"A federally funded project, which was approvedfor funciing.by the Commission for Higher Educa-tion of the state of Indiana, is studying the trainingneeds. in Indiana for people -active in the area ofChild Development (Care) .Education. The projectwill develop suggested state guidelines in ChildDevelopment (Care) Education, Participants in thestudy include -both public and -independent post-Secondary edUcatibn institutions, The project'sactivity hopes to combine different resources as itWorks toward a common- goal."

While no major . new effort at regionalism ispresently in progress, regional subdivivisions wereadopted several years ago by the Indiana Confer-ence on Higher Education. that have varied inimpact. A major study of private higher educationis presently under way that includes a substudy ofinterinstitutional relationships.

KANSAS

The Board of Regents in Kansas has a systematicplan for evaluation to (a) prevent duplicationsamong its six institutions and (b) insure resourcesare available to produce programs of high quality.Joint and cooperative programs have been devel-oped by pooling resources of the regents' institu-tions in areas such as joint doctoral prOgrams,library efforts, clinical training for physicians andmulti-institutional teacher education centers. Thehighest priority given to any new program propo-sals was a joint computer science curriculum. The

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system now has a common system of course codingand a uniform calendar.

A team endeavor among regent institutions is alsounder way to develop comprehensive long-rangeplans to provide for logical and orderly physicalgrowth and change on each campus, To this end, aPhysical Development Planning Manual has beenadopted as a general guideline to establish auniform process of physical development planamong the regent institutions.

As a result of the Higher Education Amendmentsof 1972, a more formal relationship is expectedto be established between the junior colleges andvocational-technical schools and the state's four-year colleges and universities.

LOUISIANA

Louisiana's master plan calls for "unitary systems"for public institutions of higher education, andhigh priority was to be assigned to developinginterinstitutional and interdisciplinary programsincluding cooperative arrangements and contrac-tual prograMs with nonpublic institutions and withother states. The Coordinating Council for HigherEducation was, in this regard, instrumental in thedevelopment of a cooperative computer curriculumarrangement between Southern University at BatonRouge and Louisiana State University. The councilalso was directly involved in programs of crossregistration, cooperative special education offeringsand coordinated geography offerings at the sameinstitutions, Action by the council on new degreeprogram proposals has often been deferred untilappropriate statements of cooperation (in the areaof the new program) between institutions in closeproximity have been drawn up.

MASSACHUSETTS

Following steps taken by the governor to reorgan-ize the agencies of state government into a cabinetstructure, the secretary of education proposed aregional structure for education planning andmanagement. Intended to restructure separatestatewide boards for each segment of elementary,secondary and higher education, two regionalboards would have been created in each regionidentified One board would have dealt withelementary and secondary education and onewould have focused upon higher education. Over-lapping memberships would have brought aboutintraregional continuity; and comparable stateboards would be similarly interrelated. After hear-ings around the state, the legislation implementing

this approach met strong opposition. It does not-appear likely that the concept will be pursued.

Although formal adoption of a regional structurehas not been instituted, the process of discussionand debate led to the formation of several newregional groupings in higher education. Also, coop-erative arrangements are being encouraged throughadministrative means.

The Massachusetts Advisory Council released areport by University Consultants, Inc., Cam-bridge, Mass, which proposed methods of improv-ing this aspect of the education system. Regionalboards for continuing education were proposed,but no effort to establish these mechanisms isnow under way. A regional open university wasalso proposed, however, and this institution isexpected to involve regional applicationmechanisms.

MICHIGAN

The present master plan urges the State Board ofEducation to "expedite coordination of regionalprograms within the state, with neighboring statesand with private organizations." Particular stress isplaced on planning efforts, cooperative researchand educational programs cosponsored with privateindustry..

A regional study of the higher education needs inthe southeastern section of Michigan was the firstsuch planning study, The advisory committeeresponsible for the report called for a center fenthe study and development of urban higher educa-tion, for an ongoing system for regional planningand coordination, for a closer articulation ofprogram offerings, for a regional system to facili-tate equality of opportunity and for the creationof a formal commission to implement the recom-mendations.

MINNESOTA

Upon the request of the governor, a special surveyof the quality of cooperative efforts among allpostsecondary institutions was conducted to iden-tify additional opportunities for cooperation. Thestudy was completed in November 1972. TheHigher Education Coordinating Commission hadpreviously supported cooperative activities in tele-vision, computer development, library systems,academic program development and interstate reci-procity in its report, Meeting the Challenge.

The 1973 legislature faced the dilemma of ductu-sting enrollments, limited finances and a need forimproved access to postsecondary education

opportunities. To avoid the establishment of newinstitutions, the legislature approved the following:

"The Higher Education Coordinating Commis-sion is directed to develop and administer threeexperimental regional postsecondary educationprojects aimed at improving the efficiency andeffectiveness of postsecondary education inmeeting regional needs through increased inter-institutional cooperation and coordination ofprograms and planning within a region. Indeveloping the three experimental projects, theCommission shall attempt to: (1) improve theaccessibility of all levels of postsecondary educa-tion to residents of the regions, (2) eliminateany unwarranted duplication of effort in theregions, (3) facilitate effective use of postsecon-dary education facilities and services for meetingregional needs, (4) provide for more effectiveliaison between regional planning and coordina-tion of postsecondary education with regionalplanning and coordination of other public serv-ices, and (5) test means for accomplishing great-er interinstitutional cooperative efforts for meet-ing local and regional needs of Minnesotaresidents. The Commission shall report on theresults of the experimental re Tonal projects inits next biennial report to the Covernor and theLegislature. Ad postsecondary nstitutions andsystems are requested to cooperate with and toassist the Commission in developing theseprojects, '

At this point in time there are active local advisorygroups for each center and each has hired full-timecoordinators. The centers are sponsoring courses,workshops and training programs this fall and haveseveral course groupings worked out. The Roches-ter center is moving rapidly and, due to theinvolvement of institutions with external degreeprograms, should progress rapidly in a number ofdegree-granting modes.

Southwest State College, with financial supportfrom the Kellogg Foundation and assistance fromthe commission, has established a countrysideeducation and service project. Particular attentionis given to linkages with noncollegiate agencies.

MISSOURI

The master phn for Missouri actively encouragesand siipports interinstitutional cooperation andrecommends that public and private institutionsdeVelop joint academic and professional programson a contractual basis. Graduate councils of aca-demic disciplines were also suggested as means ofstimulating the combining of facilities, the move-ment of graduate students, the elimination ofduplicate programs and the continued development

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of graduate education. An example of this proposalwas a contract with two major consortia inMissouri for participation in a study project onurban higher education.

NEW JERSEY

A combination of funds from the State Depart-ment of Higher Education, Model Cities and theFund for the improvement of Postsecondary Edu-cation has financed the creation of Iwo-year levelcurriculum offerings among. three institutions inIloboken. The 1-Indson Higher Education Consor-tium administers the contractual agreementsamong St. Peter's College, Jersey City State Collegeand Stevens Institute of Technology.

The State Department of Higher Education, theCouncil for Higher -Education in Newark and 11participating colleges created in 1971 an education-al media consortium. This consortium seeks tomaximize the cost effectiveness of instructional.media in a variety.of ways.

NEW YCRK

In 1968 the: Select Committee on the Future ofIndependent and Private Iligher Education recom-mended the appropriation of $1 million for inter-institutional cooperation between public and

-private institutions. -This authorization and thecommensurate appropriation had been soughtunsuccessfully. An inventory. and study of allcooperative programs in the state was completed in1970. The 1972 legislature enacted a law which

-permitted the State- University of New York(SUNY) to .promote and participate in interinsti-tutional arrangements on a regional basis. TheAssociation of Colleges and Universities of theState of New York adopted, in principle; theconcept that public and private institutions consti-tuted a single educational resource in 1971.

Governor Nelson A. Rockefeller'S request that allstate agencies utilize Office of Planning Services'regions for planning and development led to thecreation of eight commonly defined regions by the-State Education Department and SUNY: The StateEducation Department eMphasizes, planning andcoordination -and, thus far,- has approved theformation of three regional councilsin New YorkCity, the Genesee Valley and m the NortheasternRegion. Each council consists of college presidentsand selected lay representatives. Sonic of theguidelines for regionalism are:

1, Regional advisory councils will continue to beestablished at the initiative of the institutionsin the individual regions.

2. Regional advisory councils will be responsiblefor the selection of their own staffs and forthe definiition of their agendas in terms of

-needs identified within the regions.3. The State Education Department will seek the

advice and counsel of regional councils withrespect to planning decisions that are theresponsibility of the Board of Regents withadvice of the department.

4. The regional council's primary responsibilityis for planning and coordination, with thespecific pattern for regional operations to bedeterminer) on a case-by-case basis and to beconsistent with its objectives.

SUNY stresses regionalism as a means for operatingprograms. Its n,aster plan states these goals:

a. "Councils composed of all campus presidentsin a region will be responsible for-determiningoverall regional policy and will give generalimpetus to cooperative endeavors..

b. "Special p-..oject teams involving faculty,students and other campus -personnel wil: lieorganized by the presidents as needed to carryout special regional projects.

c. "Staff surport from the chancellor's officewill be made available to each region tosupport project activity."

A joint memorandum on the principles of region-alism was issued this spring by the commissioner ofthe State Education Department and the chancel-lor of the State University of _New York. Thememorandum stressed the complementarity of thetwo systems. It is hoped that state appropriationsfor regionalism can be r9alized this year.

OREGON

Oregon is currently in the process of developing amaster plan. One of the areas that will be includedrelates to consortium arrangements in higher edu-cation. No revision of legislation is anticipated inthe area of consortia. The state provideS partial,financial support for an environmental field studyfacility in Eastern Oregon, which is operated by aconsortium of public and private institutions.

The Educational: Coordinating Council is alsocurrently involVed in a study of human servicestraining program.s. One of the recommendations ofthis study is the establishment of a clearinghousefor career information in the human service area.

Major efforts are also under way to establish aninterinstitutional data processing network for bothcommunity colleges and public colleges and univer-sities in the state.

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PENNSYLVANIA

The Master Plan for Higher Education in Pennsyl-vanUi does not specifically speak to consortialarrangements. The State Board of Education hascreated, however, 10 higher education planningregions. In a resolution adopted in January 1973,the board endorsed the principle of regionalization,thereby authorizing and directing the Departmentof Education to develop a plan for implementa-tion. Such a plan, Design for Regionalization inHigher Education, was crystallized and discussed inApril 1973, one regional council was formallyapproved in April 1974 and several others arelikely to be approved within a month. The secre-tary of education has made $50,000 available on amatching basis to provide professional staffing inthe regions. A special assistant for regional plan-ning council coordination has also been established.

The voluntary nature of the institutional involve-ments in the regional councils has permitted eachregion to emphasize a different theme. Two regionshave been developing flexible curriculums at thebaccalaureate and associate degree level throughgrants from the Fund for the Improvement ofPostsecondary Education. Others are stressing plan-ning and rural studies, and several are in theorganizational phase.

RHODE ISLAND

The master planning process in Rhode Island hasonly recently been initiated. The priMary orienta-tion toward cooperative programs is at the inter-state level through the New England Board forHigher Education and the New England LibraryNetwork rather 01 m at the intrastate level. Thisorientation tends to be true of most states withsmaller numbers of institutions of higher education.

SOUTH CAROLINA

The Commission on Higher Education established asix-college consortium in Charleston in 1969 andhas recommended that a consortium graduatecenter be established. It has also recommendedthat cooperative arrangements between public andnonpublic institutions be expanded. In 1972 theGeneral Assembly revised the commission's statu-tory authorization to include an Advisory Councilof Nonpublic College Presidents, Members- of theadvisory council are to be selected by a privatecollege consortium, the South Carolina CollegeCouncil, Inc.

SOUTH DAKOTA

All credit received from any one state collegecampus within the state will be fully transferableto any other state college within the state. AcJminon-course numbering system is being devel-oped for the seven state colleges and universities. Astudent who registers on one campus may also takecourse work on any of the other campuses in thestate university system without paying additionaltuition charges and without actually registering as astudent on that campus.

Limited state funds are being provided to thecamphses for the purpose of enabling academicoffices on those campuses to meet more frequentlyto discuss cooperative educational efforts.

TENNESSEE

Included in the master plan are recommendationswhich point out the necessity for cooperationbetween public and private 'institutions, particu-larly among those within the same community.

Studies are currently being conducted on thepotential for computer and library cooperationinvolving both public and private institutions.Local planning committees are being established inall communities where multiple numbers of institu-tions are located to review new program plans andto achieve voluntary coordination.

UTAH

No generalized effort exists to expand the degreeof interinstitutional cooperation outside of thestatewide governing powers of the State Board ofHigher Education. Recommendations had beenmade by the board pertinent to the establishmentof four coordinating committees in different alliedh'alth areas.

An advisory planning committee in the health-careoccupations is also functioning. A statewide tele-vision network exists to serve all of the institutionsin the state, as well as the general public, and isadministered under the authority of the Board ofHigher Education: A voluntary library council forsharing resources is in operation. An Interinstitu-tional Committee ort Computer Services was estab-lished by the board in 1972. A cooperativemeteorology program exists between Utah StateUniversity and the University of Utah.

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VERMONT

There is no master plan for higher education inVermont since there is no single agency responsiblefor that purpose. Consequently there are nopertinent statewide recommendations. Neitherhave any funds been solicited from the statelegislature to support cooperative ventures. Earlierefforts to merge the University of Vermont and theVermont State Colleges under one governing boardfailed to gaits legislative approval. Some federalfunds under tee Developing Institutions Programhave supported cooperative assistance programs.

VIRGINIA

The 1973 session of the General Assembly passedlegislation which provided for six regional consor-tia for the coordination of continuing educationofferings. The law requires member institutions ineach consortium to eliminate duplicate offeringsand to provide cooperative programs for thecitizens of the region, all such decisions beingsubject to the review of the State Council of[Uglier Education. The General Assembly called for"the immediate establishment of a consortium forcontinuing education in Northern Virginia," andthis was accomplished. The council adopted,"Policies for the Coordination of Continuing Edu-cation Offerings," under which the planningoperates.

Each consortium will have a senior public institu-tion acting as the "primus inter pares," but willinvolve all private as well as public colleges offeringsignificant off-campus coursework in the region.The six consortia:

... shall ne governed by a Board of Directors.The Board will be composed of the president orhis designated representative of each state-supported institution of higher education whichis a member of the consortium. A representativeof the State Council of Iligher Education's staff,who shall have voice but no vote, shall also be amember of the Board. The Chairman of the

.1-tegionai Consortium shall be the president ofthe designated senior institution located in thatregion or his designee. Each regional consortiumshall operate within the policies and proceduresdeveloped by the Continuing Education Advi-sory Committee and approved by the StateCouncil of Higher Education."

Responsibilities of each consortium shall includethe following:

,1. To assess the needs for continuing highereducation programs in the consortium region;

2. To provide maximum higher education oppor-tunities for continuing education students:

3. To encourage mutual acceptance and inter-changeability of course credits among partici-pating institutions;

. To facilitate the earning of degrees at all levelsby continuing education students;

5. To make efficient and appropriate use of theresources of all state-supported institutionsoffering courses within the consortium region;

ti To approve or disapprove specific courseofferings by member institutions engaged incontinuing higher education activities in theconsortium region;

7.'1'0 publish periodically an announcementlisting offerings available in the consortiumregion for continuing education students;

S. To ensure counseling services by participatinginstitutions for continuing education stu-dents;

9. To ensure the maintenance of academic rec-ords by participating institutions for contin-uing education students;

10. To facilitate interinstitutional cooperation inthe development of community service pro-grams for the consortium region;

11. 'ro evaluate, where appropriate, the effective-ness of continuing education offerings andactivities conducted through the consortium;

12. To report semiannually to the State Councilfor Iligher Education the ongoing activities ofthe consortium;

13. To report to the State Council of Higher.Education on the desirability and need foreducational services from state-supported in-stitutions not engaged in continuing highereducation within the consortium region wheneducational expertise is not available withinthe member institutions of the consortium,

In addition to the six regional councils (four areoperating), a subcopmittee of the Statewide Con-tinuing Education Advisory Committee has been

181

designated as the Coordinating Committee. forRegional Consortia. The committee shall: "hearappeals of decisions of the various regionalconsortia in accordance with procedures to beestablished by the Committee, and shall dealwith matters of inter-consortium concern. Noinstitution shall have more than one represen-tative on the Coordinating Committee." Therole of the consortia can be extended to includeother functions beyond continuing education,and some have done so.

WASHINGTON

A master plan is under development, which isexpected to refer to interinstitutional arrange-ments. Funds have been budgeted for planningattempts to initiate a joint Washington StateUniversity/Eastern Washington State College gradu-ate program in social work in the Spokane area. Astudy of graduate education weds in the Spokanearea recommended creation of private/public two-year/four-year institution consortium in Spokane.

Education's Shareof State Funds

Education's share of state revenues is declining.In 1973 it dropped below the 50 per cent mark for thefirst time in more than 10 years. According to a survey con-ducted by the Center for Research and Development in HigherEducation at the University of California, Berkeley, state appropri-ations for all education declined from a 10-year high of 53.5 per centin 1969 to 48.9 per cent in 1973. Based on data from all 50 states, the

survey indicates that higher education's share of state revenues in-creased from 11.2 per cent in 1963 to 14.3 per cent in 1973. At thesame time, public elementary and secondary education's share ofstate revenues declined from 41.2 per cent in 1963 to 33.3 per cent

in 1973.

A report on the survey is now available from the EducationCommission of the States (ECS). It includes state-by-statebreakdowns of data, plus interpretive notes. Copiesof the report, State Tax Support of HigherEdacation: Revenue Appropriation Trendsand Patterns, 1963.1973, are avail-able at $3 each from the ECSPublications Administrator,Education Commission ofthe States, 1880 Lincoln St.,Denver, Colorado 80203.

182

INTERINSTITUTIONAL COOPERATION AND REGIONALISM: A SELECTED BIBLIOGRAPHY

Academy for Educational Development. Inc. Inter.institutional Cooperation in California HigherF.ducatio n, Sacramento; for the Joint Commit-tee on the Master Plan for 1 lig,her Education;California Legislature, 1973.

Bach, Bert C. The Character and Administration ofState-Supported Interinstitutional Cooperationin illittiris. Unpublished report for AmericanCouncil on Education, 1974.

Board of Higher Education, A Master Plan forHigher Education irr Illinois, Springfield; TheHoard. 1971,

Boise, Jane W., and Kreplin, Hannah S. Interinsti-tutional Cooperation: An Analysis and Critique.Berkeley; Office of the Vice President, Universi-ty of California, Berkeley, 1973.

Brecht, David I,. A Study of the Attitudes of theChief Administrator of the Small Private LiberalArts Colleges in Illinois Toward Programs ofInter-Institutional Cooperation. Unpublisheddissertation; -Ann Arbor; University .Nlicrofilms,1974.

Central Steering Cominittee. Patterns for Volun-tary Cooperation, Corning, N.Y.; College Centerof the Finger Lakes-. 1971.

"1 he Consortium Director and InterinstitutionalChange. an address presented in Nlarch 1974 tothe Cooperative Programs Seminar of the Ameri-can Association for Higher Education (to he-reprinted in The Acquainter and in the seminarproceedings).

"Consortium Planning: An Emerging Trend," Plan-ning and Changing, Vol. 3, No. 1 (April 1972)PP. 50-56.

Evans, Jerome. An Exploratory Stwly of FaCilitiesSharing Among Institutions of Higher Educationin - California: Sacramento; for the CoordinatingCouncil for I ligher Education, 1971,

Five College Long-Range Planning Committee. FiveCollege Cooperation. Directions for the Future.Amherst, Mass.; University of MassachusettsPress, 1969.

The Formation of Intercollegiate Cooperative Cen-ters, a report published by the New York StateEducation Department, 1970.

"Founding Consortia: Idea and Reality,'"ne

Journal of Higher Education, Vol. XLII, No. 9,(December 1971), pp: 717-762.-

Interinstitutional Cooperation at the DepartmentalLevel, Associated Colleges of the St. LawrenceValley, Potsdam, N.Y.; 1972, distributed underan EXXON Education Foundation grant. (ERICdocument Et) 065 023)

Interinstitutional Cooperative Arrangements inHigher Education in New York State, a reportpublished by the New York State EducationDepartment, April 1970.

Little, Inc., Arthur D. Needs for Higher EducationRelated to Regional and Statewide EconomicDevelopment in Connecticut. Hartford; Con-necticut Commission for Higher Education,1971.

"The Management of Consortium Priorities," TheJournal of Higher Education, Vol. XLV, No. 2,February 1974, pp. 135-14.1.

Nelsen; William C. Higher Education Consortia:Idea of the Past or Wave of the Future? St.Louis. M.o.; the Danforth Foundation, 1972.

Patterson, Franklin. Colleges in Consort, San Fran-cisco; Jossey-Bass,

Patterson, Lewis D. (ed.) .The Acquainter:International Newsletter for Academic Consor--tin, Washington, D.C.; American Association forIligher Education,

Patterson, Lewis D. Consortia in American HigherEducation, Washington, D.C.; ERIC Clearing!louse on Higher Education, 1970.

Patterson, Lewis D. Guide to In terilisqitutionalArrangements: Voluntary and Statutory. Wash-ington, D.C.; American Association for HigherEducation, 1971.

Patterson, Lewis D. 1973 ConsOrlium Directory,Wilshington-, D.C,; American Association forhigher Education, 1973.

Schwenkiheyer, Barry, and Goodman, Mary E.Putting Cooperation to Woile, New York; Aeademy for Educational Development, 1972.

University of the State of New York, EducationBeyond Iligh School: The Regents StatewidePlan. Athany, N.Y.; the State Education Depart-ment, 1972

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