Gaining State Commitment to a Redesigned Delivery System.

Autor/in	Mingle, James R.
Institution	State Higher Education Executive Officers Association.
Titel	Gaining State Commitment to a Redesigned Delivery System.
Quelle	(1996), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Agents; Change Strategies; Distance Education; Educational Change; Educational Finance; Financial Support; Higher Education; Information Technology; Innovation; Organizational Change; Postsecondary Education; Public Education; Public Support; Resistance to Change; School Restructuring; State Agencies; State Boards of Education; State Colleges; State Universities + Suchen Sie Ihr Suchwort? Lösungsstrategie; Distance study; Distance learning; Fernunterricht; Bildungsreform; Bildungsfonds; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Organisationswandel; Post-secondary education; Tertiäre Bildung; Öffentliche Erziehung; Öffentliche Förderung; Öffentliche Trägerschaft; Schulreformplan; Schulumwandlung; Öffentliche Einrichtung; Staatliche Universität
Abstract	This three-year project was designed to explore ways in which state coordinating boards and multicampus boards can support institutional restructuring and gain commitment from state and institutional officials for higher education reform. Six states--Virginia, Minnesota, Tennessee, Oregon, Florida, and Georgia--each undertook a significant postsecondary reform effort and allowed the State Higher Education Executive Officers project staff to observe and analyze the agencies' process of gaining commitment to change. State strategies ranged from broad-based restructuring efforts to targeted programs intended to stimulate innovation among campuses and faculty. Minnesota's project examined issues related to distance education and instructional technologies; Virginia, facing budget cuts and increasing enrollments, began a series of campus-based and state-led restructuring initiatives; Tennessee conducted a study of the systemwide academic program inventory; Oregon evaluated 24 state-funded projects designed to improve student learning productivity through technology; Florida explored alternative ways to deliver high-demand undergraduate courses that were causing enrollment bottlenecks; and the Georgia project involved development of fiscal policy for distance education. Appended are descriptions of each state project, its setting, specific activities, and project impact. Also appended are five issues of the project's REDESIGN newsletter, designed to be a forum for discussion of public policy issues facing the states. (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC