ERIC Number: ED428639
Record Type: Non-Journal
Publication Date: 1999-Jan
Reference Count: N/A
Deregulation of State-Level Academic Program Policies.
Epper, Rhonda Martin
This paper examines regulatory reform initiatives being considered and adopted in several states for the deregulation of academic program policies in public institutions of higher education. Many policymakers feel that academic program policies, which were designed to control growth and temper institutional aspirations, may instead hinder responsiveness to market and state demands. States involved in deregulation include Illinois, Texas, Kentucky, Virginia, South Carolina, Oklahoma, Colorado, Wisconsin, and Indiana. The following major areas of change are being proposed and/or adopted by specific states: (1) shifting from input to outcome criteria with an increasing focus on program outcomes and improvement over time (Illinois, Virginia); (2) taking a more proactive role in program development involvement of the state board early in program development (Wisconsin, Colorado, Oklahoma, Illinois); (3) strengthening the decision role exercised by campus boards by delegating some program approval decisions to the board or agency staff (Texas, Colorado, Illinois, South Carolina, Kentucky); and (4) deregulation of the distance learning approval process (Indiana, South Carolina, Oklahoma). Possible negative consequences of a changing regulatory environment identified include increased duplication and program proliferation. (Contains 17 endnotes.) (DB)
Descriptors: Change Strategies, College Outcomes Assessment, Decision Making, Distance Education, Educational Change, Governing Boards, Higher Education, Program Development, Program Evaluation, Public Colleges, State Regulation, State Standards, State Surveys
State Higher Education Executive Officers, 707 Seventeenth St., Suite 2700, Denver, CO 80202-3427; Tel: 303-299-3686; Fax: 303-296-8332; e-mail: firstname.lastname@example.org; Web site: http://www.sheeo.org ($10).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: State Higher Education Executive Officers Association.