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Center for the Study of Higher and Postsecondary EducationCenter for the Study of Higher and Postsecondary Education
University of MichiganUniversity of Michigan
National Forum History and National Forum History and AntecedentsAntecedents
W.K. Kellogg Foundation Programming W.K. Kellogg Foundation Programming Initiatives, 1985-2000Initiatives, 1985-2000
Higher Education Higher Education
Leadership DevelopmentLeadership Development
Institutional Transformation and ChangeInstitutional Transformation and Change
InnovationInnovation
ReplicationReplication
DisseminationDissemination
Change Model in Use at Kellogg FoundationChange Model in Use at Kellogg Foundation1990-1999 1990-1999
Ecological Systems ModelEcological Systems Model Developed by the W.K. Kellogg FoundationDeveloped by the W.K. Kellogg Foundation
New Change AssumptionsNew Change Assumptions
Transforming and Transacting InfluencesTransforming and Transacting Influences
Values Based ChangeValues Based Change
Social Movement OrientationSocial Movement Orientation
National Forum on Higher Education National Forum on Higher Education for the Public Good for the Public Good
2000-2002: First Work2000-2002: First Work
Phase out project funding to institutionsPhase out project funding to institutions Summarization of KFHET Findings Summarization of KFHET Findings
(www.kfhet.org)(www.kfhet.org)
National Dialogue SeriesNational Dialogue Series Intergenerational Symposium Intergenerational Symposium Early Career ScholarsEarly Career Scholars Preliminary Research on Public AttitudesPreliminary Research on Public Attitudes
National Forum on Higher Education National Forum on Higher Education for the Public Good for the Public Good
2003-20052003-2005Policy Research and ImpactPolicy Research and Impact
NATIONAL
Gather and analyze information on public perception, attitudes, and values regarding
the principle of access in higher
education.
MULTI-INSTITUTIONAL
Build public consensus and inform
public policy regarding access in higher education across multiple
institutions.
LOCAL
Analyze statewide public perceptions
regarding the principle of access
and inform students, parents, and other stakeholders of the
importance of access as a public benefit.
National Forum on Higher Education for National Forum on Higher Education for the Public Good the Public Good
Research AgendaResearch Agenda
Public Opinion ResearchPublic Opinion Research Translating “Public Good” into Translating “Public Good” into
Contemporary Issues on Which the Public Contemporary Issues on Which the Public Must Make DecisionsMust Make Decisions– Public deliberation/public judgmentPublic deliberation/public judgment– Contested values, competing meaningsContested values, competing meanings– Challenging higher education’s leadershipChallenging higher education’s leadership
67%
70%
71%
76%
19%
18%
16%
16%
17%
16%
15%
16%
15%
14%
65%
64%
63%
61%
61%
57%
54%
13%
Attracting people to the state
Creating a sense of state pride
Keeping young people in the state
Bringing money into the state
Good quality of life
Attracting businesses & employers
Keeping the state's economy strong
Creating jobs
Enhance research & technology
Technologically competitive
Well-trained workforce in state
Fairly important Very important
Why Do Higher Education Why Do Higher Education Institutions Matter?Institutions Matter?
Source: The American Council on Education
Please tell me how important good public colleges and universities are to each of the following:
89%
85%
85%
83%
80%
80%
80%
77%
77%
75%
73%
What should a student gain from college?(% saying "absolutely essential"…)
71%
68%
63%
61%
60%
57%
44%
32%
What Should Students Get Out What Should Students Get Out of College?of College?
Source: The National Center for Public Policy & Higher Education
A sense of maturity and how to manage on their own
An ability to get along with people different from themselves
An improved ability to solve problems and think analytically
Learning hi-tech skills, such as using computers and the Internet
Specific expertise and knowledge in careers they have chosen
Top-notch writing and speaking skills
Responsibilities of citizenship, such as voting and volunteering
Exposure to great writers and thinkers in subjects like literature and history
Most Important Economic Most Important Economic ContributionContribution
Providing jobs for people in the state
41%
Attracting businesses to the state
23%
Don't know/ Refused
6%
Bringing people & money to the state
30%
Disproportionately over 50, not college
graduates, lower income
Disproportionately male with advanced degrees; also
disproportionately African American
Disproportionately younger, more educated, more
affluent
Source: The American Council on Education
Which of the following ways would you say is the most important way that the public colleges and universities in
this state contribute to the state’s economy?
Don't know/ Refused
2%
Somewhat disagree
17%
Somewhat agree45%
Strongly disagree
9%
Strongly agree27%
Women (76%) are more likely than men (66%) to
believe that active citizenship is a main goal
of higher education.
. Adults in rural areas (80%) are more likely than
urban adults (69%) to believe that active
citizenship is a main goal of higher education
Active Citizenship as a Goal of Active Citizenship as a Goal of Higher EducationHigher Education
Women are now the majority of those enrolled
in degree-granting institutions (60%).
Please tell me if you agree or disagree with the following statement:
“One of the main goals of higher education is to teach students how
to be active citizens.”
I'm going to read you some issues colleges & universities face today. Please tell me
how good a job you think higher education is doing on that issue…
(% saying…)
7%
15%48%
40%
41% 6%Preparing students to be
active citizens
Building a relationship withsurrounding communities
Preparing students for a career
Good Excellent
African American respondents (18%) are more than twice as
likely as Caucasian respondents (7%) to say that colleges and universities are doing a poor job on preparing
students for a career.
African American respondents (22%) are more than twice as
likely as Caucasian respondents (10%) to say that colleges and universities are
doing a poor job on building a relationship with the
surrounding community.
How Are Colleges and How Are Colleges and Universities Doing?Universities Doing?
63%
47%
47%
Individual personal and economic benefits.Individual personal and economic benefits. Economic impact, primarily on local Economic impact, primarily on local
communities.communities. Broader social impact (more people making Broader social impact (more people making
more money with greater appreciation for more money with greater appreciation for diversity).diversity).
Impact on civics and democracy Impact on civics and democracy (bottom of (bottom of the list)the list)..
Summary: Summary: What Matters Most?What Matters Most?
What is the connection between higher What is the connection between higher education and “democracy”?education and “democracy”?– Democracy is when everyone has a say…Democracy is when everyone has a say…– Struggled to find connectionStruggled to find connection
What is the connection between higher What is the connection between higher education and “the public good”?education and “the public good”?– Some: It’s good when people are educated.Some: It’s good when people are educated.– Others: It sounds political.Others: It sounds political.
Focus Groups:Focus Groups:
Like Pulling Teeth...Like Pulling Teeth...
The Array of Higher Education BenefitsThe Array of Higher Education BenefitsPrepared by the Institute for Higher Education Policy, March 1998Prepared by the Institute for Higher Education Policy, March 1998
Increased Tax RevenuesIncreased Tax Revenues Greater ProductivityGreater Productivity Increased ConsumptionIncreased Consumption Increased Workforce FlexibilityIncreased Workforce Flexibility Decreased Reliance on Decreased Reliance on
Government Financial SupportGovernment Financial Support
Reduced Crime RatesReduced Crime Rates Increased Charitable Giving / Increased Charitable Giving /
Community ServiceCommunity Service Increased Quality of Civic LifeIncreased Quality of Civic Life Social Cohesion / Appreciation of Social Cohesion / Appreciation of
DiversityDiversity Improved Ability to Adapt to and Improved Ability to Adapt to and
Use TechnologyUse Technology
Higher Salaries and BenefitsHigher Salaries and Benefits EmploymentEmployment Higher Savings LevelsHigher Savings Levels Improved Working ConditionsImproved Working Conditions Personal / Professional MobilityPersonal / Professional Mobility
Improved Health / Life Improved Health / Life ExpectancyExpectancy
Improved Quality of Life for Improved Quality of Life for OffspringOffspring
Better Consumer Decision MakingBetter Consumer Decision Making Increased Personal StatusIncreased Personal Status More Time to Cheer on Tar HeelsMore Time to Cheer on Tar Heels
Public Private
Economic
Social
What role do institutions What role do institutions of higher education have of higher education have
in fostering public in fostering public debate?debate?
Key QuestionKey Question
8%
38%
78%
19%
Agree Disagree
Please tell me if you agree or disagree with the following statement:
Colleges and universities are places where important issues facing our nation and the world should be debated.
Places of Public Debate?Places of Public Debate?
College-age adults, ages 18-24, are more likely to strongly agree
that colleges and universities should be places of public debate
(50%) than older adults (36%).
Post-graduates (53%) are significantly more likely than
college graduates (42%) or those with less than a college education
(34%) to strongly agree that issues of public importance should be debated in these
institutions.
More47%Don't know
8%
About right35%
Less10%
College-age adults, ages 18-24, are most likely to want
institutions of higher education to do more (61%).
Adults with a high school or less education are least likely to want colleges or universities to do more to encourage public debate (41%) than their college (47%) or post-graduate
(57%) counterparts.
Adults of color (63%) are significantly more likely than
white adults (44%) to want colleges and universities to
do more.
In general, do you think colleges and universities should - do more to encourage public debate on issues of importance to the nation and the world, do less to encourage public debate, or are their
current efforts about right?
Should Higher Education Should Higher Education Be Doing More?Be Doing More?
How does the public How does the public view diversity and view diversity and
affirmative action in affirmative action in higher education?higher education?
Key QuestionKey Question
Do you support or oppose affirmative action for women and minorities…
(% saying…)
64%
25%
12%Don't know
Oppose
Support
Support for Affirmative ActionSupport for Affirmative Action
Support for Affirmative Action Includes:
61% of White Adults63% of Hispanic or Latino Adults83% of African-American Adults
Source: Americans for a Fair Chance
Is Affirmative Action Still Is Affirmative Action Still Necessary?Necessary?
27%
43%
20%
9%
Affirmative action remains necessary
Affirmative action isn’t perfect, but it is NOT yet
time to end it
Affirmative action should be ended immediately
Don’t know
Source: Americans for a Fair Chance
Choose the one statement that you agree with most:(% saying…)
23% White
53% African American
31% Hispanic or Latino
When the focus is on the process rather than the outcome.When the focus is on the process rather than the outcome. When specific programs are described.When specific programs are described. When programs encourage without mandating.When programs encourage without mandating. When programs are gender-based as well as race-based.When programs are gender-based as well as race-based.
Selection criteria should be color-blind and affirmative action violates this principle.Selection criteria should be color-blind and affirmative action violates this principle. Affirmative action means that people who are less qualified will be hired or admitted, when people who Affirmative action means that people who are less qualified will be hired or admitted, when people who
are more qualified are shut out.are more qualified are shut out. People should be rewarded for hard work and responsibility, not for having some arbitrary attribute.People should be rewarded for hard work and responsibility, not for having some arbitrary attribute. Affirmative action means reverse discrimination, trading one kind of discrimination for another. Affirmative action means reverse discrimination, trading one kind of discrimination for another. When programs are class-based rather than either gender- or race-based.When programs are class-based rather than either gender- or race-based.
When are People Most When are People Most Supportive?Supportive?
Selection criteria should be color-blind and Selection criteria should be color-blind and affirmative action violates this principle.affirmative action violates this principle.
Affirmative action means that people who are Affirmative action means that people who are less qualified will be hired or admitted, when less qualified will be hired or admitted, when people who are more qualified are shut out.people who are more qualified are shut out.
People should be rewarded for hard work People should be rewarded for hard work and responsibility, not for having some and responsibility, not for having some arbitrary attribute.arbitrary attribute.
Why Do People Oppose Why Do People Oppose Affirmative Action?Affirmative Action?
Affirmative action means Affirmative action means reverse discrimination, reverse discrimination, trading one kind of trading one kind of discrimination for another. discrimination for another.
When programs are class-When programs are class-based rather than either based rather than either gender- or race-based.gender- or race-based.
Why Do People Oppose Affirmative Action?Why Do People Oppose Affirmative Action?
88%
98%
2%
Agree Disagree
Please tell me if you agree or disagree with the following statement:
All people - regardless of race, ethnicity, social class or gender - should have equal opportunity to a higher education.
Equal Opportunity to Equal Opportunity to a Higher Educationa Higher Education
More than 8 out of 10 adults across every demographic and geographic subgroup strongly
agree that all people should have equal opportunity to a
higher education.
59%
87%
5%
11%
Important Not important
How important do you personally believe it is to have students of different races,
cultures and backgrounds in higher education?
Diversity is Important, But...Diversity is Important, But...
Which TWO of the following do you personally think colleges and universities should use as the most important factors
in deciding which students to admit to their schools:
70% - Grades from High School
50% - Standardized Test Scores
16% - Special abilities in athletics, art or music
14% - Leadership in school or community
11% - Creativity
5 % - Residency in school’s home state
5% - Community or volunteer experience
2% - History of parents
2% - Race or ethnicity of student
0% - Gender of student
Source: The American Council on Education/Business-Higher Education Forum
*Half Sample Only
35%4%
21%
75%
8%
Please tell me whether you agree or disagree with the following statement: Colleges and universities should be
allowed to take actions to ensure that their student body is diverse.
Action to Ensure Diversity in Action to Ensure Diversity in Higher EducationHigher Education
Do you favor or oppose affirmative action programs in higher education,
or aren’t you sure?
Agree DisagreeDon’tknow
24% 54%
31%
16%
14%
Favor
Oppose
Don’tknow
Source: The American Council on Education/Business-Higher Education Forum
14%29%
66%
29%
5%
Agree Disagree
Please tell me if you agree or disagree with the following statement:
Affirmative action policies in higher education have a positive effect on our society.
Affirmative Action:Affirmative Action:Positive Benefit to SocietyPositive Benefit to Society
Don’t know
Most likely to strongly agree:– Household income of under $25K (41%)– Adults of color (40%)– Children under age 6 (35%)– High school or less education (34%)
Most likely to disagree:– Household income of $75K or more (41%)– College educated men (41%) – Post-graduates (37%)– Men (35%)– Children age 6 or older (35%)– Reside in the South (34%)– White adults (30%)
Drop-Off: Affirmative ActionDrop-Off: Affirmative ActionAgree with Opportunity but Not Affirmative Action:(Those most likely to agree that all people should have an equal
opportunity to higher education, but disagree that affirmative
action in higher education benefits society.)
Total (27%)Household income of $75K or more (38%)College educated men (38%)Post-graduates (36%)With children ages 6 and older (34%)Reside in the South (32%)Men (33%)
Those who believe colleges and universities should be places where issues of public importance are debated are significantly more likely to believe affirmative action policies in higher education have benefited society than those who do not (69% to 55% respectively).
Ecological Systems ModelEcological Systems Model Developed by the W.K. Kellogg FoundationDeveloped by the W.K. Kellogg Foundation
National Level Threats to AccessNational Level Threats to Access
• Higher Education Act Reauthorization and Higher Education Act Reauthorization and Student Financial AidStudent Financial Aid
• State Budget DeficitsState Budget Deficits
• Tuition IncreasesTuition Increases
• Limited college capacity and a growing Limited college capacity and a growing number of students attending collegenumber of students attending college
• Challenges to Affirmative ActionChallenges to Affirmative Action
Governor Jennifer Granholm’s Challenge to Governor Jennifer Granholm’s Challenge to Higher Education in MichiganHigher Education in Michigan
Double the number of college graduates within our state in 10 years.
Where to start?Where to start?
Access to Democracy ProjectAccess to Democracy Project
Information and Education EffortInformation and Education Effort
Grassroots-Grasstops ModelGrassroots-Grasstops Model
Involvement of Kellogg Fellows, American Involvement of Kellogg Fellows, American Council on Education Fellows, Librarians, Council on Education Fellows, Librarians, and Teachersand Teachers
And also Governor’s Staff, Community And also Governor’s Staff, Community Foundations, Michigan FoundationsFoundations, Michigan Foundations
Access to Democracy ProjectAccess to Democracy Project
Advocacy Model vs. Deliberative ModelAdvocacy Model vs. Deliberative Model
What do we mean by “access to democracy”: What do we mean by “access to democracy”: For whom, how earned, how exercised?For whom, how earned, how exercised?
Framing process for deliberative dialogueFraming process for deliberative dialogue
The National Issues The National Issues
Forum InstituteForum Institute
Framing the Issue for Public DeliberationFraming the Issue for Public Deliberation
Engaging Communities in Dialogue on Engaging Communities in Dialogue on Public Issues Public Issues
““If American democracy is to fulfill its promise, citizens If American democracy is to fulfill its promise, citizens must take responsibility and act together.”must take responsibility and act together.”
Who Is College For? Who Is College For? Framing the Issue of Access to Framing the Issue of Access to
Higher EducationHigher Education
Access to DemocracyAccess to Democracy
Facilitated public discussionsFacilitated public discussions Broadening issue to more groupsBroadening issue to more groups Providing community contextProviding community context Media opportunitiesMedia opportunities
Access to DemocracyAccess to Democracy
InformationInformation IN
InformationInformation OUT
Access to DemocracyAccess to DemocracyWhat Results?What Results?
Clarification of contested valuesClarification of contested values Basis for actionBasis for action Contribution to democratic practiceContribution to democratic practice Public policy implicationsPublic policy implications
““Every act of organizing is an experiment. Every act of organizing is an experiment. We begin with desire, with a sense of We begin with desire, with a sense of
purpose and direction. But we enter the purpose and direction. But we enter the experience vulnerable, unprotected by the experience vulnerable, unprotected by the
illusory cloak of prediction. We illusory cloak of prediction. We acknowledge that we don’t know how this acknowledge that we don’t know how this
work will actually unfold. We discover work will actually unfold. We discover what we are capable of as we go along … what we are capable of as we go along … Every act of organizing is an act of faith. Every act of organizing is an act of faith.
We hope for things unseen which are true.” We hope for things unseen which are true.” – Margaret Wheatley– Margaret Wheatley
What is YOUR Vision?What is YOUR Vision?
Where are changes needed to accomplish that vision?Where are changes needed to accomplish that vision?
A Sampling of Changes NeededA Sampling of Changes Needed
Individuals: Parents, students, faculty, legislators, Individuals: Parents, students, faculty, legislators, presidentspresidents
Institutions: UNC, State HE system, high schoolsInstitutions: UNC, State HE system, high schools System of Higher Ed: Ratings of research System of Higher Ed: Ratings of research
universities, tenure expectations, socialization of universities, tenure expectations, socialization of new facultynew faculty
Society: Preparation, community expectations, Society: Preparation, community expectations, fundingfunding
Where to start?Where to start?
