Seeding the Future of UW System

I spent this week on a Badger bus, traveling about 600 miles around Wisconsin with 39 colleagues from UW-Madison.  The Wisconsin Idea Seminar took our group to more than a dozen communities, from farms and factories that make wind, milk, sauerkraut and ships, to several schools and colleges, a prison, and even Lambeau Field.  It was an experience unlike any I’ve ever had, as I came to understand why the social compact between the University of Wisconsin and the state is so critical to our mutual survival. We are in the midst of an historic impasse, a time when the standoffs between Left and Right make it hard to imagine a future for UW System that isn't austere or privatized.  But what I learned on this trip is that we are failing to solve this problem because, as Kathy Cramer Walsh keeps telling us, we are not listening. 

So please, humor me. Let me tell you what I learned from these four vibrant women of the Menominee Nation.

Lisa Waukau

Paula Fernandez

Donna Powless

Karen Washinawatok 

It's an gross understatement to say that the tribe to which Lisa, Paula, Karen, and Donna belong has seen dark days. The Menominee, also known as the Wild Rice people, are the oldest continuous residents of Wisconsin and they once occupied and benefitted from over 10 million acres of land.  As Karen shared with us, the U.S. government took most of that land from them, often with force, and kidnapped their children, sending them to Indian Boarding Schools purportedly in an effort to "save them" through forced assimilation.  The government said it was "helping" by exerting non-Native norms of competition and individualism on people who valued, above all else, community and cooperation.  Then, in the early 1960s national "leaders" attempted to terminate the tribe, singling it out because of its progressive vision, and all land and assets were stripped from the Menominee people, leaving them in utter poverty. It wasn't until the mid-1970s when President Richard Nixon intervened to reverse termination, and allow the tribe to begin to attempt restoration-- a herculean task.

So the Menominee know quite a bit about being derided, misunderstood, defunded, ignored, belittled, and impoverished--far more so than we in UW System ever will. All but destroyed forty years ago, the Menominee tribe we met this week remains intensely under-resourced yet its people are not defeated.  Now occupying just 235,000 acres, far from the economic activities of Madison and Milwaukee, the number of people living on the reservation is small (under 5,000) but growing. The median age is just 27, compared to a statewide average of 36 -- the tribe is full of young people, most of whom cannot speak or understand the Menominee language. There are few employment opportunities, and the median family income is under $27,000 (for the state it's almost $44,000). About 1 out of every 2 children under 6 lives in poverty. 

This hardly seems like an environment in which you'd expect to see a growth in language and culture immersion programs and opportunities, and a vibrant, accessible and affordable college. But that's exactly what Menominee leaders have built.  Their success lies in an outright audacity of hope and willingness to question and rethink things that most of Wisconsin simply accepts as normal and takes for granted.  For example, when told that only a tiny minority among us possess a skill like speaking Menominee, most of us would say "well, then the language is dead."  We'd give up.  But not Paula: there are only nine Menominee fluent on the reservation now, yet every day she's helping people young and old strive to learn the language and keep it alive.  "Not possible" isn't an answer she'll accept.  As Lisa told us, "We do not cave in." Even when people chastise their children for it, as a white teacher recently did to Karen's niece.

The approach taken by nearly all of Wisconsin's universities and colleges is a highly individualistic one, emphasizing the future private value of higher education, encouraging students to act aggressively to corner the market on a lucrative major, prioritizing their own needs in a competitive world.  Not so at College of Menominee Nation, where more traditional values hold forth over those other urban industrial values. In her psychology classes, Donna emphasizes the group, fostering understanding and cooperation in the process of learning. In much of Wisconsin higher education, administrators distinguish between the deserving and undeserving-- at Madison we are rejecting more students than we admit.  The Menominee take the opposite approach, for as Lisa put it, "teachers have lightening in a bottle-- you never know who your students can become." The College knows that many students make decisions now--not in the future--as they live their living as a process of giving and sharing with family and friends in the here and now. So they are not asked to mortgage their future with student loans, and instead asked to be happy with strong communal learning environments that aren't fancy or high-tech, but are led by committed teachers rather than high-paid researchers. Donna practices patience with her students as they move through the challenges of higher education, focusing on achieving meaningful success with them, not merely sheepskin diplomas. She does not wait for them to show up to office hours but rather reaches out, practicing what the rest of higher education has sadly termed "intrusive" advising.

Real progress in UW System will come when we provide the space for people all over Wisconsin to tell us -- and show us -- what a relevant postsecondary education looks and feels like, and we stop, take note, rethink, and adjust accordingly.  As I learned this week, within the chaos of today's situation lies harmony, and within harmony, our heart.  The seeds for future growth lie not in ideas of our current leaders, but in those whom we have never really allowed to lead -- the regular folks around the state who milk the cows, process sauerkraut, run the family business, labor in the fields, teach in our schools, nanny for our children, and yes, live on our reservations. 

Without constant conversation with the people of Wisconsin, the research and teaching we do in our universities and colleges fails to achieve its full potential--it is incomplete, insufficiently creative, and quite possibly misinformed lacking the understandings and ideas that are earned by interacting with the daily experiences, perspectives, and values outside of the academy.  And, it fails to secure the respect of taxpayers, generating long-term consequences for UW's political support and funding, as well as for the citizens themselves, who lose access to the talents of academics capable of rethinking and finding answers to the questions that plague us.  Public higher education is beholden to the public, to the great benefit of those who fund it and those who work in it.

These days, when the government defunds our public institutions, passes laws to strip workers of their rights, and even attacks with tear gas and other weapons, too many among us simply throw up our hands and say "Let's face facts. This is the new normal. It's time to adapt." These are not the Americans you want to follow.  Instead, look to the Menominee and others like them who refuse to give up.  They say this: "If you need to ask a question, ask it. If you need to say something, say it. Always move forward, otherwise nothing will change."  Following their example of persistent questioning, what UW calls sifting and winnowing, we can together fight for a new, far more powerful existence for our kids.

Public education is facing the threat of termination as we speak.  It occupies and represents space and resources that others want to control.  Will people who believe in public education advocate for assimilation to a "new normal" of no resources, reliance on those whose values don't reflect our own, all in the name of pragmatism?  Or will they fight for restoration? Thankfully, our Wisconsin Idea Seminar with the people of Menominee Nation reminded me that optimism is not futile, naive, or unwise.  Far from it. It's what plants the seeds of our future.

The Continued Marketization of UW-Madison

Last year, I wrote extensively about efforts led by former Chancellor Biddy Martin and her administration, donors, and alumni to privatize (or at least semi-privatize) the University of Wisconsin-Madison.  That effort was partially successful, for while Martin and colleagues failed to separate Madison from the rest of the UW System, or gain authority over tuition setting, they did succeed in getting Madison the authority to redesign its human resources system.  This new "flexibility" was praised by many on campus, including staff, faculty, and students, who recognize that the current bureaucracy is not working, especially for those outside of administration.

So, this year the Human Resource Design Project has been advertised as a tremendous opportunity, hard won, and far better than the alternative -- the status quo.  Perhaps.  But few reforms are without consequence, and the recommendations recently offered by the working teams in HR Design suggest this case is no exception.  In fact, the potential long-term effects of this redesign process may result in an very different university culture, one that is far less progressive than Madison has historically been known for.  Instead, the recommendations will likely aggressively speed-up Madison's transformation (I'd say descent) into a market-driven institution focused first and foremost on serving its paying customers.

Some specifics of the recommendations have been discussed over at Sifting and Winnowing and so I direct you to read the details there.  For example, the recommendations include combining the currently unionized classified staff and academic staff into one.  As severals members of the HR working teams point out, this has significant implications for the protections held by unionized workers: "If the state legislature does not amend these statutes, the combining formerly classified staff–the custodians, the office secretaries, financial specialists–into the employee category academic staff will take away the few remaining collective bargaining rights that they have fought and bargained for about 50 years."  Both the classified staff and the academic staff object to this recommendation.

Another recommendation focuses on the distribution of employee pay based on labor market analyses. As members of the Wisconsin University Union point out, this can mean many things-- some resulting in even lower pay for UW-Madison workers.  "There is no standard labor market for any group or individual occupations (with the exception of building trades). There are often valid arguments to be made for or against choosing one group over another. However, choice of a particular labor market as the standard will frequently determine the result."  Crucially, the current recommendations say nothing about providing cost of living increases to all employees, nor is there any consideration of years of experience with good performance.

Furthermore, the proper implementation of these recommendations will likely grow the size of central administration -- not reduce it.  National studies indicate that growth in central administrations are the source of much of the increasing costs of college attendance, so we need to pay special attention here.  According to Joel Rogers, professor of Sociology, “Done properly, the task of specifying the real human capital requirements of hundreds of UW job titles; identifying jobs with the same requirements in external labor markets; collecting all relevant data on their compensation from private employers; and doing all this continuously enough to capture relevant changes, job titles, compensation practices, and labor market boundaries and participants is a massive amount of work."

Finally, despite promises to the contrary, these recommendations involve cuts to employee compensation.  Specifically, academic staff will see their vacation benefits reduced.  As ASEC has pointed out, "newly employed academic staff will lose nearly 52 hours of vacation/personal time under this proposal. Children attending MMSD have 16 days of vacation that do not coincide with the UW’s current holiday schedule, which means a single parent would have four days of vacation left (after caring for her/his child when local schools are not in session)."  And yet UW claims that employees will not move backwards under the new Design?

Now, to UW's credit, this has been a somewhat transparent process.  Many public forums have been held, and there are many ways to provide input.  The 11 working groups on this effort involved many people-- however, a closer look indicates that the vast majority (perhaps 2/3rds) are people currently in HR in the administration--in other words there were not many faculty or union-represented workers involved.  Furthermore, participation among those on the work groups has been reportedly hampered by meeting times occurring early in the morning (e.g. before childcare begins) and during work hours.

Moreover, there has also been a continuation of last spring's approach in communicating with campus members-- administrators tell us what's "important" and "smart" without providing hard facts about the evidence on why.  Where does this proposed structure of titles come from? Where is the data regarding the effects of this sort of market-driven approach versus alternatives?  There is very little data given anywhere to back up the contentions in the recommendations, despite the very expensive contributions made by the Huron Consulting firm, hired under Martin to assist with this work.  The rhetorical approach is led by Robert Lavigna, who speaks about the importance of ensuring that the new system can attract and retain "the best talent."  He utilizes the language of "flexibility", "efficiency," and "effective."  He promises a "greater connection between compensation and performance."  In other words he talks a lot like Biddy Martin, and others like her who are bringing business practices to education.

Thus, one key thing that the new HR Design highlights is that the neoliberal politics embodied in Biddy Martin were not hers alone, and that her efforts were indicative of a broader market-driven culture amongst those who surrounded and hired her, which continues to prevail in today's UW-Madison (and indeed globally).  These recommendations were issued, and are being systematically advanced, despite her departure.  That is something we all must pay close attention to, as these political maneuverings will likely continue to shape the next stages in Madison's development- especially the upcoming chancellor search.  Who will be in charge there? What "facts" will we be provided? What role will faculty, staff, and students play, relative to the roles played by WARF, donors, alumni, and administrators?

A thoughtful approach to considering the desirability of the marketization of Madison requires our entire community think about (1) What are the full set of alternative options under consideration? (2) What evidence is being presented about the likely intended and unintended consequences of each option? and (3) Who exactly stands to benefit, and in what ways, from each option?

Notably, these are not the kinds of questions Huron (our highly-paid consultant) is known for asking and answering. Instead, Huron emphasizes a one-directional model in which administration directs the activities of faculty and staff.  Laura Yaeger, VP at Huron, has said that "universities are getting a better understanding of what activities add value to students and stakeholders while  providing clearer guidelines for staff and faculty about which programs and activities should be supported."   Does that sound like shared governance to you?  Who are those stakeholders?

We are repeatedly being told that our backs are against the wall, and this is our only choice.  Don't listen to talk like that-- you are too smart.  This new Design is neoliberalism at its finest, justifying marketization as a form of self-defense, redefining all interactions within the educational institution as essentially business relationships. We, the faculty and staff and our traditional protections, are being identified as the obstacle to market-based efficiencies.  The ultimate goal is to make UW-Madison less dependent on us.  This gives private investors greater opportunities to profit from state expenditures, while influencing the form and content of education. And it makes business and university administrators the main partnership, redefining student-professor relations.

It is imperative that educators and students across UW-Madison begin to understand and draw attention to how funding priorities, public-private partnerships, tuition and fees, cost-benefit analysis, performance indicators, curriculum changes, and new technologies change the content of academic work and learning, and how they collectively arise from global efforts to discipline academic labor for capital. The changes to Madison's human resources system, and to its operations more broadly, are intimately linked to employment opportunities in Dane County and elsewhere, and to the kinds of education and services we deliver to the state.  If we are going to be market-driven in how we educate and serve Wisconsin, what we provide will be undoubtedly more unequally distributed.  Everyone should have something to say about that. As Lavigna has said "This system will affect everyone on this campus."  He's serious. You need to pay attention.

PLEASE: Send your feedback on HR Design to hrdesign@news.wisc.edu

The Continued Marketization of UW-Madison

Last year, I wrote extensively about efforts led by former Chancellor Biddy Martin and her administration, donors, and alumni to privatize (or at least semi-privatize) the University of Wisconsin-Madison.  That effort was partially successful, for while Martin and colleagues failed to separate Madison from the rest of the UW System, or gain authority over tuition setting, they did succeed in getting Madison the authority to redesign its human resources system.  This new "flexibility" was praised by many on campus, including staff, faculty, and students, who recognize that the current bureaucracy is not working, especially for those outside of administration.

So, this year the Human Resource Design Project has been advertised as a tremendous opportunity, hard won, and far better than the alternative -- the status quo.  Perhaps.  But few reforms are without consequence, and the recommendations recently offered by the working teams in HR Design suggest this case is no exception.  In fact, the potential long-term effects of this redesign process may result in an very different university culture, one that is far less progressive than Madison has historically been known for.  Instead, the recommendations will likely aggressively speed-up Madison's transformation (I'd say descent) into a market-driven institution focused first and foremost on serving its paying customers.

Some specifics of the recommendations have been discussed over at Sifting and Winnowing and so I direct you to read the details there.  For example, the recommendations include combining the currently unionized classified staff and academic staff into one.  As severals members of the HR working teams point out, this has significant implications for the protections held by unionized workers: "If the state legislature does not amend these statutes, the combining formerly classified staff–the custodians, the office secretaries, financial specialists–into the employee category academic staff will take away the few remaining collective bargaining rights that they have fought and bargained for about 50 years."  Both the classified staff and the academic staff object to this recommendation.

Another recommendation focuses on the distribution of employee pay based on labor market analyses. As members of the Wisconsin University Union point out, this can mean many things-- some resulting in even lower pay for UW-Madison workers.  "There is no standard labor market for any group or individual occupations (with the exception of building trades). There are often valid arguments to be made for or against choosing one group over another. However, choice of a particular labor market as the standard will frequently determine the result."  Crucially, the current recommendations say nothing about providing cost of living increases to all employees, nor is there any consideration of years of experience with good performance.

Furthermore, the proper implementation of these recommendations will likely grow the size of central administration -- not reduce it.  National studies indicate that growth in central administrations are the source of much of the increasing costs of college attendance, so we need to pay special attention here.  According to Joel Rogers, professor of Sociology, “Done properly, the task of specifying the real human capital requirements of hundreds of UW job titles; identifying jobs with the same requirements in external labor markets; collecting all relevant data on their compensation from private employers; and doing all this continuously enough to capture relevant changes, job titles, compensation practices, and labor market boundaries and participants is a massive amount of work."

Finally, despite promises to the contrary, these recommendations involve cuts to employee compensation.  Specifically, academic staff will see their vacation benefits reduced.  As ASEC has pointed out, "newly employed academic staff will lose nearly 52 hours of vacation/personal time under this proposal. Children attending MMSD have 16 days of vacation that do not coincide with the UW’s current holiday schedule, which means a single parent would have four days of vacation left (after caring for her/his child when local schools are not in session)."  And yet UW claims that employees will not move backwards under the new Design?

Now, to UW's credit, this has been a somewhat transparent process.  Many public forums have been held, and there are many ways to provide input.  The 11 working groups on this effort involved many people-- however, a closer look indicates that the vast majority (perhaps 2/3rds) are people currently in HR in the administration--in other words there were not many faculty or union-represented workers involved.  Furthermore, participation among those on the work groups has been reportedly hampered by meeting times occurring early in the morning (e.g. before childcare begins) and during work hours.

Moreover, there has also been a continuation of last spring's approach in communicating with campus members-- administrators tell us what's "important" and "smart" without providing hard facts about the evidence on why.  Where does this proposed structure of titles come from? Where is the data regarding the effects of this sort of market-driven approach versus alternatives?  There is very little data given anywhere to back up the contentions in the recommendations, despite the very expensive contributions made by the Huron Consulting firm, hired under Martin to assist with this work.  The rhetorical approach is led by Robert Lavigna, who speaks about the importance of ensuring that the new system can attract and retain "the best talent."  He utilizes the language of "flexibility", "efficiency," and "effective."  He promises a "greater connection between compensation and performance."  In other words he talks a lot like Biddy Martin, and others like her who are bringing business practices to education.

Thus, one key thing that the new HR Design highlights is that the neoliberal politics embodied in Biddy Martin were not hers alone, and that her efforts were indicative of a broader market-driven culture amongst those who surrounded and hired her, which continues to prevail in today's UW-Madison (and indeed globally).  These recommendations were issued, and are being systematically advanced, despite her departure.  That is something we all must pay close attention to, as these political maneuverings will likely continue to shape the next stages in Madison's development- especially the upcoming chancellor search.  Who will be in charge there? What "facts" will we be provided? What role will faculty, staff, and students play, relative to the roles played by WARF, donors, alumni, and administrators?

A thoughtful approach to considering the desirability of the marketization of Madison requires our entire community think about (1) What are the full set of alternative options under consideration? (2) What evidence is being presented about the likely intended and unintended consequences of each option? and (3) Who exactly stands to benefit, and in what ways, from each option?

Notably, these are not the kinds of questions Huron (our highly-paid consultant) is known for asking and answering. Instead, Huron emphasizes a one-directional model in which administration directs the activities of faculty and staff.  Laura Yaeger, VP at Huron, has said that "universities are getting a better understanding of what activities add value to students and stakeholders while  providing clearer guidelines for staff and faculty about which programs and activities should be supported."   Does that sound like shared governance to you?  Who are those stakeholders?

We are repeatedly being told that our backs are against the wall, and this is our only choice.  Don't listen to talk like that-- you are too smart.  This new Design is neoliberalism at its finest, justifying marketization as a form of self-defense, redefining all interactions within the educational institution as essentially business relationships. We, the faculty and staff and our traditional protections, are being identified as the obstacle to market-based efficiencies.  The ultimate goal is to make UW-Madison less dependent on us.  This gives private investors greater opportunities to profit from state expenditures, while influencing the form and content of education. And it makes business and university administrators the main partnership, redefining student-professor relations.

It is imperative that educators and students across UW-Madison begin to understand and draw attention to how funding priorities, public-private partnerships, tuition and fees, cost-benefit analysis, performance indicators, curriculum changes, and new technologies change the content of academic work and learning, and how they collectively arise from global efforts to discipline academic labor for capital. The changes to Madison's human resources system, and to its operations more broadly, are intimately linked to employment opportunities in Dane County and elsewhere, and to the kinds of education and services we deliver to the state.  If we are going to be market-driven in how we educate and serve Wisconsin, what we provide will be undoubtedly more unequally distributed.  Everyone should have something to say about that. As Lavigna has said "This system will affect everyone on this campus."  He's serious. You need to pay attention.

PLEASE: Send your feedback on HR Design to hrdesign@news.wisc.edu

Student Responds to UW System Board of Regents Meeting

This week is also another meeting of the UW System Board of Regents. Consistent with yesterday's blog, here I am sharing some thoughts from one of my students who watched the February 9 meeting of that Board.  This was the meeting at which members discussed rising costs, cost containment, and the potential for cutting enrollment throughout UW System.

"The debate following the panel of chancellors reflected the three corners of the Iron Triangle: access, funding, and quality. Surprisingly, most of the concerns seemed to revolve around issues of quality, and to some extent access, not around funding concerns...When pressed on the issue, [President Kevin] Reilly was forced to admit that he did not know when or if quality decline would result in reduced enrollment...
Chancellors Sorenson and Wachter noted students' reluctance to leave universities for the workforce. While not using the same intense and accusatory rhetoric of a Jackson Toby, they did claim that students lack efficiency in pursuing their education. At this point [Vice-President] Mark Nook interjected to provide an anecdote about how his daughter ... had managed to graduate in 4 years...This reflected a misguided assumption that his daughter's experience is typical, rather than the reality that 3/4 of today's college students face serious constraints and pressures that could impede their academic progress. 
In one particularly poignant moment, Regent Jose Vasquez questioned how the System would provide for students of color and those with disabilities.  He was the only member to directly address issues of access for underserved populations. He noted that these students cost more than what he called 'ideal' and 'easy' students, and wondered how they'd be impacted by cost-cutting measures.  His remarks highlighted the the non-financial values of public higher education and provided a moment to undercut finance as the "privileged language of reality." Sadly, none of the board members or chancellors responded to his concern."

Student Responds to UW System Board of Regents Meeting

This week is also another meeting of the UW System Board of Regents. Consistent with yesterday's blog, here I am sharing some thoughts from one of my students who watched the February 9 meeting of that Board.  This was the meeting at which members discussed rising costs, cost containment, and the potential for cutting enrollment throughout UW System.

"The debate following the panel of chancellors reflected the three corners of the Iron Triangle: access, funding, and quality. Surprisingly, most of the concerns seemed to revolve around issues of quality, and to some extent access, not around funding concerns...When pressed on the issue, [President Kevin] Reilly was forced to admit that he did not know when or if quality decline would result in reduced enrollment...
Chancellors Sorenson and Wachter noted students' reluctance to leave universities for the workforce. While not using the same intense and accusatory rhetoric of a Jackson Toby, they did claim that students lack efficiency in pursuing their education. At this point [Vice-President] Mark Nook interjected to provide an anecdote about how his daughter ... had managed to graduate in 4 years...This reflected a misguided assumption that his daughter's experience is typical, rather than the reality that 3/4 of today's college students face serious constraints and pressures that could impede their academic progress. 
In one particularly poignant moment, Regent Jose Vasquez questioned how the System would provide for students of color and those with disabilities.  He was the only member to directly address issues of access for underserved populations. He noted that these students cost more than what he called 'ideal' and 'easy' students, and wondered how they'd be impacted by cost-cutting measures.  His remarks highlighted the the non-financial values of public higher education and provided a moment to undercut finance as the "privileged language of reality." Sadly, none of the board members or chancellors responded to his concern."

Students Respond to the UW Taskforce

Today the Wisconsin Legislature's "Special Task Force on UW Restructuring and Operational Flexibilities" meets again in Madison.  In honor of that, I want to bring you some student perspectives on one of the prior task force meetings--the one that took place on February 8, and included presentations from the chancellors of UW-Madison and Milwaukee. I'm doing this because student voices are notably absent from these meetings-- students have not been given a chance to present (they will, for the first time, on May 9) and they do not serve on the task force.  A few have written letters or spoken publicly on the topic, but most have not.

Recently, students in my Introduction to Debates in Higher Education Policy course (EPS 518) were asked to view a legislative or regents hearing or meeting of their choosing and write a response paper.  Below, I provide some representative examples of their responses -- these are deliberately provided without attribution to the student (all are undergraduates) and are posted with their specific permission.  My intention is to simply allow the voices of students to emerge, as I think their comments and questions are critical to the discussion. If other students wish to share their considered opinions of hearings, please do send me your memos, and I'm happy to post thoughtful excerpts.

Student 1: "..The nature of the meeting itself...was self-congratulatory and generally insufficient in data. The meeting focused on individual knowledge and individual power, that is they spoke of their personal bailiwicks, which, while it makes sense for a panel of experts, was insufficient...though the panel brought up several reforms, these reforms were often self-serving, under-supported by data, and/or uncertain in their impact." 


Student 2: [Flexibilities were a primary topic of discussion at the hearing and yet] "there was an utter lack of understanding about what was being discussed...Despite the apparent knowledge gap about what flexibilities were, they were the main focus of discussion and seemed to be the only thing anyone believed could save the UW System money...What is perplexing about the deregulation rhetoric is that, according to Gary Rhoades, this behavior is...a trickle-down model of funding.  In exchange for deregulation and flexibilities, institutions receive less state support. This ends up privileging the elite institutions while creating problems for local institutions. However, it was chancellors of schools like UW-Oshkosh and Platteville who were calling for this deregulation..I cannot help but wonder why the chancellors of these schools would call for deregulation when it would mean less money from the state."

Student 3: "I was surprised at the small number of women on the task force-- just 3. I was disappointed at the lack of minority representation, but not surprised....[many spoke about the word 'product']  and the word 'product' is a difficult one, and its use underscores the different positions and value systems of the task force members. [Most] seemed to think that having a better education and a lower price were mutually exclusive things, and that one must be sacrificed for the other."

Student 4: "As a student, a major concern became evident at this meeting. Members of this task force have been charged with creating innovative solutions to the challenges facing the UW System, challenges that have arisen from a lack of funding. The majority of task force members, however, are not even close to specialists in higher education, let alone public higher education.  In fact these people who are supposed to be coming up with solutions are primarily business people who have spent most of their professional careers in the private sector.  [Thus] it is clear these are powerful voices denouncing the importance of public funding for various reasons."

Students Respond to the UW Taskforce

Today the Wisconsin Legislature's "Special Task Force on UW Restructuring and Operational Flexibilities" meets again in Madison.  In honor of that, I want to bring you some student perspectives on one of the prior task force meetings--the one that took place on February 8, and included presentations from the chancellors of UW-Madison and Milwaukee. I'm doing this because student voices are notably absent from these meetings-- students have not been given a chance to present (they will, for the first time, on May 9) and they do not serve on the task force.  A few have written letters or spoken publicly on the topic, but most have not.

Recently, students in my Introduction to Debates in Higher Education Policy course (EPS 518) were asked to view a legislative or regents hearing or meeting of their choosing and write a response paper.  Below, I provide some representative examples of their responses -- these are deliberately provided without attribution to the student (all are undergraduates) and are posted with their specific permission.  My intention is to simply allow the voices of students to emerge, as I think their comments and questions are critical to the discussion. If other students wish to share their considered opinions of hearings, please do send me your memos, and I'm happy to post thoughtful excerpts.

Student 1: "..The nature of the meeting itself...was self-congratulatory and generally insufficient in data. The meeting focused on individual knowledge and individual power, that is they spoke of their personal bailiwicks, which, while it makes sense for a panel of experts, was insufficient...though the panel brought up several reforms, these reforms were often self-serving, under-supported by data, and/or uncertain in their impact." 


Student 2: [Flexibilities were a primary topic of discussion at the hearing and yet] "there was an utter lack of understanding about what was being discussed...Despite the apparent knowledge gap about what flexibilities were, they were the main focus of discussion and seemed to be the only thing anyone believed could save the UW System money...What is perplexing about the deregulation rhetoric is that, according to Gary Rhoades, this behavior is...a trickle-down model of funding.  In exchange for deregulation and flexibilities, institutions receive less state support. This ends up privileging the elite institutions while creating problems for local institutions. However, it was chancellors of schools like UW-Oshkosh and Platteville who were calling for this deregulation..I cannot help but wonder why the chancellors of these schools would call for deregulation when it would mean less money from the state."

Student 3: "I was surprised at the small number of women on the task force-- just 3. I was disappointed at the lack of minority representation, but not surprised....[many spoke about the word 'product']  and the word 'product' is a difficult one, and its use underscores the different positions and value systems of the task force members. [Most] seemed to think that having a better education and a lower price were mutually exclusive things, and that one must be sacrificed for the other."

Student 4: "As a student, a major concern became evident at this meeting. Members of this task force have been charged with creating innovative solutions to the challenges facing the UW System, challenges that have arisen from a lack of funding. The majority of task force members, however, are not even close to specialists in higher education, let alone public higher education.  In fact these people who are supposed to be coming up with solutions are primarily business people who have spent most of their professional careers in the private sector.  [Thus] it is clear these are powerful voices denouncing the importance of public funding for various reasons."

Wisconsin Legislators Attack Academic Freedom at UW System

Lest you thought their interests in UW System were merely economic, Wisconsin legislators have now baldly demonstrated their political agendas with regard to institutions of public higher education.   Squelching an art exhibit hosted by UW Extension, legislator Steve Nass framed his attack on academic freedom as an appropriate intrusion, intended to "help" Extension's long-term interests in having state funding by promoting political correctness.

Linking together the new austerity in higher education with political interests in suppressing "liberal" education and the activities of the arts and humanities, the Wisconsin legislature brings the past antics of Lynne Cheney and her ilk to a whole new level.  It is imperative that UW System not operate out of economic fear, compromising the integrity of its programming, and instead reverse the decision to cancel "Art in Protest"-- holding the event proudly, to fulfill the mission of its name.

Wisconsin Legislators Attack Academic Freedom at UW System

Lest you thought their interests in UW System were merely economic, Wisconsin legislators have now baldly demonstrated their political agendas with regard to institutions of public higher education.   Squelching an art exhibit hosted by UW Extension, legislator Steve Nass framed his attack on academic freedom as an appropriate intrusion, intended to "help" Extension's long-term interests in having state funding by promoting political correctness.

Linking together the new austerity in higher education with political interests in suppressing "liberal" education and the activities of the arts and humanities, the Wisconsin legislature brings the past antics of Lynne Cheney and her ilk to a whole new level.  It is imperative that UW System not operate out of economic fear, compromising the integrity of its programming, and instead reverse the decision to cancel "Art in Protest"-- holding the event proudly, to fulfill the mission of its name.

Think Outside Your Box

It is often said that access/diversity and affordability in higher education can only come at the expense of quality. Thus, it is all-too-common for critics to cast those in favor of broadening college access as socialists who simply want to destroy high-quality educational institutions. They promote a false dichotomy that has been kept alive for decades by the consistent retelling of the "tragedy of the commons." The tragedy, we're told, is that people will always strive to maximize their private benefits, and that eventually these will necessarily come at the expense of common goods.  Garrett Hardin famously laid this out for us in 1968.

Sadly, far too many people seem to think the tragedy of the commons is a problem that can't be solved. The "iron triangle" model dominating decision-making in higher education confirms this-- since "we know" that spending leads to quality (thus less spending leads to less quality), and that increased access (e.g. more people) requires more money, then it follows that more access means less quality. Right?
Well, no, not really.  First, the link between spending and quality is notoriously weak -- maybe because there's too little variation in spending and/or quality to detect an effect, but maybe not.  Second, just because money is spent on access does not mean that money isn't also creating more quality (especially if diversity is one measure of quality). And third, it's possible to spend less money on quality and yet produce more quality by increasing productivity.

But you can't produce more productivity without greater compensation since people will only respond only to cash, right?  You can't get hard work without inequality-- and inequality is good since a rising tide lifts all boats. Right?? Well, again, no.  It is possible to solicit great effort from humans with other motivators, including security, community, and self-esteem.  Higher education is terrible at distributing these things; it's a climate where professors are said to be "independent contractors," always trying to one-up each other, and it's the very rare administrator who takes time to commend or praise her faculty's hard work.  But places do exist, whole departments even, where people get along, and this keeps them content and productive even when they are not well-compensated according to "market value."

The current crisis in public higher education demands that we make it a priority to grow and nuture such places.  They have to be created by real leaders, and leadership is what's really lacking right now.  Higher education leaders that are educated and experienced in the areas in which they work (e.g. higher education policy), leaders that focus on goal-setting first, and policy development second, leaders that see nothing as inevitable and everything in education as a possibility-- these are so hard to come by.  We are surrounded by narrow-minded thinkers who can't imagine a world other than the one they live in now. But if we encourage and develop people who can think outside the box--the box created by a highly individualistic vision of higher education-- we will find a sustainable model.  We will, as a community, move beyond the tragedy of the commons.

I'm not alone in this vision.  Hear it again, directly from the first woman to win the Nobel Prize in Economics-- Elinor Olstrom.

Think Outside Your Box

It is often said that access/diversity and affordability in higher education can only come at the expense of quality. Thus, it is all-too-common for critics to cast those in favor of broadening college access as socialists who simply want to destroy high-quality educational institutions. They promote a false dichotomy that has been kept alive for decades by the consistent retelling of the "tragedy of the commons." The tragedy, we're told, is that people will always strive to maximize their private benefits, and that eventually these will necessarily come at the expense of common goods.  Garrett Hardin famously laid this out for us in 1968.

Sadly, far too many people seem to think the tragedy of the commons is a problem that can't be solved. The "iron triangle" model dominating decision-making in higher education confirms this-- since "we know" that spending leads to quality (thus less spending leads to less quality), and that increased access (e.g. more people) requires more money, then it follows that more access means less quality. Right?
Well, no, not really.  First, the link between spending and quality is notoriously weak -- maybe because there's too little variation in spending and/or quality to detect an effect, but maybe not.  Second, just because money is spent on access does not mean that money isn't also creating more quality (especially if diversity is one measure of quality). And third, it's possible to spend less money on quality and yet produce more quality by increasing productivity.

But you can't produce more productivity without greater compensation since people will only respond only to cash, right?  You can't get hard work without inequality-- and inequality is good since a rising tide lifts all boats. Right?? Well, again, no.  It is possible to solicit great effort from humans with other motivators, including security, community, and self-esteem.  Higher education is terrible at distributing these things; it's a climate where professors are said to be "independent contractors," always trying to one-up each other, and it's the very rare administrator who takes time to commend or praise her faculty's hard work.  But places do exist, whole departments even, where people get along, and this keeps them content and productive even when they are not well-compensated according to "market value."

The current crisis in public higher education demands that we make it a priority to grow and nuture such places.  They have to be created by real leaders, and leadership is what's really lacking right now.  Higher education leaders that are educated and experienced in the areas in which they work (e.g. higher education policy), leaders that focus on goal-setting first, and policy development second, leaders that see nothing as inevitable and everything in education as a possibility-- these are so hard to come by.  We are surrounded by narrow-minded thinkers who can't imagine a world other than the one they live in now. But if we encourage and develop people who can think outside the box--the box created by a highly individualistic vision of higher education-- we will find a sustainable model.  We will, as a community, move beyond the tragedy of the commons.

I'm not alone in this vision.  Hear it again, directly from the first woman to win the Nobel Prize in Economics-- Elinor Olstrom.

Crossing Wires

A recent exchange between Chris Rickert and Mike Knetter provides a useful example of what happens when we engage in policy discussions without being insufficiently clear about our intended goals.

Chris's column from Thursday was titled "Big donors don't make a big impact on tuition at UW-Madison." In this piece he makes the following points:

(1) UW-Madison faces a public relations problem because it claims to have financial troubles but building construction on campus is rampant.
(2) Private donations to UW often go to buildings and athletics, rather than to need-based financial aid.
(3) There is a national affordability crisis.

He does not tie these three points together in any clear fashion in the text of the column, but the headline attempts to do so by claiming that what the three points tell us is that donors aren't really helping the university respond to the national crisis, since their money doesn't go to discount tuition.

Obviously, those who raise money from private donors at UW were not happy. And so we have a response today from Mike Knetter, of UW Foundation. Knetter makes two very clear points:

(1) UW is grateful for every donation it receives, whether or not it goes to financial aid.
(2) Donations that improve educational quality enhance the affordability agenda, since it is meaningless to provide an inexpensive education if that education isn't worthwhile.

Unfortunately, I think this discussion was not as productive as it could have been. If Chris's intent was to question decisions about resource allocation at UW-Madison, perhaps to stimulate a deeper conversation about those issues, then he got off-track by implying that only donations to aid are useful.  Mike's response is directly to that point.  And this is too bad, since it would be very helpful to the campus community for UW to engage in a public debate about the goals it is trying to achieve with limited resources, what the most effectives routes to achieving those goals are, and where we stand in relation to those paths.  If I'm reading between the lines correctly, Chris wants Madison to be responsive to public needs-- but it's not exactly clear that "responsive" means to him.  And if I am reading Mike correctly, he feels that in order for Madison to meet any of its many goals, it will need to continue to depend on private donors-- and that means accepting the heterogenous motivations donors possess and working within those parameters.  That too should be up for some discussion.

I hope in the coming months we can all attempt to begin our arguments about what Madison and System should or should not do by first saying what we want these institutions to achieve.  Unless we have a common understanding of goals, the route to reaching those goals will continue to elude us.

Crossing Wires

A recent exchange between Chris Rickert and Mike Knetter provides a useful example of what happens when we engage in policy discussions without being insufficiently clear about our intended goals.

Chris's column from Thursday was titled "Big donors don't make a big impact on tuition at UW-Madison." In this piece he makes the following points:

(1) UW-Madison faces a public relations problem because it claims to have financial troubles but building construction on campus is rampant.
(2) Private donations to UW often go to buildings and athletics, rather than to need-based financial aid.
(3) There is a national affordability crisis.

He does not tie these three points together in any clear fashion in the text of the column, but the headline attempts to do so by claiming that what the three points tell us is that donors aren't really helping the university respond to the national crisis, since their money doesn't go to discount tuition.

Obviously, those who raise money from private donors at UW were not happy. And so we have a response today from Mike Knetter, of UW Foundation. Knetter makes two very clear points:

(1) UW is grateful for every donation it receives, whether or not it goes to financial aid.
(2) Donations that improve educational quality enhance the affordability agenda, since it is meaningless to provide an inexpensive education if that education isn't worthwhile.

Unfortunately, I think this discussion was not as productive as it could have been. If Chris's intent was to question decisions about resource allocation at UW-Madison, perhaps to stimulate a deeper conversation about those issues, then he got off-track by implying that only donations to aid are useful.  Mike's response is directly to that point.  And this is too bad, since it would be very helpful to the campus community for UW to engage in a public debate about the goals it is trying to achieve with limited resources, what the most effectives routes to achieving those goals are, and where we stand in relation to those paths.  If I'm reading between the lines correctly, Chris wants Madison to be responsive to public needs-- but it's not exactly clear that "responsive" means to him.  And if I am reading Mike correctly, he feels that in order for Madison to meet any of its many goals, it will need to continue to depend on private donors-- and that means accepting the heterogenous motivations donors possess and working within those parameters.  That too should be up for some discussion.

I hope in the coming months we can all attempt to begin our arguments about what Madison and System should or should not do by first saying what we want these institutions to achieve.  Unless we have a common understanding of goals, the route to reaching those goals will continue to elude us.

Making College More Student Friendly (Part 1: Seg Fees)

Another new Education Optimists series-- this one is focused on how to reform our colleges and universities to become more student-friendly. First up, seg fees.

Last night as I observed my Twitter feed, I noticed a tweet from a student journalist about a particular aspect of UW System policy on segregated fees. According to System financial rule F50, in order for an organization to receive seg fees, it must "require that all leadership positions in the organization be held by students enrolled on a fee-paying basis for at least half-time; as used in this policy, "half-time" status means enrollment for a minimum of six credits as an undergraduate student, and enrollment for a minimum of four credits as a graduate student, except that for UW-Colleges students "half-time" status means enrollment for a minimum of three credits."

This strikes me as a good example of a well-intentioned policy with unintended consequences.

The purpose of the policy may be to ensure that only students hold leadership positions, preventing others in the community from accessing student resources and/or controlling agendas. That makes sense. Maybe it is also intended to ensure that students who hold leadership positions have "skin in the game"--e.g. paid their seg fees. That makes less sense, since many students didn't themselves pay their seg fees: their parents or financial aid did.

But this half-time requirement systematically disenfranchises the more than 23,000 undergraduate students in the UW System who, for whatever reason, are attending college part-time. Statistics show that part-time enrollment is a temporary situation for some students, and a strategy for college attendance for others. For example, a student may be full-time throughout college, but due to family obligations or a short-fall of financial resources, or difficulty with some hard courses, may drop to part-time for a given term. Or, the student's approach to financing college may be to work 3/4 time, and take a half-time load. Such students are disproportionately first-generation, racial/ethnic minorities, and/or from low-income families. They are often somewhat older, and more likely to be women.

Participation and leadership in student organizations is important. It's not only a credit to one's resume, and a great way to build social networks, but it is also a predictor of college persistence. Thus, it is probably especially important for students who are otherwise disconnected from campus to have the opportunity--if they so choose, can fit it in, and are chosen--to take the role as a leader. Saying that they can't (or if they do, their organization can't access seg fees) is passing judgement on their abilities, rights, and opportunities based on a single atribute of their college attendance pattern: how many credits they take. This serves to preserve and maintain the advantage of students who can afford and manage to schedule full-time attendance, and perpetuates the interests of full-time students over part-time ones.

This rule could be modified in ways that maintain the intent--to ensure leaders are students--while removing the unintended consequences. For example, why not require of leaders (item 2c in F50) exactly what's required of members (item 2b): "Students enrolled for a minimum of one semester hour of credit at the UW institution for which the organization is seeking official recognition?" Or, require that the person has taken at least 6 credit hours on campus in the last 2 years? If a modification is sought, consider this: Is it really the case that there is a systematic problem of non-students taking leadership roles in student organizations, such that a blanket rule that disenfranchises 15% of UW System undergraduates is truly needed?

Lest you think this is a minor issue that hardly ever comes up, take a look at today's Badger Herald. At last night's ASM meeting, student Nneka Akubeze was nominated to fill the position of vice-chair, and "Student Services Finance Committee Chair Sarah Neibart said because Akubeze, a special student, is enrolled in four credits, she is not eligible for a leadership position in ASM." A debate ensued. I do not know Akubeze, but it seems to me that debate was long overdue.

Making College More Student Friendly (Part 1: Seg Fees)

Another new Education Optimists series-- this one is focused on how to reform our colleges and universities to become more student-friendly. First up, seg fees.

Last night as I observed my Twitter feed, I noticed a tweet from a student journalist about a particular aspect of UW System policy on segregated fees. According to System financial rule F50, in order for an organization to receive seg fees, it must "require that all leadership positions in the organization be held by students enrolled on a fee-paying basis for at least half-time; as used in this policy, "half-time" status means enrollment for a minimum of six credits as an undergraduate student, and enrollment for a minimum of four credits as a graduate student, except that for UW-Colleges students "half-time" status means enrollment for a minimum of three credits."

This strikes me as a good example of a well-intentioned policy with unintended consequences.

The purpose of the policy may be to ensure that only students hold leadership positions, preventing others in the community from accessing student resources and/or controlling agendas. That makes sense. Maybe it is also intended to ensure that students who hold leadership positions have "skin in the game"--e.g. paid their seg fees. That makes less sense, since many students didn't themselves pay their seg fees: their parents or financial aid did.

But this half-time requirement systematically disenfranchises the more than 23,000 undergraduate students in the UW System who, for whatever reason, are attending college part-time. Statistics show that part-time enrollment is a temporary situation for some students, and a strategy for college attendance for others. For example, a student may be full-time throughout college, but due to family obligations or a short-fall of financial resources, or difficulty with some hard courses, may drop to part-time for a given term. Or, the student's approach to financing college may be to work 3/4 time, and take a half-time load. Such students are disproportionately first-generation, racial/ethnic minorities, and/or from low-income families. They are often somewhat older, and more likely to be women.

Participation and leadership in student organizations is important. It's not only a credit to one's resume, and a great way to build social networks, but it is also a predictor of college persistence. Thus, it is probably especially important for students who are otherwise disconnected from campus to have the opportunity--if they so choose, can fit it in, and are chosen--to take the role as a leader. Saying that they can't (or if they do, their organization can't access seg fees) is passing judgement on their abilities, rights, and opportunities based on a single atribute of their college attendance pattern: how many credits they take. This serves to preserve and maintain the advantage of students who can afford and manage to schedule full-time attendance, and perpetuates the interests of full-time students over part-time ones.

This rule could be modified in ways that maintain the intent--to ensure leaders are students--while removing the unintended consequences. For example, why not require of leaders (item 2c in F50) exactly what's required of members (item 2b): "Students enrolled for a minimum of one semester hour of credit at the UW institution for which the organization is seeking official recognition?" Or, require that the person has taken at least 6 credit hours on campus in the last 2 years? If a modification is sought, consider this: Is it really the case that there is a systematic problem of non-students taking leadership roles in student organizations, such that a blanket rule that disenfranchises 15% of UW System undergraduates is truly needed?

Lest you think this is a minor issue that hardly ever comes up, take a look at today's Badger Herald. At last night's ASM meeting, student Nneka Akubeze was nominated to fill the position of vice-chair, and "Student Services Finance Committee Chair Sarah Neibart said because Akubeze, a special student, is enrolled in four credits, she is not eligible for a leadership position in ASM." A debate ensued. I do not know Akubeze, but it seems to me that debate was long overdue.

Under Assault? Fight Back

There has been so much bad news in Wisconsin (and the nation) this week, I haven't had two seconds to catch my breath. Each time I get a moment to think about what is happening here, and how powerless we seem to be in response, something else happens and my temperature rises.

Governor Scott Walker seems determined to tear apart the foundation of middle-class life here in Wisconsin, starving the University of Wisconsin System to death. I really don't care whether or not the right to "lapses" (in judgement) was contained in his godawful budget, the fact is that we have already taken a terrible $250 million cut, and now we face another $113.8 million shortfall on top of that. The effects will undoubtedly be detrimental to Wisconsin's middle class, as workers across the state are laid off, and students who can't afford to take 5 years to earn a bachelor's degree will drop out ( declining resources often lead to larger classes and waits for key courses at less-selective universities like the various UWs).

I am hard-pressed to see how destroying Wisconsin's pride and joy is a solid approach to job creation. The fact is, this isn't an economic strategy at all. It's a political one: Walker intends to reduce UW System to a shriveled raisin and then propose that we "solve" the higher education problem in the state by open the door to more private and for-profit institutions. "Businesses", he'll say. Moreover, by keeping the population from a postsecondary education, he'll help increase the likelihood they'll vote for him. (Seriously: I have NO PROBLEM with college dropouts, and don't bother sending me an email accusing me of such. My problem is with people who dropout and recommend that others do it too!)

Each week it's something new. Walker no doubt praised the heck out of Steve Nass for tormenting UW-Madison with his silly legislative hearing on affirmative action, and he's undoubtedly chuckling over what will happen when DOA gets UW System's plan for coping with the cuts. There's another Nass hearing in early November, and who knows what else around the corner.

If you can't stand this anymore, and you have the guts to say so, now's the time to get loud. Folks are organizing and together, united, we have to take action. I wish the UW-Madison football players would simply halt in the middle of their next game and tell the national television audience just what a schmo Walker really is. SCOTT WALKER IS KILLING BUCKY! We can't afford to take small steps here.

This is the Walker some of us knew was coming. This is the Walker we said you cannot trust, when others argued we could hand it to Scottie to come up with a new governance model for UW-Madison. This is the Walker who we must recall. Now. Get on it. Get to work.

Passing the Buck

This week we witnessed Steve Nass's Wisconsin Legislature hearing on the Center for Equal Opportunity's report on UW-Madison admissions, and the Walker administration's announcement that-- SURPRISE!--the state is cutting UW System's funding by an additional $65.7 million.

A common theme runs through the discourse and beliefs underlying both events: society's problems originate with and should be borne by individuals. Not policies or practices, politics or economies-- but your average, ordinary Joe and Josephine.

According to Roger Clegg of the CEO, the United States provides every child with an equal opportunity to succeed, a high-quality k-12 system, a testing system that is grounded in multicultural competencies and is thus unbiased, and equal access to the resources required to obtain college knowledge, file applications, and secure the necessary financing. Any difficulties in getting admitted, therefore, are the problems of individuals-- and society shouldn't bother addressing them.

According to Scott Walker and his administrators, the economic challenges the state faces stem at least partly from over-spending on individuals' college educations, and thus now is the time to pass the burden of payment onto individuals. Some UW alumni even appear to agree. After learning of Walker's cut, one such alum tweeted this:

UnitedCouncilUnited Council

More cuts to UW System and Education! http://t.co/EOcTuVMM

Oct 19FavoriteRetweetReply

in reply to @UnitedCouncil↑

@uwbadger74
frank rojas @UnitedCouncil Time for the UW students to step up and offset these cuts. Just a $250 surcharge would offset the majority of the cuts.
Oct 19 via webFavoriteRetweetReply

This same person argued during discussion of the New Badger Partnership that UW-Madison students could, should, and would pay more for their college educations-- even as our economy tanked, parents were laid off, and unemployment rose (yes, even among college grads).

So here we are, faced with substantial rigorous, empirical evidence that inequalities in opportunities of all sorts are widespread, including in education, and yet still people are making arguments that these public issues are fundamentally private troubles.

What should you do when you are passed the buck? Told that your difficulty getting access to the American dream is nothing more than your own fault? Told that you are alone in holding responsibility for the opportunities offered to you? Told you just need to try a little harder, pay a little more, struggle a little longer?

First, recognize and empathize with the folks passing off the problems. They can't analyze data without filters that exclude any potential for systematic causes. Remember the words of C. Wright Mills: "When, in a city of 100,000, only one man is unemployed, that is his personal trouble, and for its relief we properly look to the character of the man, his skills, and his immediate opportunities. But when in a nation of 50 million employees, 15 million men are unemployed, that is an issue, and we may not hope to find its solution within the range of opportunities open to any one individual."

Second, note the real underlying problem-- the massive economic inequality which makes them pathologize others, and even makes them feel good while doing it. They are the real "little people," as Mills wrote, "estranged from community and society in a context of distrust and manipulation [and] alienated from work." You can't help but worry for them.

Third, keep focused and fighting to reform systems and organizations. Their efforts to demonize and individualize every single person will take far, far longer than our concerted efforts to change the spaces and places in which people live. (See, there's the Education Optimist!)

Finally, do not get frustrated and begin to believe them. Then you are truly alone in the world, and all hope really is lost.

Wisconsin's Economy Needs Affirmative Action

On this, Republicans and Democrats throughout Wisconsin can agree: the state's economy is in the tank. We need to find ways to create more jobs and grow our paychecks, and fast.

An overwhelming body of evidence shows that state and local economies are greatly enhanced by educating their workforces. Employers build and expand businesses where they can find educated talent and thriving communities where their employees can live. An under-educated population in a landscape with significant pockets of poverty does not make for a hospitable place to do business.

A college education pays off. Sure, more people are going to college, and that makes some people worry that the returns will diminish. But just look around: the unemployment rate of college graduates may be up slightly, but it's still half that of workers without college degrees. You have to like those odds. The chances that you will end up mired in poverty, dependent on government benefits, unable to send your own kids to college--these are greatly reduced if you complete at least a year of college.

This is common sense, and people know it. What they may not realize is that a college education pays off MORE for the people who are least likely to get it. Those kids who we might consider "long shots" when it comes to earning a college degree face the worst labor market prospects if they don't attend college-- so going to college gives them a huge boost. And they benefit even more if they not only attend college, but attend where with the resources and advantages improve their odds of finishing -- places like UW-Madison.

Data proves this: the best way for the people of Wisconsin to maximize the contribution of a college education to their economy is to ensure that the kids who are the "long shots" get to attend its most selective universities. Yes, those individual kids will benefit-- but even more importantly, we all will. The returns to helping them avoid poverty and become gainfully employed taxpayers accrue to the whole state.

This is why affirmative action works for Wisconsin. It helps extend educational opportunities to those who will reap the biggest benefits, which spill over to us all. Without some attention paid to a student's ability to benefit from college, selective colleges would admit only the "sure things"--students who will actually benefit the least. Sure not all of the "long shots" will succeed--but large numbers of them will, far more than those who would if they only attended non-selective colleges. And as for the rest of us, working hard and raising "sure thing" kids, we are not harmed by that extra attention to the "long shots" (the idea that we are being "penalized" is a statistical fallacy), and because benefits to a college education acrrue to communities, we are actually helped.

Affirmative action is in Wisconsin's best interest, and it's within our rights. It's time to stand up for a policy that efficiently uses a college education to grow our economy.

Task Force Named to Rethink UW System

The following folks will be rethinking UW System, courtesy of the Fitzgerald Brothers who got to choose 12 of the 17 task force members.

Their choices include:
Sen. Sheila Harsdorf, R-River Falls
Rep. Steve Nass, R-Whitewater
Rep. Pat Strachota, R-West Bend
UW-Platteville Chancellor Dennis Shields
Wis. Technical College Board President Mark Tyler
Former UW Alumni Association Chair Renee Ramirez
Carroll University Board of Directors member Joanne Brandes
Business Owner Tim Higgins
Former UW Regent Fred Mohs
UW Colleges and Extension Chancellor Ray Cross
UW-Oshkosh Chancellor Richard Wells
Former UW Student Regent Joe Alexander

Last spring, some of these folks were strongly opposed to the New Badger Partnership--UW-Madison's effort to break from UW System.

For example, who can forget Ray Cross's astute remarks, delivered just a short time after his arrival in Wisconsin. He noted that comparisons to U. Michigan were inappropriate, and stressed the importance of keeping UW System together especially during a "contentious and partisan" period. His goals including reducing competition and duplication, helping campuses fulfill their designated missions, and yes, obtaining more flexibility.

Chancellor Richard Wells had a crisis regarding academic freedom on his hands this spring after a March 7 incident in which an Oshkosh professor encouraged his students to sign a recall petition. He used the event as a teachable moment, holding a community discussion on political activities. We can expect that disagreements over the importance of academic freedom and how to best protect it will be implicit in the task force's discussions, even if they are not explicitly on the agenda.

As for Tim Higgins, well, we Optimists featured him on the blog several months back. He, along with Renee Ramirez, endorsed the NBP.

But that was then, and this is now. What do we know about the positions of these folks on the future of UW System? Inquiring minds want to know-- so please, do write in and share.

Reform UW System, But Don't Render it Toothless

A busy first week of classes caused me to miss last week's UW System Board of Regents meeting, an event now known for its dramatic highlights and active Twitter feed. I was especially disappointed to miss it because it was the initial unveiling of the work UW System has done over the summer to re-orient itself given the recent legislative changes granting its member institutions more fiscal autonomy.

The main thrust of the documents shared at the meeting appears to be a desire to accomodate the wishes of (some of?) the UW chancellors for more decision-making authority and less oversight from the System office. There will be a downsizing of that office, and a corresponding restructuring.

I have heard a few folks suggesting that these moves look like the New Badger Partnership policy advanced by former chancellor Biddy Martin last spring. Reportedly, they think that those of us who felt the NBP was ill-advised, given its obvious leaning towards privatization, should also be upset about the System changes. Both of these arguments seem to hold little water. First and foremost because the System changes are the result of a transparent process during which time many discussions with relevant partners were held. That in no way resembles what transpired with the NBP. With regard to the System changes there is no evidence that any individuals seek to gain personally or politically from these reforms, or that they make any institution within System more vulnerable to the influence of private interests. These appear to be modifications to bureaucratic processes, rather than large-scale changes to governance structures. There is nothing here resembling the Board of Trustees proposed by Martin and her team, which would have installed a Governor Walker-dominated set of leaders overseeing UW-Madison instantaneously.

That doesn't mean, however, that I am free of concern. On the contrary, I worry that the moves at System belie an approach of appeasing institutional leaders whose natural tendencies are to have as much control as possible over their own campuses. The preservation of statewide interests in Wisconsin public higher education requires close coordination of the work on each campus, and that kind of work isn't fun. It isn't the kind of thing people volunteer to do. And so it must be led by a System whose employees are experienced and paid to do it.

I am also especially concerned with System President Kevin Reilly's statements about the future of national initiatives in System's work. While we can all point to national initiatives that have failed, there are also those that have succeeded--in getting institutional leaders to consider what their data have to say about their policies, at convening faculty and staff from across campuses and states to learn across new practices that could help Wisconsin, etc. Two of the most important aspects provided by national initiatives are vision and cover. Making common cause with colleges and universities across the state and country renews our sense of energy and purpose. And that common work can make it possible to collectively undertake efforts that individually are politically hard to do. It can be difficult, for example, for a chancellor to convince his campus they must talk about racial gaps in their college completion rates--it is often easier if instead campus leaders are invited to become part of a larger group engaged together in these conversations. Decades of organizational research indicates that the best ideas don't come from conversations occurring in silos but rather than those where we can learn from those who've tried and succeeded, and those who've tried and failed. So I hope that Reilly will continue to make System's participation in these national initiatives a priority, and keep the talented teams in place who currently lead them.

Those of us working diligently to preserve Wisconsin public higher education need to support System's right to influence the work of its campuses. Van Hise should not be diminished into a central party-planning office, or one whose workers can do little more than rubber-stamp the offerings of campus leaders. Certainly there should be more give-and-take with talented local leaders like UW Colleges Ray Cross, and Reilly should embark on a statewide tour to interact with faculty, staff, and students at all colleges and universities so as to get in touch with their needs. They all need to get a better sense of him and System writ large, lest during the next go-around they continue to believe the fallacious tales they are told. The position of System president must remain one of power and influence. A significantly weakened System makes all of Wisconsin public higher education vulnerable to further loss of legislative support. That's the last thing Wisconsin's economy and its working families need.