Response to 1998 Legislative
Directive
November 17, 1999 (First Reading)
December 15, 2000 (Second Reading)
Report Due May 2000
This report is the result of the work of a great number of
people. The MnSCU Graduate Council has
worked on this report for over a period of more than a year. Its members have included:
Bemidji State
University
Kathryn Morgan (Chair)
and David Larkin
Minnesota State University, Mankato
Tony
Filipovitch (co-Chair) and Brian Boettcher
Metropolitan State University
Gary
Seiler, Ken Zapp, and Dennis Shanholtzer
Moorhead State University
Larry
Reed and Dennis VanBerkum
St. Cloud State University
Dennis Nunes
(past-Chair), Charles Moore, and Donna Gorrell
Southwest State University
William
Borges, Eileen Van Wie, and Eleanor Pobre
Winona State University
Pauline Christensen
(past-Chair), Lee Gray, Marie Maher, and Tom Sherman
MnSCU System Office
Manuel M. Lopez, Neala
Schleuning, and Shelly Heller
Additional research and editing assistance was provided by
Sue Nemitz, System Director-Budget, Mitchell Rubinstein, Director-Policy and Planning,
Bruce Steuernagel, Labor Market Analyst, and Marla Sykes and Shirley Schultz,
Administrative Assistants; and research assistants at Moorhead State
University.
Shelly Heller provided invaluable assistance editing and
preparing the report and coordinating the various pieces of information as they
flowed among the Council.
The report was written by Tony Filipovitch and Neala Schleuning.
Acknowledgements ………………………………………………………………. 2
Executive Summary………………………………………………………………. 4
Graduate Education at Minnesota
State Universities…………………………… 7
Access
to Doctoral Programs……………………………………………….. 8
Why Should MnSCU Offer Doctoral Degrees?……………………………... 9
Applied Doctoral Study in
Context………………………………………………. 12
Definition of Applied Doctorate …………………………………………… 12
Doctoral Education in the United States……………………………………. 12
Doctoral
Education in Minnesota…………………………………………… 13
Student Interest…………………………………………………………………… 18
The
Value of Student Interest………………………………………………. 18
MnSCU Survey of the Marketplace..………………………………………... 19
Labor Market Demand …………………………………………………………… 21
Educational
Administration & Leadership…………………………………… 21
Psychologists/Counselors…………………………………………………… 23
Higher Education Faculty in Professional Fields…………………………….. 24
Other Fields………………………………………………………………… 24
Program Quality and
Accountability…………………………………………….. 26
Financing Graduate Education………………………………………………….. 28
Why
Graduate Education Is More Expensive………………………………. 28
Revenue: Who Should Pay?………………………………………… 28
Achieving Economies of Scale……………………………………... 30
Faculty Workload…………………………………………………... 30
Additional Costs……………………………………………………. 31
Benefits…………………………………………………………..… 31
Comparative
Costs: MnSCU/University of Minnesota…………………….. 31
Finance Simulation…………………………………………………………. 32
Assumptions……………………………………………………….. 32
Applied Doctorates Simulation…………………………………….. 34
Cohort Enrollment Break Even Projection………………………… 35
Recommendations ………………………………………………………………. 36
References ……………………………………………………………………….. 38
Appendices
Appendix
I: MnSCU Graduate Program Inventory……………………..…. 44
Appendix II:
Doctorate in Educational Leadership……………………….. 47
Appendix III: Doctorate
in Clinical Psychology/Behavioral Medicine……. 48
Appendix IV: MnSCU
Graduate Council Membership …………………… 51
EXECUTIVE SUMMARY
ACCESS AND AFFORDABILITY
This report
represents MnSCU’s detailed response to the 1998 Legislative directive to
assess the feasibility of doctoral degree programs at MnSCU institutions. This report makes three recommendations:
RECOMMENDATION 1: AUTHORITY
The
Board of Trustees should amend MnSCU Board Policy 3.25 and authorize the state
universities to offer doctorate degrees in selected applied areas.
RECOMMENDATION
2: PARAMETERS & GUIDELINES
MnSCU should develop Academic
Program Approval Guidelines for Doctoral programs. These guidelines would incorporate existing MnSCU criteria.
RECOMMENDATION 3: COLLABORATION
MnSCU institutions should
continue to develop fully collaborative programs among themselves, with the
University of Minnesota, or with other institutions. With the flexibility of the authority to offer doctorates, the
lead institution should be one of the state universities.
RECOMMENDATION
4: REQUEST FOR LEGISLATIVE LANGUAGE
CHANGE
Consistent with the charge in
M.S. 1995, Chapter 248, Article 11, Section 10. Minnesota statutes 1997, section 135A.052, subdivision 1 to
“recommend to the legislature appropriate changes in law necessary to carry out
the mission of the system, “the Board of Trustees of the Minnesota State
Colleges and Universities requests the above legislation be amended as
follows: “the state university system
shall offer undergraduate and graduate instruction through the doctorate
degree, in the liberal arts and sciences and professional education; and …”
The
State of Minnesota has a compelling interest in an up-to-date workforce
prepared for the “Knowledge Society.”
The growing demand in business and industry for highly trained labor was
predicted eight years ago when Peter Senge announced "the learning organization." In a rapidly changing society, managers of
that change will not only have to master the skills of their business, they
will also have to have the skills to invent new techniques and approaches,
often for products and services which are being invented in the process. This requires a new culture, one that
straddles the technical and the theoretical—what Donald Schon (1983) called
"the reflective practitioner."
In the 21st Century “knowledge industry,” doctoral education
will become a basic requirement for senior professional practice. MnSCU is ideally positioned, both by its
mission and its geography, to provide such an education. The mission of MnSCU reads, in part, “…to
provide accessible, high quality, future-oriented education and community service….”
Practitioner-oriented doctoral education sits squarely in the middle of that
mission. Further, access to higher
education is difficult for individuals who do not have ready access to the Twin
Cities, the only place in the state where the doctorate is offered. MnSCU, on the other hand, already has
graduate education institutions throughout rural Minnesota, but does not
presently offer any doctoral programs.
Survey returns from 769 MnSCU
graduate alumni indicate that student demand for doctoral education is
high. Seventy-seven percent of the
individuals surveyed were somewhat or strongly interested in continuing their
education; 88 percent indicated that time constraints would be a significant
factor influencing their decision to return to their studies; and 94 percent
said it was important for them to be able to continue to work while pursuing
doctoral education. Further, 93 percent
of the respondents indicated that they would apply what they were learning in a
doctoral program to their present career.
A
central issue for MnSCU’s provision of doctoral education is the assurance of
doctoral-level quality. MnSCU
universities already meet or can readily be prepared to meet the quality
measures for doctoral degree programs set out by the Council of Graduate
Schools:
·
A high quality program distinctive from existing programs
·
Coursework which is more intellectually demanding,
exclusively for graduate students
·
Quality of faculty—all faculty will have appropriate
terminal degrees
·
Expectation of ongoing faculty research and
publishing—with different expectations of the research skills of faculty of
professional programs
·
Clear evidence of student interest
·
Adequate resources—financial, library, physical
facilities, support services, recruitment programs
·
Appropriate administrative and research support services
·
Institutional proportion of full-time to adjunct faculty
consistent NCA guidelines
·
Quality of students and rigorous entrance requirements
The cost of graduate education
is generally higher than that of undergraduate education for a number of
reasons. However, comprehensive
universities like MnSCU state universities can achieve economies of scale and
are likely to be more cost-effective providers of graduate education when
compared to Research I institutions.
Further, the state has an interest in supporting graduate education
because there are societal benefits in addition to the private benefits: the
importance of lifelong education for professionals to stay on the cutting edge,
a renewed workforce, the economic development benefits for communities that
have access to advanced training opportunities. With no more than the current level of state support for graduate
education, the MnSCU universities can provide affordable doctoral education
through cost-related tuition.
Cost-related tuition at the graduate level enables universities to meet
student demand while not passing the burden of that cost on to undergraduate
students.
Of course, estimating the ratio
of the benefits to the costs of practitioner-oriented doctoral programs is
difficult and will vary depending on the specific configuration of the program.
The benefits will accrue to the individual student, to the businesses which
will employ them, and to the communities in which they will study and in which
they will work. The community and economic development benefits (captured by
the community and the individual firms) are more difficult to measure. The community benefit lies in the
competitive advantage which comes from being able to develop depth and be
up-to-date and “cutting edge” in a selected industry, and the economic growth
which that brings. In rural Minnesota,
this is a significant benefit. By
investing in individuals who are
currently in place, one anticipates a reduced likelihood of out-migration
compared to individuals recruited to the community from elsewhere, again a
significant issue in rural Minnesota.
MnSCU already has a significant
investment in graduate education and it would be cost-effective to add selected
doctoral-level programming at some of the state universities. A cost-revenue simulation was developed
based on conservative assumptions of a cohort of 25 students, a 69 credit
degree, faculty salaries well above midrange IFO salary, faculty ľ time to
doctoral program, tuition of $250 a credit, and an indirect cost ratio
essentially the same as for existing graduate and undergraduate programs. The simulation shows revenue of $426,000
exceeding anticipated costs of $300,000, leaving a margin of $125,000 (a
working ratio of 1.42).
DOCTORAL EDUCATION AND THE MnSCU MISSION:
ACCESS AND AFFORDABILITY
Response to 1998 Legislative
Directive
Beginning
in 1953, Minnesota state universities were authorized to offer masters degrees. In 1964 Mankato State University sought
approval to offer a Ph.D. As a result
of their efforts, the state universities were authorized by the legislature to
offer doctorates in 1967. A study
mandated by the legislature and completed in 1968 identified reservations about
the proposal, although, according to a 1987 HECB report, “demand might exist
for professional doctorates such as the Doctor of Education and Doctor of
Psychology” (HECB, 110). The authorization
to offer doctorates remained, but in the early 1980s the legislature issued the
first in a series of session laws which instructed the Minnesota State
University System not to consider or propose doctoral education without prior
legislative approval.
In the
1998 session, the legislature instructed the MnSCU Board of Trustees and the
University of Minnesota Board of Regents to prepare a report to "evaluate
the costs and benefits and need throughout the state for practitioner-oriented
doctoral degree opportunities."
The University of Minnesota presented a report independently to the
legislature and the MnSCU Board of Trustees made a brief note of MnSCU’s
response as part of their 2000-2001 biennial budget as requested. The MnSCU Board of Trustees asked that a
more extensive report be completed.
This report represents MnSCU’s detailed response to the 1998 directive.
|
Award
|
Number of Programs Available 1998-99 |
|
Master
of Arts (MA) |
32 |
|
Master
of Science (MS) |
109 |
|
Master
of Business Administration (MBA) |
5 |
|
Other
Masters (MFA, MMA, MM, MSN, MLA) |
9 |
|
Specialist
(Ed.S.) |
8 |
Total
|
163 |
*Does NOT include sub-specializations within
degrees. See Appendix 1 for a detailed inventory
of Graduate Programs at MnSCU state universities.
Public
education has a particular mission to provide egalitarian access to the
benefits of higher education. This
mission extends to doctoral level work.
Equality of access is currently assured on the basis of merit. Particularly in the case of applied,
practitioner-oriented education, however, location and scheduling can create
other significant issues in equality of access.
In
1996, MnSCU institutions graduated 8,552 baccalaureate students, the University
of Minnesota institutions graduated another 6,522, and private institutions
graduated 8,200. Most of these students
went on to careers in education, business, industry, and public service. When they return for further professional
development, they are likely to be non-traditional students who do not pursue
full-time study. The primary population
served by MnSCU graduate programs is by and large working professionals, and
most of those students are enrolled on a part-time basis. In the fall of 1996, for example, over 5,000
students enrolled in graduate work at MnSCU institutions (including masters);
1,269 of them in education programs.
Approximately 1,500 of those students attended full time; the majority—3,500—attended
part time. In comparison, nearly 13,000
students enrolled in graduate programs at the University of Minnesota, over
7,000 were full-time. Non-traditional
students, frequently employed full-time and committed to their professional
development, cannot travel long distances or attend many daytime classes to
reach their goals. They need programs
that can be assembled within reasonable commuting distance of their home or
work, and can be flexibly scheduled in non-traditional time slots. These issues of limited access due to
distance or time schedules particularly affects many women and minorities.
Accessible to Working
Professionals: The applied doctorate tends to appeal to
local markets and to existing practitioners seeking advancement in their
respective fields—professionals committed to remaining in the state. Their continuing education enhances the
brainpower in the state’s capital of knowledge and skills. In contrast, Research I Ph.D. programs
operate in a national and international market. People from all over the country and the world are attracted to
the high quality programs offered, and upon completion of the Ph.D. many
graduates of these programs take positions outside the state where they earned
it. Further, some doctoral programs at
Research universities are not accessible to students if they are not willing to
attend full-time or during daytime hours.
MnSCU graduate programs have an established pattern of providing
graduate education on a flexible basis to part-time and evening students.
Accessible to Professionals
Statewide: As Rowley, Lujan & Dolence
(1998) point out in Strategic Choices for
the Academy, workplace realities are shifting from industrial work to
“knowledge work” (even in factory settings).
And with this shift, the education needs of the 21st century
worker are changing, too. Knowledge
workers “need to be highly educated to interface effectively with the technical
and international components of their job” (p. 10). In a growing number of fields (e.g., educational administration,
psychology, engineering) doctoral education is becoming a basic
requirement. According to a recent NSF
study of doctoral education, 40 percent of doctoral recipients in 1992 who were
not going on for further study were planning non-academic careers with business
and industry, government, and nonprofit organizations (Henderson, Clarke &
Reynolds, 1996, p. 110).
While
Minnesota is currently experiencing a critical labor shortage, this has been a
long-standing issue for greater Minnesota.
In rural Minnesota, there is a particular problem of misallocation
between the supply of workers and industry needs. For the last seven years, rural Minnesota has been struggling
with the out-migration of its youth.
Mark Gaalswyk, CEO of Easy Systems in Welcome, MN, points out that “most
of the assets of a technology company are in the minds of your people.” It is critical to attract and keep high
quality employees; in rural Minnesota, more and more companies are talking
about “homecoming”—stemming the outflow of the community’s youth and
stabilizing the local workforce.
Providing the opportunity for the best and the brightest to pursue their
dreams without having to leave their home community is part of this
solution. Currently, all existing doctoral
programs are located in the Twin Cities; none are in rural Minnesota.
Accessible to continuing
professional education: In a study of graduate
education programs in the state of Florida, Paul Brinkman noted, “One purpose
of graduate education is to enable professionals, who are practicing or who
plan to practice in an academic or non-academic setting, to add to their
personal knowledge and to that of their profession…. Enrollment in education administration programs … reflects a
relationship between part-time student enrollment and the availability of an
education administration program at a local institution” (Brinkman, 1986). It requires a particular flexibility to
make graduate programs to students such as these.
Accessible through better
articulation with prior credits earned: MnSCU
already provides access to post-baccalaureate education for Greater Minnesota
through the Master’s degree and the Specialist degree. However, there is a lack of articulation
between that work and further advancement to the doctoral degree. Currently, only 18 credits are accepted to
meet the minimum number of credits for a doctoral degree from a previously
earned graduate degree, including those earned at MnSCU institutions. In the absence of doctoral programs outside
the Twin Cities, many beginning professionals living and working outside the
Twin Cities and pursuing a career path that will eventually require doctoral
training are forced to choose between their community and their ability to
pursue such professional advancement.
Affordability: Private
universities are very expensive, both in terms of time and money. Many young professionals are committed to
their professions and to raising a family at the same time they desire to seek
continuing education. In addition, the
time spent traveling to the Twin Cities only adds to study and research time.
The
State has a compelling interest in an up-to-date workforce prepared for the
“Knowledge Society.” MnSCU is particularly
well positioned to serve that interest, up to and including applied doctoral
programs.
Applied,
practitioner-oriented education is particularly suited to the mission of comprehensive universities. Conrad, Haworth & Miller (1993) argue
that comprehensive universities have had a particular emphasis on education
which is practitioner-oriented (rather than theory-oriented), which emphasizes
skill development (more than research) and emphasizes training in those skills
(rather than broadly focused scholarship).
The mission of MnSCU reads, in part, “…to provide accessible, high
quality, future-oriented education and community service….”
Practitioner-oriented doctoral education sits squarely in the middle of that
mission. While research universities have
played an important role in the provision of applied doctoral education it is
generally not central to their mission (the University of Minnesota, for
example, currently offers only two applied doctorates). The University of Minnesota indicated in
their report to the legislature that they “should not be compelled to deliver
relatively low cost applied doctoral programs, even though some of those
programs are only being delivered by private institutions in Minnesota” (Applied, 9).
As
already noted, access to higher
education is difficult for individuals who do not have ready access to the Twin
Cities, the only place in the state where the doctorate is offered. MnSCU, on the other hand, already has
graduate education institutions throughout rural Minnesota but does not
presently offer any doctoral programs.
Practitioner-oriented doctoral study provides an avenue for
professional workers to pursue lifelong learning. While this point
is obvious, when paired with issues of access it has particular importance for
professional workers in areas of the state outside of the Twin Cities. Location can be a significant issue in the
equality of access. Non-traditional
students, frequently employed full-time and committed to their professional
development, cannot travel long distances or attend many daytime classes to
reach their goals. They need programs,
which can be assembled within reasonable commuting distance of their home or
work, and can be flexibly scheduled in non-traditional time slots.
The State
Universities are in a unique position
to serve individuals who are limited by geography in their access to further
education. Because of its applied
nature, both in the scope of its inquiry and in the people it attracts,
practitioner-oriented doctoral education provides more immediate returns to the
public, which supports it.
There
are no publicly supported doctoral
programs outside the Twin Cities.
The University of Minnesota serves largely a national market with its
doctoral programs while private institutions in Minnesota can meet demand only
where a sufficient concentration of students exists to make it feasible. On occasion, the University of Minnesota
does offer programs at temporary sites outside the Twin Cities. However, MnSCU institutions are in a more
advantageous position for offering doctoral education in greater Minnesota
since we already have graduate campuses in place.
Finally,
there is the matter of institutional
readiness. MnSCU universities offer
163 different graduate degree programs (Table I). Four of the state universities offer the post-master’s Specialist
degree in several different fields (Table II).
Three of the state universities have been accepted as equals by the
University of Minnesota to partner in offering the U of M’s Ed.D. in limited,
cohort-based offerings (the 1999 cooperative Ed.D. between U of M, Winona State
University, and Minnesota State University, Mankato has 26 students
enrolled). Graduate faculty from those
institutions have been accepted as members of the U of M’s graduate
faculty. In some programs (e.g.,
Clinical Psychology at Minnesota State University, Mankato), more than 90
percent of the Master’s recipients are accepted directly into Ph.D. programs
around the country. While MnSCU
institutions have no desire to offer a full range of doctoral programs, in
selected areas MnSCU institutions have demonstrated that they have the faculty,
the students, and the curricular depth to move to doctoral education.
Table II
Award
|
1993-94 |
1994-95 |
1995-96 |
1996-97 |
1997-98 |
St. Cloud
|
|
|
|
|
|
|
6th Year |
11 |
5 |
3 |
16 |
44* |
|
Specialist |
7 |
7 |
4 |
1 |
3 |
Mankato
|
|
|
|
|
|
6th Year
|
20 |
26 |
23 |
19 |
20 |
Specialist
|
23 |
16 |
13 |
7 |
10 |
Moorhead
|
|
|
|
|
|
Specialist
|
1 |
3 |
2 |
7 |
N/A |
Winona
|
|
|
|
|
|
|
Specialist |
1 |
3 |
1 |
2 |
0 |
TOTAL#
|
62 |
57 |
71 |
63 |
77 |
*semester conversion completes
#Prior State University post
masters awards, 88-89, 56; 89-90, 75; 90-91, 78; 91-92, 58; (Minnesota State University Fact Book)
APPLIED
DOCTORAL STUDY IN CONTEXT
DEFINITION OF APPLIED DOCTORATE
The generic
term “doctorate” is used to refer to a variety of post-master’s awards. Institutions in Minnesota offer a variety of
post-master’s awards such as doctorates in applied fields, First Professional
awards, and Ph.D.’s.
Applied
Doctorate. The applied doctorate is a
degree designed to prepare individuals for professional practice rather than
scholarly research and study. Examples
of applied doctorates include: Doctor of Education (Ed.D.), Doctor of Business
Administration (D.B.A.), Doctor of Public Administration (D.P.A.), and the
Doctor of Psychology (Psy.D.). This
report will focus on the state’s need for additional educational opportunities
in professional areas.
While
the Ph.D. is often described as a “research” degree as opposed to an “applied”
degree, applied doctorates also reflect a deep commitment to research. The research expectations are different, as
are the subjects of the applied research.
Where the Ph.D. focuses on research internal to a given discipline, the
applied doctorate concentrates on applied research in the practice of
the discipline in the professional field.
It reflects the mastery of a practice, the skills and ability to conduct
a major applied research project, and a demonstrated contribution to the
practice of the student’s discipline.
Other
terms used to describe the applied doctorate include “professional,”
“practitioner-oriented,” “reflexive practitioner,” and “action research.” The corporate community sometimes refers to
them as “senior executive programs.” Their
primary clientele is the mature professional seeking advanced learning in their
professional field.
First
Professional. First
Professional degrees are externally regulated degrees—graduates must be
formally examined and licensed before they are allowed to practice. Examples include the J.D. (Law), M.D.
(Medicine), D.V.M. (Veterinary Medicine), D.D.S. (Dental Science). MnSCU is not proposing to award first
professional degrees.
Doctor
of Philosophy (Ph.D.) The Ph.D. is a discipline-based
research degree. Recipients of the
Ph.D. have conducted scholarly research (called a dissertation or doctoral
thesis) that reflects an original contribution of theory to the specific
discipline/field in which the award is granted. According to Scott Kerlin, “The
doctoral dissertation is viewed by faculty as serving two principal goals: (1)
to demonstrate skills; and (2) to train in research skills” (Kerlin, 2). The recipients of Ph.D. awards are
recognized as knowledge producers.
DOCTORAL EDUCATION IN THE UNITED STATES
The Carnegie classification of institutions of higher
education in the United States includes several categories of institutions that
deliver doctoral education. Criteria
for distinguishing among them include:
Research University I. These institutions have a major
commitment to graduate education. They
“offer a full range of baccalaureate programs, are committed to graduate
education through the doctorate, and give high priority to research. They award 50 or more doctoral degrees each
year. In addition, they receive
annually $40 million or more in federal support.”
Research University II. These institutions are similar to Research I
universities. They receive less federal
support: between $15.5 million and $40 million.
Doctoral University I. These institutions have a smaller
commitment to graduate education. They
“offer a full range of baccaluareate programs and are committed to graduate
education through the doctorate. They
award at least 40 doctoral degrees annually in five or more disciplines.”
Doctoral University II. These institutions are similar to
Doctoral I institutions. They offer
fewer awards annually: “at least ten
doctoral degrees—in three or more disciplines—or 20 or more doctoral degrees in
one or more disciplines.”
Minnesota state universities are currently categorized as
Master’s (Comprehensive) Universities I: “These institutions offer a full range
of baccalaureate programs and are committed to graduate education through the
master’s degree. They award 40 or more
master’s degrees annually in three or more disciplines.” Addition of doctoral education at any of the
state universities could move them from one Carnegie category to another—from
Master’s Comprehensive University I to Doctoral University II.
It is very unusual for a state to have just one public
institution offering doctoral education.
In every other state in the Upper Midwest, more than one public
institution of higher education offers the doctorate: North Dakota, 2; Nebraska, 2; South Dakota, 2; Wisconsin 4; Iowa,
3; and Kansas, 4.
DOCTORAL EDUCATION IN MINNESOTA
A
highly educated workforce is critical to a high-tech, high-wage economy. While this study will focus on post-master’s
education, an overview of graduate education delivery at all levels in the
state is helpful in understanding the context of post-master’s education. Table
III reports enrollments exceeding 30,000 in all graduate programs in Minnesota
for fall 1996. As the table indicates,
the majority of Minnesota graduate students were enrolled at the master’s
level—23,764. Healthy and viable
master’s programs contribute in no small measure to the success of doctoral
programs. There are a limited number of
post-master’s providers, and they are located in the Twin Cities. Current providers of doctoral education
include the University of Minnesota, Walden University, University of St.
Thomas, Minnesota School of Professional Psychology, and several seminaries. St. Mary’s University and Hamline
University have recently initiated Doctoral degrees, but have not yet graduated
their first students. Several state
universities offer the Specialist degree, which is post-master’s study but not
a doctoral degree.
Institution
|
Master’s
|
Post-Master’s
(includes specialists, certificates, doctorates) |
First Professional |
|
|
St.
Mary’s University of Minnesota |
7142 |
|
|
|
|
University
of Minnesota-Twin Cities |
5125 |
3761 |
2552 |
|
|
University
of St. Thomas |
4122 |
248 |
72 |
|
|
Minnesota
State University, Mankato |
2627 |
115 |
|
|
|
St.
Cloud State University |
1372 |
93 |
|
|
|
College
of St. Scholastica |
536 |
|
|
|
|
Hamline
University |
448 |
|
1 |
|
|
University
of Minnesota-Duluth |
342 |
13 |
110 |
|
|
Winona
State University-Rochester |
338 |
|
|
|
|
Moorhead
State University |
332 |
11 |
|
|
|
Bemidji
State University |
318 |
|
|
|
|
Metropolitan
State University |
299 |
|
|
|
|
Winona
State University-Winona |
278 |
66 |
|
|
|
Augsburg
College |
192 |
|
|
|
|
Mayo
Health Related Sciences |
175 |
|
|
|
|
Bethel
Theological Seminary |
167 |
|
332 |
|
|
Luther
Seminary |
121 |
22 |
458 |
|
|
St. John’s
University |
90 |
|
19 |
|
Southwest
State University |
80 |
|
|
|
|
United
Theological Seminary |
47 |
34 |
112 |
|
|
Minnesota
School of Professional Psychology |
27 |
422 |
|
|
|
William
Mitchell School of Law |
14 |
|
1046 |
|
|
Walden
University |
|
1032 |
|
|
|
Mayo
Medical School |
|
|
165 |
|
Northwestern
College Chiropractic |
|
|
745 |
|
|
All
Other Private Schools |
89 |
|
|
|
|
Totals: |
23,764 |
5,817
|
5,612 |
|
Source:
HESO, IPEDS
The
investment by students and the legislature in graduate education reflects
Minnesota’s long-standing commitment to a well-educated workforce. A 1987 report prepared by the Higher
Education Coordinating Board noted that “advanced study accounts for a
significant portion of Minnesota’s post-secondary enrollments.” The percentage of the state’s population
enrolled in graduate and first professional programs varied from 9 to 12
percent (HECB, 122). Institutions
enrolling graduate students changed over time: “the private sector’s share of
graduate enrollment increased from 3 to 25 percent, while the public sector’s
share declined from 97 to 75 percent” (HECB, 126). The majority of students continue to attend publicly supported
institutions. In 1995, for example, a
total of 21,056 students were enrolled in graduate programs: 3,336 in first
professional programs such as law and medicine, and 17,720 in masters and
doctoral programs. Of the 21,056
students, 5,115 were attending private institutions, the balance of 15,941
attended public institutions (HESO, 1995).
Minnesota
doctoral programs with the highest enrollments are concentrated in professional
fields (see Table IV). Of the nine most
popular fields of study, only one—biological sciences—reflected a traditional
scholarly research discipline and another was unspecified. Most of the degrees awarded, however, are
the Ph.D.
Table IV
Minnesota Master’s and Post-Master’s Enrollments
Nine Most Common Fields of Study
|
Field |
Master’s Public and Private |
Post-Master’s State Universities |
Post-Master’s (U of M) |
Post-Master’s
Private
|
|
Education |
5189 |
5,817 |
641 |
408 |
|
Business
and Management |
4284 |
N/A |
87 |
349 |
|
Health
Profession/Sciences |
1452 |
N/A |
261 |
109 |
|
Psychology |
990 |
N/A |
196 |
567 |
|
Public
Administration and Services |
843 |
N/A |
32 |
|
|
Engineering |
635 |
N/A |
475 |
|
|
Computer
and Information Science |
580 |
N/A |
105 |
|
|
Biological/Life
Sciences |
133 |
N/A |
438 |
|
|
Undeclared |
4397 |
|
|
|
Source:
IPEDS
The
University of Minnesota offers applied doctorates in only two areas (See Table
V).
DMA-Doctor
in Music Arts
|
Ed.D.-Doctor
in Education
|
||||||||
Term
|
Total Enroll |
Total Award |
MN Resident
|
Non- Resident |
Term |
Total Enroll |
Total Awards |
MN
Resident |
Non-
Resident |
|
1993-94 |
57 |
9 |
38 |
19 |
1993-94 |
72 |
8 |
62 |
10 |
|
1994-95 |
65 |
19 |
35 |
30 |
1994-95 |
120* |
9 |
103 |
17 |
|
1995-96 |
63 |
8 |
29 |
34 |
1995-96 |
101 |
20 |
87 |
14 |
|
1996-97 |
64 |
11 |
24 |
40 |
1996-97 |
152 |
34 |
128 |
24 |
|
1997-98 |
59 |
13 |
21 |
38 |
1997-98 |
134 |
32 |
100 |
34 |
Private
institutions have filled some of this gap in applied, professional doctorates,
but their efforts are largely confined to the Twin Cities (see Table VI). The state universities continue to offer the Specialist award, but the
doctorate is increasingly the degree of choice, which is reflected in
enrollments in practitioner-oriented programs at private institutions.
Institution
|
Applied
Doctorate Offered
|
|
University of Minnesota, Twin Cities |
D.M.A. Doctor of Music Arts Ed.D.
Educational Policy and Administration; and Work, Community, and Family
Education |
|
University of St. Thomas |
Ed.D. Psy.D. |
|
Walden University |
Ed.D. |
|
Minnesota School of
Professional Psychology |
Psy.D. |
The doctorate
is the most commonly awarded post-master’s degree, and most are awarded by the
University of Minnesota as first professional or Ph.D. awards. Between 1985 and 1995, the University of
Minnesota ranked eighth in the nation in number of doctorates granted—outranked
only by the University of California-Berkeley, University of Wisconsin,
University of Illinois, Columbia, University of Texas-Austin, Ohio State, and
the University of Michigan. In 1995,
907 doctorates (excluding First Professional awards) were awarded in the state
(see Table VII).
Doctorates Awarded 1995
(All Types, excluding First Professional)
Minnesota Institutions By Program
|
Field
of Study
|
University
of Minnesota Twin-Cities |
Walden
University |
St. Thomas
University |
Mayo
Health Related Sciences |
Bethel/ Luther/ Unity Theological
Seminary |
MN
School of Professional Psychology |
|
|
Agriculture
Production/Science |
41 |
|
|
|
|
|
|
|
Renewable
Natural Resources |
16 |
|
|
|
|
|
|
|
Area
and Ethnic Studies |
4 |
|
|
|
|
|
|
|
Communications |
5 |
|
|
|
|
|
|
|
Computer
and Information Science |
16 |
|
|
|
|
|
|
|
Education |
92 |
46 |
15 |
|
|
|
|
|
Engineering |
114 |
|
|
|
|
|
|
|
Foreign
Language |
15 |
|
|
|
|
|
|
|
Home
Economics |
12 |
|
|
|
|
|
|
|
Letters |
39 |
|
|
|
|
|
|
|
Life
Sciences |
75 |
|
|
8 |
|
|
|
|
Mathematics |
21 |
|
|
|
|
|
|
|
Multi-Interdisciplinary
Studies |
1 |
|
|
|
|
|
|
|
Philosophy
and Religion |
7 |
|
|
|
|
|
|
|
Theology |
|
|
|
|
26 |
|
|
|
Physical
Science |
59 |
|
|
|
|
|
|
|
Psychology |
33 |
|
8 |
|
|
18 |
|
|
Public Affairs |
3 |
|
|
|
|
|
|
|
Social
Sciences |
45 |
26 |
|
|
|
|
|
|
Visual
and Performing Arts |
24 |
|
|
|
|
|
|
|
Health
Professions And
Related Sciences |
48 |
15 |
|
|
|
|
|
|
Business
Management and Administrative Services |
15 |
60 |
|
|
|
|
|
|
TOTAL |
685 |
147 |
23 |
8 |
26 |
18 |
|
Source:
IPEDS
STUDENT
INTEREST
THE
VALUE OF STUDENT INTEREST
Student
interest is a valid measure of market demand in a free-market economy. Students are entitled, especially when they are
willing to bear the marginal cost, to compete for limited opportunities. It is
a competitive market advantage for the state in having a pool of well-educated
professionals.
Enrollments
in Applied Doctorate programs are one good indicator of student interest. Table VIII highlights interest at Minnesota
institutions. Note the high enrollments
in private as well as public institutions.
It appears that not only is interest high in advanced degrees, but that
Minnesotan’s are willing to pay a premium price.
|
Institution |
Education |
Psychology |
Business Administration |
|
University
of Minnesota, Twin Cities |
641
(Ph.D and Ed.D) |
196 (Ph.D) |
87 (Ph.D) |
|
University
of St. Thomas |
64 (6th Year) 118
(Ed.D) |
58 (Psy.D) |
|
|
Walden
University |
226
(Ph.D) |
222
(Ph.D) |
349
(Ph.D) |
|
Minnesota
School of Professional Psych |
|
287
(Psy.D) |
|
|
Minnesota State University,
Mankato |
42 (6th
Year) 26
(Specialist) |
N/A |
N/A |
|
St.
Cloud State University |
Not
Available |
N/A |
N/A |
|
Winona
State University |
1 (6th Year) 23 (Specialist) |
N/A |
N/A |
Minnesota State University
|
Not available |
8
(Post Masters) |
|
*Source:
IPEDS, state universities
There
are, of course, other indicators of student interest.
·
Environmental
Scan. Fluctuation
in employment opportunities and labor market demand is only one of many environmental
factors affecting student choices. In
the case of education, for example, 58 percent of principals have been in
education for more than 25 years and 46 percent have been in their present positions for more than five
years. Forty-seven percent expect to
retire within the next five years (Bartleson & Boettcher, 1998). Other environmental factors include changes
in professional standards emerging needs in specialized areas of knowledge or
new directions in research requiring additional training.
· Southern Minnesota Ed.D. Survey. In 1998, the University of
Minnesota commissioned a survey of almost 4,000 K-12 administrators with
Master’s degrees who work in southeastern Minnesota and neighboring Wisconsin
and Iowa (University of Minnesota, 1998).
Twenty-five percent of the respondents indicated that they were strongly
interested in a doctoral program in education; another 32 percent indicated
that they were somewhat interested.
·
Cooperative programs with the University of Minnesota. The University of Minnesota has carried its
Ed.D. program to rural Minnesota in cooperation with St. Cloud State
University, Winona State University, and Minnesota State University,
Mankato. For the first cohort there
were approximately 120 applicants, of whom 25 were accepted. The second cohort had 75 applicants, of whom
22 were accepted. The third cohort
offered in Rochester, filled in 6 months and St. Mary’s University filled a
similar sized cohort in Mankato within a week.
MnSCU
SURVEY OF THE MARKETPLACE
Yet another
way to gauge student’s interest (particularly in opportunities which are not
currently available, so the interest can only be latent) is to ask them
directly. We surveyed by mail 4,000
recent alumni of Master’s programs from MnSCU institutions and selected MnSCU
faculty. Seven hundred sixty-nine
individuals returned usable surveys (70 percent from outside the seven counties
of the Twin Cities). Summary statistics
of key questions are provided in Table IX, and underscore several of the points
made earlier in this report. In
addition, space was provided for open-ended responses to the questions raised
in the survey.
|
Survey Item |
Strongly Disagree |
Disagree |
Agree |
Strongly Agree |
|
Personal
interest in participating |
13% |
10% |
32% |
45% |
|
Profession
interested in participating |
2 |
9 |
36 |
53 |
|
Time
constraints important |
5 |
7 |
22 |
66 |
|
Would
apply coursework to present career |
5 |
2 |
21 |
72 |
|
Continuous
working is important |
3 |
3 |
12 |
82 |
Interest in Applied Doctorates: Seventy seven percent of the individuals surveyed were somewhat
or strongly interested in continuing their education. Even those who were not personally interested indicated overwhelmingly
(89 percent) that they thought people in their profession would be interested
in pursing applied doctoral education.
One respondent wrote, “Current Ph.D. degrees are usually too much theory
and way short of anything practical—too research directed.” Another wrote, “Continued learning is
important regardless of the specific career,” and another wrote, “I believe in
a philosophy of lifelong learning to continually enhance areas of knowledge in
their vocation or discipline,” and yet another wrote, “Professional development
is essential to becoming better and more effective in our jobs.”
Access: Eighty eight percent indicated that time constraints would be a
significant factor influencing their decision.
Ninety four percent said it was important for them to be able to
continue to work while pursuing doctoral education! One of the respondents wrote, “For those of us who are hours away
from a doctoral program, continuing education is almost a pipe dream. The chance to work toward a terminal degree
without having to rearrange our lives completely would be an invaluable
opportunity! I changed several
responses from 3 to 4 [on the survey] because the more I think about this, the
more I want it!” Another wrote,
“Doctoral programs separate from the University of Minnesota campus would be
beneficial to professionals who work full time and are under time
considerations. More access and user
friendly options are needed.” A third
wrote, “It seems that the spaces available are so limited that few people have
an opportunity to go to school for a doctorate without relocating—that is if
they even get accepted. This would be a
wonderful opportunity to get the advanced degree while maintaining employment
in one’s chosen field which is how I accomplished my Master’s.”
Local Impact: Ninety three percent of the respondents indicated that they
would apply what they were learning in a doctoral program to their present career! In
other words, the benefits of doctoral education would return not just to the individual,
but also to the community in which that individual is currently working (and
would continue to work while in the program).
One respondent wrote, “The tax climate doesn’t help industries to locate
in Minnesota—an effective continuing education program can help offset that
disadvantage.” Another wrote, “An
enhanced pool of professionals with terminal degrees should be attractive to
businesses looking to locate offices in Minnesota.”
LABOR MARKET DEMAND
EDUCATIONAL
ADMINISTRATION AND LEADERSHIP
Chapter 3512 State Board of Education
Qualifications and Licensure of School Personnel Superintendents and Principals
(Subp. 3) requires
that school administrators complete the equivalent of two degrees or one degree
and substantial post master’s coursework beyond the baccalaureate. Possible awards include: Masters, 6th
Year Certificate, Specialist, doctorate, or 45 credits beyond the
Master’s.
In
recent years, these degree requirements have been replaced by twenty-one
separate competencies. These
competencies for school administration certification have been incorporated
into the post baccalaureate curricula, and continue to be met by completion of
a master’s and a doctorate, 45 credits, or a specialist award. In a 1991 study of degree attainment by
public school administrators, Brian Boettcher noted that “most individuals
holding central office positions have their specialist, sixth year equivalent,
or doctorate” (27). The state
universities are responsible for training one-half of all educational
administrative practitioners in the state (29).
The
Minnesota Department of Economic Security (MDES) collects data from employers
on occupational employment by industry.
These figures are used as a basis for projections of occupational
demand. The Educational Services
industry includes public and private elementary and secondary schools, public
and private post-secondary colleges and universities, and non-academic training
organizations. MDES estimated that in
1996 there were about 4,175 educational administration positions in the State’s
Educational Services industry. In
addition, MDES estimated that there were about 1,400 executives, such as
Superintendents and Presidents.
Approximately two-thirds of the administrator and executive positions
are in elementary and secondary schools (3,700); nearly a fourth are in
post-secondary colleges and universities (1,300); and about 10 percent are in
other education service firms (600).
The Minnesota Department of Children, Families and Learning (CFL) has
identified 2,860 positions in public elementary and secondary education
administration (this figure does not include individuals working in
private institutions).
MDES
projections of occupational demand are estimated by combining two figures:
predicted job growth (which corresponds to general economic growth) and
replacement. According to MDES
projections, job growth in the educational administrator and executive field is
anticipated to be above average”—about 21 percent for over the ten-year period,
compared to 16 percent for all occupations.
The replacement rate is higher than the average and reflects a bulge in
retirements due to the hiring boom of the 70’s. Taking all of these figures into account, the MDES has estimated
a future need for about 250 new and replacement openings per year for the next
decade (see Table X).
Table X
Projected Annual Average Job Openings, 1996-2006
Education
Administrators
|
||||||
|
Industry |
1996 Employment |
2006 Employment |
Growth Openings |
Replacement Openings |
Total Openings |
Percent Change |
|
Total
Education Services |
4,175 |
4,932 |
76 |
109 |
185 |
18.1 |
|
Elementary
& Secondary |
2,854 |
3,314 |
46 |
75 |
121 |
16.1 |
|
College
and University |
1,044 |
1,162 |
12 |
27 |
39 |
11.3 |
|
Other
Education |
277 |
456 |
18 |
7 |
25 |
64.6 |
|
General Managers and Top Executives (President,
Superintendents) |
||||||
|
Industry |
1996 Employment |
2006 Employment |
Growth Openings |
Replacement Openings |
Total Openings |
Percent Change |
|
Total
Education Services |
1,432 |
1,846 |
41 |
30 |
71 |
28.9 |
|
Elementary
and Secondary |
823 |
956 |
13 |
17 |
30 |
16.2 |
|
College
and University |
288 |
321 |
3 |
6 |
9 |
11.5 |
|
Other
Education |
321 |
569 |
25 |
7 |
32 |
77.3 |
|
Total, Education Administrators and General
Managers |
||||||
|
Industry |
1996 Employment |
2006 Employment |
Growth Openings |
Replacement Openings |
Total Openings |
Percent Change |
|
Total
Education Services |
5,607 |
6,778 |
117 |
139 |
256 |
20.9 |
|
Elementary
and Secondary |
3,677 |
4,270 |
59 |
92 |
151 |
16.1 |
|
College
and University |
1,332 |
1,483 |
15 |
33 |
48 |
11.3 |
|
Other
Education |
598 |
1,025 |
43 |
14 |
57 |
71.4 |
Source: 1996-2006 Megamatrix, Research and
Statistics Office, Minnesota Department of Economic Security
Regional
employment projections for 1996-2006 are not available by region of the
state. Based on the previous round of
projections covering the period 1994-2005, educational administrator employment
is projected to grow most rapidly in the Twin Cities and Central Minnesota
regions. There was no or only minimal
growth projected in the remaining regions.
However, replacement needs will create openings for educational
administrators in all regions. Total
openings are projected to range from 10 to 18 a year in regions of Greater
Minnesota and about 90 a year in the Twin Cities region.
Production
of educational administrators is currently falling short of need. For example, in 1995, 153 students were
awarded doctorates in education by Minnesota institutions. However, not all of these doctorates
focused on educational administration.
The University of Minnesota awarded 92 doctorates in education: 48,
general; 19, educational administration; 19 educational psychology; 2, physical
education teaching and coaching; and 4, industrial technology education. These doctoral awards include both research
oriented Ph.D.’s and practitioner oriented Ed.D’s. Fifteen Ed.D’s were awarded by the University of St. Thomas, and
46 by Walden University. Walden offers
both the Ph.D. and the Ed.D in education.
A breakdown of the students’ area of specialization was not
available. Walden students are most likely
non-residents.
A
possible model for an Ed.D. program in Educational Leadership to be developed
collaboratively between MnSCU graduate institutions, is included as Appendix
2. This doctorate will focus on meeting
the need for educational administrators in the state of Minnesota.
A
doctorate is required for licensure in the state of Minnesota. Currently about two-thirds of nearly 3,500
licensed psychologists are licensed at the masters level. As they retire or leave their positions, new
appointees will have to meet the requirement of a doctorate.
According
to the University of Minnesota’s report, “Applied Doctoral Education in
Minnesota,” the University of Minnesota offers four Ph.D. programs in clinical
areas of psychology (School Psychology, Counseling and Student Personal
Psychology, Counseling Psychology, and Clinical Psychology). In the last three years 1996-1998), the
School Psychology program has admitted 18 students, 2 from Minnesota;
Counseling & Student Personnel has admitted 18, 3 from Minnesota;
Counseling Psychology has admitted 11, none from Minnesota; and Clinical
Psychology has admitted 32 students; the number from Minnesota is not available
(p. 27).
MDES
projections indicate that there will be about 85 openings per year for
psychologists. Table XI shows that
about one-third of psychologists are employed in the Health Services industry,
but that relatively slow growth is expected in this sector. More rapid growth is expected in Management
Services, Social Services, and Educational Services settings. This would support the University of
Minnesota analysis that the need for psychologists with doctorates is shifting
to behavioral analysis and management.
Projected Openings for Psychologists
|
TOTAL ALL Industry |
1996 Employ |
2006 Employ |
% Distribution 1996 Employ |
Percent Change 1996-2006 |
Annual Growth Openings |
Annual Replacement Openings |
Annual Total Openings |
% Distribution Total Openings |
|
Industries |
3,126 |
3,665 |
100.0 |
17.2 |
54 |
31 |
85 |
1,000 |
|
Health Services |
1,021 |
1,105 |
32.7 |
8.2 |
8 |
10 |
18 |
21.2 |
|
Educational Services |
555 |
642 |
17.8 |
15.7 |
9 |
5 |
14 |
16.5 |
|
Social Services |
280 |
396 |
9.0 |
41.4 |
12 |
3 |
15 |
17.6 |
|
Engineering & Management Services |
231 |
390 |
7.4 |
68.8 |
16 |
2 |
18 |
21.2 |
|
Government |
237 |
259 |
7.6 |
9.3 |
2 |
2 |
4 |
4.7 |
|
Self-Employed-Agricultural |
751 |
802 |
24.0 |
6.8 |
5 |
7 |
12 |
14.1 |
Source:
1996-2006 Megamatrix, Research and Statistics Office, Minnesota
Department of Economic Security
A
possible model for a doctoral program in Behavioral Medicine, to be developed collaboratively
between a single MnSCU graduate institution and the University of Minnesota, is
included as Appendix 3. An Ed.D.
program in School Counseling could also be developed collaboratively between
MnSCU graduate institutions and other doctoral institutions.
There
is a national need for teachers. Bureau
of Labor Statistics (BLS) reports “eight of the 146 occupations will account
for about half of the new jobs: registered nurses, systems analysts, blue-collar
worker supervisors, general managers and top executives, and four teaching
occupations—elementary, secondary and special education teachers and college
faculty.” At the college and university
level, the IPEDS data indicate that in 1993 there were 5,527 FTE Public
University/College Professors (4 year,
all fields) and 3,247 at private universities and colleges; there were 3,089
FTE Public Community/Technical College professors, (2 year, all fields) and 203
at private colleges.
There
are disciplines in Minnesota that are currently in need of doctoral-degreed
instructors: nursing, psychology, and education (ranging from higher education
administrators, superintendents, elementary and secondary principals, community
college and vocational education teachers).
Minnesota particularly has a short-term need for completion of
doctorates by some of the technical college faculty members.
While
MnSCU plans no degrees primarily oriented toward university teaching, it is
likely that some of the alumni of these programs will go to some of these
careers, at least in part.
Projected Job Openings for Teachers, Instructors, Professors
|
Occupation |
1996 Employ |
2006 Employ |
Percent Change 1996-2006 |
Annual Growth
Openings |
Annual Replacement Openings |
Annual Total
Openings |
|
Preschool and Kindergarten Teachers |
10,036 |
12,011 |
18.0 |
435 |
474 |
909 |
|
Elementary School Teachers |
24,807 |
29,152 |
18.0 |
435 |
474 |
909 |
|
Secondary School Teachers |
23,005 |
26,730 |
16.0 |
373 |
685 |
1,058 |
|
Special Education Teachers |
8,662 |
10,049 |
16.0 |
139 |
125 |
264 |
|
Vocational Education Teachers and Instructors |
4,808 |
5,873 |
22.0 |
107 |
44 |
151 |
|
College and University Faculty |
14,044 |
15,619 |
11.0 |
158 |
406 |
5,64 |
Source: Research and Statistics Office, Minnesota Department of Economic Security
There are a number of areas in
which MnSCU currently offers graduate degrees that could eventually be developed
into doctoral degree programs as needs in the state emerge:
Technical
Fields: As
early as 1991 educational policy leaders identified an emerging need for
practitioner-oriented graduate programs in the state of Minnesota. The report identified a “gap in the middle”
of the state’s graduate education choices at both the masters and doctorate
levels (Maintaining Minnesota’s
Educational Advantage). At that
time, computer science and engineering programs offered at times convenient to
the needs of working adults were highlighted.
The report noted that “The University [of Minnesota] may not be the only
cost effective alternative to meeting these graduates’ needs. Programs offered by other institutions, or
cooperatively offered by public and private institutions, could provide
efficient and cost effective alternatives” (Maintaining,
44). The plan went on to recommend that
practitioner-oriented programs be supported at both St. Cloud and Mankato. In addition, the report noted that “given
the relative success of other state universities around the country in
developing this role, the potential success for the state universities in
Minnesota would seem good. Moreover,
stronger graduate programs are likely to bring with them the opportunity for
developing special applied research, technical assistance, and public service
centers to help address specific regional issues” (Maintaining, 130).
There
are other examples of emerging opportunities for graduates with applied
doctorates in the information technology industry. A new study just released in the summer of 1999 by the Computing
Research Association notes that
“excellent opportunities in industry, together with the lack of an increase in
the number of new doctorates being awarded in computer and information science,
is making it difficult for schools to recruit new tenure-track faculty” (The Supply of Information Technology
Workers, 87). The applied doctorate
in the computer science field is called the doctor of engineering: “It does not
typically require a dissertation. It
requires less time to complete than the doctor of philosophy degree, but still
provides some of the same advanced training features. If there is continued high demand for high-end information
technology workers by industry, it may be desirable to increase the number of
doctor of engineering degrees awarded” (Supply,
89). Referencing the shortages in
skilled instructors, the report goes on to note that “industry might be able to
provide some of the instructors on an adjunct basis” (Supply, 91). The report
concludes with several specific recommendations about increasing graduate level
education opportunities, including a recommendation that it be supported
financially by the U.S. government.
Retraining options should also be expanded by increasing the number of
certificates at the graduate level in such areas as “human-computer interfaces,
bioinformatics, and high-performance computing” (Supply, 135).
PROGRAM QUALITY AND ACCOUNTABILITY
A
central issue for MnSCU’s provision of doctoral education is the assurance of
doctoral-level quality. The Council of
Graduate Schools (CGS) identifies nine key indicators of quality when
considering whether a doctorate should be offered (CGS, 1990):
1.
A high
quality program distinctive from existing programs. As
already indicated, MnSCU doctoral programs would build on the distinctive
competencies of MnSCU institutions to meet unmet needs in our market
regions. Further, collaboration among
MnSCU graduate institutions and with other graduate institutions will bring
together highly qualified people from a number of institutions into a single
program, creating a critical mass that might not be available individually. North Central Association (NCA) will perform
a site visit in advance of any institution beginning to offer doctoral degrees,
and MnSCU institutions will not consider advancing without prior NCA
approval. Further, all of the programs
which MnSCU is currently considering will stand for external accreditation not
only from the North Central Association, but also from their respective
accrediting bodies (NCATE, APA, CACREP).
In addition, all MnSCU graduate schools engage in ongoing assessment of
outcomes and periodic program review which includes an evaluation of alumni
placement and employer satisfaction.
2.
Coursework
will be intellectually demanding, exclusively for graduate students. MnSCU currently requires that Master’s Level
programs provide at least 50 percent of their credits (exclusive of thesis/APP)
at the graduate-only level.
Post-Master’s programs must provide all of their credits at the
graduate-only level. All graduate
programs must specify and assess the learning outcomes, which the curriculum
will achieve, and these assessments will be part of a periodic program review
at the home institution.
3.
Quality
of faculty--all faculty will have appropriate terminal degrees. MnSCU Graduate Schools already provide for separate
rostering of graduate faculty, and specify specific criteria for admission to
the graduate faculty. Full members of
the graduate faculty must hold a terminal degree in their area of
specialization, provide evidence of capability to teach effectively at the
graduate level and to conduct an ongoing program of scholarly or creative
inquiry. In applied professional
programs, experience in professional practice is often one of the bona fide
qualifications of graduate faculty.
4.
Expectation
of ongoing faculty research and publishing—with different expectations of the
research skills of faculty of professional programs. The MnSCU graduate schools all have an
expectation of ongoing scholarly achievement by graduate faculty. Since most of the MnSCU graduate programs
focus on applied, professional programs, the standards of scholarly achievement
are and should be different from those used in theory-focused, basic research
programs. In applied professional
programs consulting reports, case studies, and other client-commissioned
studies are of scholarly significance.
5.
Clear
evidence of student interest. All MnSCU academic programs must document
that there is student interest if they are to be approved; and they must
continue to document that there is sufficient student interest to justify their
expense if their home institutions are to continue to offer them. Graduate programs are funded at a level,
which requires, over the long run, an average expectation of 20 students per
class.
6.
Adequate
resources—financial, library, physical facilities, support services,
recruitment programs. Since
MnSCU will build upon existing strength in Master’s and post-Master’s programs,
doctoral programs will not put significant additional burden on physical
facilities, support services, or recruitment programs. As will be demonstrated in the following
section, additional financial resources will come from the programs
themselves. Since the intended student
body are in most cases non-traditional students who are already employed,
little additional funding for internships or assistantships will be required
(and, where needed, can be sought from the professional community which desires
these programs). Doctoral programs will
require library resources beyond those already in place at even the largest of
MnSCU’s graduate schools. However, the
State of Minnesota has made great strides in networking the libraries around
the State and already supports one of the larger research libraries in the
nation at the University of Minnesota.
7.
Appropriate
administrative and research support services. The MnSCU graduate institutions already have
administrative and research support services in place, including deans,
graduate councils, departmental graduate coordinators, graduate student
advisory groups, recruitment and retention plans and procedures, research
offices with administrative support, and appropriate policies regarding
academic progress, grievances, and research oversight.
8.
Institutional
proportion of full-time to adjunct faculty consistent NCA guidelines. All MnSCU graduate institutions meet the
current NCA guidelines for the proportion of full-time to adjunct faculty.
9. Quality of students and
rigorous entrance requirements. All students admitted to MnSCU doctoral programs will be required
to meet rigorous entrance requirements, including a previously earned Master’s
degree with a GPA of at least 3.0, letters of recommendation, a portfolio of
professional work and an essay explaining what the student expects to achieve through
the doctoral program, and either a GRE of 1500 or 5 years of professional
experience after the Master’s.
This section of the report explores a variety of measures
influencing the cost of graduate education.
An extensive literature search identified the following policy and
financial issues:
WHY GRADUATE EDUCATION IS MORE EXPENSIVE
The cost of graduate education per student is generally
higher that undergraduate education for several fairly obvious reasons:
·
size of classes is usually smaller,
with much more student/faculty interaction;
·
faculty salaries are higher because
faculty are usually senior faculty with extensive professional and publishing
credentials (competition);
·
type of institution. Economies of scale are apparent at the
graduate level, depending on the array of graduate programs offered by a
particular institution;
·
number of credits taken. the average
number of credits taken by undergraduate students per term is 15; first year
graduate students: 11.5; and doctoral students: 8 credits (Brinkman, 1985);
·
costs vary by discipline. The high
cost in engineering and the sciences reflect laboratory and equipment needs for
research in those fields;
·
costs vary by class size. Labs work with smaller groups of students;
lectures can accommodate more students;
·
the number of required courses and
electives in the degree program.
According to Brinkman: “the typical semi-structured approach is more
costly than either a highly structured curriculum or a totally unstructured
curriculum” (Brinkman, Factors, 25; quoting Massey, 1990).
·
type of instruction. Zemsky’s basic premise is that “economic
efficiency is achieved without sacrificing instructional effectiveness when
class sizes regularly approach the ideal for a particular pedagogy in a given
curriculum domain. Further, “By far the
most efficient distribution of students is found in the humanities and social
sciences. . . [and these courses] achieve enrollments equal or nearly equal to
the ideal class size for the particular pedagogy” (Zemsky, 28).
Revenue:
Who Should Pay? While Minnesota has taken
responsibility for supporting educational opportunities at the baccalaureate
level, the state has sent mixed messages concerning state support for graduate
education. At the undergraduate level
students are currently expected to be responsible for about 40 percent of the
cost of their education, with the state underwriting 60 percent of the cost. At the doctoral level, Minnesota has heavily
subsidized direct instructional activities at the University of Minnesota but
has not provided state grants to students.
The state supports graduate education because of the societal benefits
that accrue from a highly educated workforce.
This support reflects the increasing importance of lifelong education to
ensure that professionals stay on the cutting edge, that the state has a
continually renewed workforce, and that communities continue to benefit
economically through access to advanced training opportunities. These outcomes have increasing importance in
an information age. Subsidies also reflect the reality that market forces alone
do not determine outcomes of educational programs. Where the market doesn’t work, the state has seen a historic need
to step in and support specialized education to meet state needs.
There are several policy
options for funding graduate education:
(1)
Subsidize graduate FTE at a higher rate (say, 75 percent
of instructional expenditures, rather than the current 60 percent). This would keep tuition low;
(2)
Fund special programs—to guarantee access, assure supply
of students, attract students to areas where professionals are in demand, or to
provide support for desired teaching and research;
(3)
Dedicate support to students (available to part-time
students as well as full-time students) in several ways: subsidize tuition,
give merit-based or need-based grants; funding assistantships or fellows; there
are precedents in Minnesota for dedicated financing. For example, in FY94, the University of Minnesota received the
following dedicated financing to support graduate education: $7.5 million for assistants; $990,000 for
fellows; and $553,000 for families of assistants and fellows;
(4)
Assess the entire burden of cost to
the student through tuition and fees.
Both
the state and individual Minnesotan’s benefit from low cost access to graduate
education. Advanced training benefits
the state’s economy, and builds the economic potential within the population as
a whole. And while private
institutions have expanded offerings over the last decade at both the masters
and doctoral levels to meet some of this need, the state has an affirmative
duty to continue to play a role in maintaining a well-educated workforce. There
are several reasons for taking this public policy position: increased tuition
costs that shift financial burdens to individual students have the immediate
impact of limiting access—particularly to low income students; the rapid
turnover of knowledge and technologies in contemporary society require constant
updating of knowledge; and geographic access is critical to ensure the economic
health of all regions of the state.. We
would propose that the legislature continue state support for graduate
education at its current rate, and that universities set cost-related tuition.
The case for cost-related tuition has been well
documented. David Berg, in a study of
the University of Minnesota’s cost-related tuition policy adopted in the early
1980’s, noted the relationship between cost and tuition and concluded that high
cost programs should cost more.
Consistent with this policy approach, in some cases—particularly in
areas in which graduates are likely to receive higher earnings—“programs also
turned out to have higher costs” (Berg, 1987, 284). The study concluded that the price of tuition ought to reflect
whether the society or the individual was more likely to benefit. Further, “The legislature has specifically
resisted lowering the offset percentage for expensive graduate and professional
programs. That is, it refused to raise
the state’s share of these programs’ costs to make it easier for the university
to avoid raising their tuition. Any
extra assistance for students in costly programs will most likely come instead
in the form of student aid and loan funds” (Berg, 1987, 287).
Cost-related
tuition allows universities to meet student demand and not burden undergraduate
students with the cost of supporting graduate education through the use of
low-cost graduate assistants assigned to teaching. A policy of cost-related tuition may also generate discretionary
funds that could support identified access targeted populations. The state universities have a long-standing
commitment to quality teaching taught by regular faculty, and to alter that
practice by increasing the number of courses taught by graduate assistants
would unnecessarily compromise the quality of undergraduate education.
Achieving
Economies of Scale: Factors affecting economies of scale are readily
discernable in the literature. Indirect costs, for example, are a relatively
insignificant cost item: “most of an
institution’s indirect costs have
little if anything to do with levels of instruction . . . thereby diminishing
the cost ratios" (Brinkman, 1985, 10). In general, an institution can
achieve the greatest economies of scale in administration; the least in
instruction. This is especially
important in assessing the ability of Minnesota state universities to offer
graduate education. Much of the
administrative infrastructure is already in place in MnSCU institutions:
recruitment, the graduate dean, research director, graduate coordinators at the
departmental level. New costs incurred
for delivery of doctoral programs will be reflected primarily in direct
instructional costs. Enrollments are
another important indicator of economies of scale.
In a study comparing cost ratios between types of
institutions, Paul Brinkman noted that “with a few exceptions, the larger and
more complex the institution, the larger the cost ratios” (Brinkman, 1985, 10).
Comprehensive institutions achieve economies of scale at enrollments of 3,000
to 4,000. Beyond that, there are few additional benefits. He concluded that comprehensive universities
with a limited array of graduate programs are likely to be more cost-effective
compared to similar universities more heavily invested in offering doctoral
programs and Research I institutions that offer a wider range of options at the
doctoral level (See Table XIII below).
As Brinkman noted, “curriculum proliferation can negate scale-related
economies” (EOC, 23). This is one of
the reasons why Research I institutions can be costly to support. Their mission requires offering a wide
diversity of programming options. As
long as comprehensive universities limit the number and type of doctorates
offered, they can maintain economies of scale (EOC, 25).
Table XIII
Cost Ratios per Credit Hour by Level of Instruction
Mean by Type of Institution
|
Institution
Type Old
Carnegie |
Upper/Lower |
Master’s/Lower |
Doctorate/Lower |
Combined
Graduate |
|
|
|
|
|
|
|
Baccalaureate |
1.60 |
1.92 |
|
|
|
Comprehensive |
1.57 |
2.80 |
4.46 |
|
|
Doctoral |
1.64 |
3.79 |
9.12 |
4.54 |
|
Research |
1.83 |
3.87 |
8.45 |
4.97 |
|
Doctorate/Research |
1.76 |
3.61 |
8.56 |
4.78 |
Source: Brinkman, 1985, 11.
Faculty
Workload: According to Paul Brinkman, a typical faculty teaching load
at the doctoral level is 40-45 percent.
For example, at the University of Minnesota at the doctoral level, faculty
workload is divided between 6 credits of teaching, plus 9 credits of research
and public service for a total of 15 for the school year. In the state universities, the current
undergraduate workload is 12 credits per semester, 24 for the year. Workload for graduate-student-only
instruction is based on a formula of one hour of release time for every 3 hours
of instruction, or a total of 9 credits per semester, 18 for the year. State university faculty members generally
teach a combination of undergraduate and graduate level courses. In order to
achieve the desired economy of scale, MnSCU is proposing to keep the teaching
load in the state universities at the current level.
Additional
Costs: Additional costs will be incurred because the applied doctoral
degree will require enhanced library collections and access. Each campus that will be involved in a
doctoral program must have immediate access to an appropriate core reference
collection—indexes and journals.
Increasingly, this service can be purchased from the Web, but for at
least the most commonly used sources, paper copies should be provided. In addition, faculty and students must have
access to a larger body of books, reports, and original data. These collections may be developed locally, although
the State of Minnesota already supports one of the largest research libraries
in the country at the University of Minnesota.
Cooperative library access may be able to be arranged for doctoral
students. The actual cost of improved
library collections will depend on the specific configuration of the doctoral
program; it will vary with the number of campuses involved and with the range
of disciplines the program encompasses.
Minimal
support in the form of graduate assistantships will be required, because
students enrolled in applied doctorate programs are most likely to be working
adults. If a limited number of graduate
assistantships are offered, funds can be generated through applied research
support from employers or internally in exchange for graduate students teaching
at the lower division level. Because
these doctorates will be offered only in a limited number of areas, there will
not be large numbers of additional graduate assistants teaching lower division
courses. The faculty at the
comprehensive universities will continue their deep commitment to undergraduate
teaching.
Benefits: Estimating
the ratio of the benefits to the costs of practitioner-oriented doctoral programs
is difficult and will vary depending on the specific configuration of the
program. The benefits will accrue to the individual student, to the businesses
which will employ them, and to the communities in which they will study and in
which they will work. The community and economic development benefits (captured
by the community and the individual firms) will be more difficult to
measure. The community benefit lies in
the competitive advantage, which comes from being able to develop depth and be
up-to-date and “cutting edge” in a selected industry, and the economic growth,
which that brings. In rural Minnesota,
this is a significant benefit. By
investing in individuals who are
currently in place one anticipates a reduced likelihood of an exodus than
by individuals recruited to the community from elsewhere, again, a significant
issue in rural Minnesota. These
benefits, while difficult to measure, would offset the public subsidy of the
doctoral degree program—the subsidy for increased library resources and faculty
research assignments.
It is
difficult to compare costs of instruction between MnSCU and the University of
Minnesota. The analysis is complicated
by several factors, including the fact that the marginal costs vary between the
systems, and University of Minnesota budget data are not presented at the
departmental level, but instead at the college level, whereas MnSCU data is
gathered and reported at the departmental level. The University of Minnesota
offers applied doctorates in only two areas: Music and Educational
Administration, limiting the points of relative comparison. In addition, it is difficult to isolate the
costs of the applied program (Ed.D.) from the research doctorate (Ph.D.) in Educational
Administration because the costs of both degrees are merged. The University of Minnesota also uses
continuous registration to support programs, and these kinds of costs may not
be included in a cost comparison.
Nevertheless, some data are available, and very tentative comparisons
can be made. Fortunately, we also have
a bit of fiscal history to guide the comparison. A study undertaken by HECB in 1987 analyzed costs of graduate
education between the two systems. The
study noted that in FY 1985 the state universities spent an average of $3,574
per student, and the University of Minnesota spent $6,172 per student
(excluding the first professional programs).
Table
XIV makes a tentative comparison of the instructional costs of post-baccalaureate
Educational Administration programs at the University of Minnesota, MnSCU, and
the simulation in the next section of this report.
Table XIV
Institution
|
Total Cost of Instruction Per FYE |
Average Direct Costs/FYE |
Average Indirect Costs/FYE |
State Support per Graduate FYE |
|
University
of Minnesota College of Education and Human Development
(1995)* |
$8,282 |
$4,958 |
$3,324 |
Not Available |
|
MnSCU
Department of Educational Administration (FY1998) |
$5,900# |
$3,245# |
$2,673# |
$2,019# |
|
MnSCU
Applied Doctorate Simulation |
$4,392# |
$1,718# |
$2,673# |
$2,019# |
*latest data available on the University of
Minnesota website
#Adjusted backward to 1995 to reflect inflation
A basic premise of this simulation is that MnSCU already has a significant
investment in graduate education and it would be possible to add selected doctoral-level
programming at some of the state universities without a substantial increase in
cost. The literature predicts that the
cost of practitioner-oriented doctoral programs can be expected to be slightly
higher than that of Master's education, but lower than that of the Ph.D at
Research I institutions like the University of Minnesota. An institution must have the capability of
delivering graduation and there must be a critical mass of graduate students to
achieve economies of scale. Masters FTE
is an efficiency engine—the economies of scale achieved at the graduate level
overall will likely contribute to the costs of the doctorate. At this time, only Minnesota State
University, Mankato and St. Cloud State University have the potential/capacity
to offer doctoral programs. This cost
analysis does not make an attempt to study the phenomenon of joint
production—the situation where both master’s and doctoral students are enrolled
for the same course, in the same classroom (Brinkman, 1986). As a result, the simulated costs projected
in Table XV below are very conservative.
The following factors will be taken into consideration in
this simulation:
Assumption 1: Student
Enrollment. This analysis is
based on one cohort of 24 students.
Assumption
2: Credit Requirement: The simulation is based on an average of 12
student credits per year for four year, for a total of 48 credits: 24 new
credits (eight courses at 3 credits each) and 24 credits of thesis supervision. Coursework in the field of study can be
completed in two years—eight 3-credit courses taken over four semesters and two
summer sessions, and two additional years for thesis advising and development.
Assumption
3: Faculty Compensation and Workload. Faculty compensation is based on a salary of
$60,000 plus 25 percent for benefits, for a total cost of $75,000. This is well above the midrange salary on
the IFO’s FY 98 salary rate schedule.
It reflects the fact that faculty teaching at the doctoral level will
likely be senior faculty with competitive credentials. MnSCU faculty members currently teach a
total of 9 credits per semester, or 18 credits per year of graduate level
courses. This is consistent with the current IFO contract. For purposes of this
simulation, the workload allocated to this program will be 12 hours per
year. The compensation figure used in
the simulation is 2/3 of the full time compensation of $75,000, or $50,000.
Assumption
4: State Appropriation per
Student. The
simulation is based on the 1998 MnSCU allocation simulation for graduate
Educational Administration programs.
Simulation
Assumption 6: Indirect Costs. According
to Paul Brinkman, indirect costs are not generally an issue, except in programs
where equipment or laboratory costs are high, as in the natural sciences and
engineering. For purposes of this study, indirect costs are based on the MnSCU
state university graduate Educational Administration indirect costs (MnSCU FY98
Instructional Cost Study). Indirect
costs include such elements as library costs and the cost of distance
delivery. No facilities costs are
included, since space is assumed to be available at no additional cost.
Table XV
|
Number of Students in
Cohort |
|
|
|
24 |
|||||
|
Ave. Student Credits
per Year |
|
|
|
12 |
|||||
|
State Appropriations
per Student* |
|
|
|
$2,161 |
|||||
|
Tuition Charge per
Credit |
|
|
|
$250 |
|||||
|
Average Faculty
Salary (teaching and advising) |
|
|
$75,000 |
||||||
|
MnSCU Graduate
Indirect Cost per Student** |
|
|
$2,861 |
||||||
|
|
|
|
|
|
|
||||
|
|
Year |
Year |
Year |
Year |
|
||||
|
Enrollment |
One |
Two |
Three |
Four |
|
||||
|
Cohort |
24 |
24 |
24 |
24 |
|
||||
|
Course Credits |
12 |
12 |
12 |
12 |
|
||||
|
Total Credits |
288 |
288 |
288 |
288 |
|
||||
|
FYE*** |
16.0 |
16.0 |
16.0 |
16.0 |
|
||||
|
|
|
|
|
|
|
||||
|
Revenues |
|
|
|
|
|
||||
|
State Appropriation |
$ 34,576 |
$
34,576 |
$
34,576 |
$ 34,576 |
|
||||
|
Tuition |
$
72,000 |
$
72,000 |
$
72,000 |
$
72,000 |
|
||||
|
Total Income |
$
106,576 |
$
106,576 |
$
106,576 |
$
106,576 |
$ 426,304 |
||||
|
|
|
|
|
|
|
||||
|
Fixed
Expenditures |
|
|
|
|
|
||||
|
Faculty
Compensation**** |
$
33,350 |
$
33,350 |
$
16,650 |
$
16,650 |
|
||||
|
Instructional Support***** |
$
5,885 |
$ 5,885 |
$ 2,938 |
$
2,938 |
|
||||
|
Direct Instructional
Expend. |
$ 39,235 |
$ 39,235 |
$ 19,588 |
$
19,588 |
$ 117,657 |
||||
|
|
|
|
|
|
|
||||
|
Variable Expenditures |
|
|
|
|
|
||||
|
Total Indirect |
$
45,776 |
$
45,776 |
$
45,776 |
$
45,776 |
$ 183,104 |
||||
|
|
|
|
|
|
|
||||
|
Total Expenditures |
$ 85,011 |
$ 85,011 |
$
65,364 |
$
65,364 |
$
300,751 |
||||
|
|
|
|
|
|
|
||||
|
Gain/Loss |
$
22,450 |
$ 22,450 |
$
41,650 |
$
41,650 |
$ 125,553 |
||||
|
|
|
|
|
|
|
||||
|
*State Appropriation per graduate student—Educational
Administration program. FY1998 allocation simulation |
|||||||||
|
**MnSCU FY98 Instructional Cost Study,
Educational Administration program |
|||||||||
|
***One graduate full year equivalency (FYE)
= 18 credits/year; 288 credits divided by 18 = 16 |
|||||||||
|
****Faculty compensation (this cohort
only) spread out over 4 years. Actual compensation is $50,000 per year, with
a new cohort starting up in year 3 to generate additional income. |
|||||||||
|
*****Assume faculty salary represents 85
percent of direct instructional costs |
|||||||||
|
|
|
|
|
|
|||||
|
Direct instruction
P.S. |
$ 2,084 |
$ 2,084 |
$ 1,041 |
$ 1,041 |
|
||||
|
Instruct. Support
P.S. |
$ 368 |
$ 368 |
$ 184 |
$ 184 |
|
||||
|
Indirect P.S. |
$ 2,861 |
$ 2,861 |
$ 2,861 |
$ 2,861 |
|
||||
|
Total P.S. |
$ 5,313 |
$ 5,313 |
$ 4,085 |
$ 4,085 |
|
||||
Using these conservative assumptions (including
faculty salaries well above average), the simulation shows projected revenue of
$426,304 against projected expenditures of $300,751 (Table XV). This provides a working ratio of 1.42 and
leaves a projected operating margin of $125,553. In fact, the simulation shows that even assuming “half” the
number of projected students (12 instead of 25), the project would still break
even (Table XVI). Again, the
assumptions in the break-even projection are conservative, since it is unlikely
that the full faculty compensation would be needed in years three and four to supervise
half the number of dissertations.
Break
Even Cohort Size: 12 students
|
|
|
|
|
|
|
|
Year |
Year |
Year |
Year |
|
|
|
One |
Two |
Three |
Four |
|
|
Revenues |
|
|
|
|
|
|
State Appropriation |
$17,288 |
$17,288 |
$17,288 |
$17,288 |
|
|
Tuition |
$36,000 |
$36,000 |
$36,000 |
$36,000 |
|
|
Total Income |
$53,288 |
$53,288 |
$53,288 |
$53,288 |
$ 213,152 |
|
|
|
|
|
|
|
|
Fixed
Expenditures |
|
|
|
|
|
|
Faculty Compensation |
$33,350 |
$33,350 |
$16,650 |
$16,650 |
|
|
Instructional Support |
$ 5,885 |
$ 5,885 |
$
2,938 |
$
2,938 |
|
|
Direct Instructional
Exp. |
$39,235 |
$39,235 |
$19,588 |
$19,588 |
$ 117,647 |
|
|
|
|
|
|
|
|
Variable
Expenditures |
|
|
|
|
|
|
Total Indirect |
$22,888 |
$22,888 |
$22,888 |
$22,888 |
$ 91,552 |
|
|
|
|
|
|
|
|
$62,123 |
$62,123 |
$62,123 |
$42,476 |
$42,476 |
$ 209,199 |
|
|
|
|
|
|
|
|
Gain/Loss |
$ (8,835) |
$ (8,835) |
$10,812 |
$10,812 |
$ 3,953 |
RECOMMENDATIONS
The
growing demand in business and industry for highly trained labor was predicted
eight years ago when Peter Senge announced "the learning
organization." In a rapidly changing
society, managers of that change will not only have to master the skills of
their business, they will also have to have the skill to invent new techniques
and approaches, often for products and services which are being invented in the
process. This requires a new culture,
one that straddles the technical and the theoretical--what Donald Schon (1983)
called "the reflective practitioner." In the 21st Century “knowledge industry,” doctoral
education will become a basic requirement for senior professional
practice. MnSCU is ideally positioned,
both by its mission and its geography, to provide such an education.
RECOMMENDATION 1: AUTHORITY
The
Board of Trustees should amend MnSCU Board Policy 3.25 and authorize the state
universities to offer doctorate degrees in selected applied areas.
¨
It appears from the initial findings of a study of
interest in an applied doctorate commissioned by the MnSCU Graduate Council,
that there is a need for public practitioner-oriented doctoral education in
Minnesota, and that rural Minnesota is the least well-served in this regard.
¨
There is also a very real possibility that MnSCU
universities currently have the capacity or with careful planning could have the
ability to offer such programs, in some very limited cases alone, in other
cases in collaboration with other MnSCU institutions or jointly with other
doctoral institutions in Minnesota;
¨
It appears that the benefits from such programs might
exceed the public cost of providing it, particularly in rural Minnesota.
RECOMMENDATION
2: PARAMETERS AND GUIDELINES
MnSCU should develop Academic Program Approval Guidelines
for Doctoral programs. These guidelines
would incorporate existing MnSCU criteria:
¨
fit with mission,
¨
avoidance of unnecessary duplication,
¨
appropriate length,
¨
sufficient occupational/professional demand,
¨
sufficient student interest, maximization of
institutional resources (courses, faculty, facilities, and equipment),
¨
external relations,
¨
collaboration, and
¨
assessment of outcomes.
While the categories in these guidelines are appropriate,
their definition and measurement should be redefined so they are appropriate to
doctoral programs of study. In
addition, the issue of national accreditation should be added to the list of
criteria.
RECOMMENDATION 3:
COLLABORATION
MnSCU
institutions should continue to develop fully collaborative programs among
themselves, with the University of Minnesota, or with other institutions. With the flexibility of the authority to
offer doctorates, the lead institution should be one of the state universities:
¨ thoroughly
explore both the short-term and long-term costs of designing and implementing
selected applied doctoral programs;
¨ thoroughly
explore both the short-term and long-term options for implementing selected
collaborative applied doctoral programs with the University of Minnesota;
¨ thoroughly
explore both the short-term and long-term options for implementing selected
collaborative applied doctoral programs with neighboring universities as well
as national and international markets;
¨ document
the potential public benefit in each case, and analyze the viability of
collaborative options within MnSCU to deliver needed practitioner-oriented doctoral
education.
RECOMMENDATION
4:
REQUEST
FOR LEGISLATIVE LANGUAGE CHANGE
Consistent
with the charge in M.S. 1995, Chapter 248, Article 11, Section 10. Minnesota statutes 1997, section 135A.052,
subdivision 1 to “recommend to the legislature appropriate changes in law
necessary to carry out the mission of the system, “the Board of Trustees of the
Minnesota State Colleges and Universities requests the above legislation be
amended as follows: “the state university
system shall offer undergraduate and graduate instruction through the doctorate
degree, in the liberal arts and sciences and professional education; and …”
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APPENDIX
I: MnSCU GRADUATE PROGRAM INVENTORY
CIP4 Institution Program
Name Length
Award
03.01 Minnesota State University, Mankato Environmental Science 34 MS
03.01 Bemidji State University Environmental Studies 33 MS
05.02 Minnesota State University, Mankato Women's Studies 34 MS
09.04 St. Cloud State University Mass Communications 33 MS
11.01 Minnesota State University, Mankato Computer Science 34 MS
11.01 St. Cloud State University Computer Science 32 MS
11.01 Winona State University, Winona Software Technology 30 MS
11.01 Winona State University, Rochester Software Technology 30 MS
11.07 Moorhead State University Computer Science 30 MS
13.01 Minnesota State University, Mankato Education 34 MAT
13.01 Winona State University, Winona Education 32 MS
13.01 Winona State University, Rochester Education 32 MS
13.01 Southwest State University Education 32 MS
13.03 Minnesota State University, Mankato Curriculum & Instruction 34 MS
13.03 St. Cloud State University Curriculum and Instruction 36 MS
13.03 Bemidji State University Curriculum and Instruction 36 MS
13.03 Moorhead State University Curriculum and Instruction in Education 32 MS
13.03 Minnesota State University, Mankato Curriculum and Instruction 30 Spec
13.04 St. Cloud State University Community Education 43 MS
13.04 St. Cloud State University Education Administration and Leadership 36 MS
13.04 Moorhead State University Educational Administration 36 MS
13.04 Winona State University, Winona Educational Leadership 33 MS
13.04 Winona State University, Rochester Educational Leadership 33 MS 13.04 Minnesota State University, Mankato Educational Leadership 34 MS
13.04 Bemidji State University Organizational Leadership 34 MS
13.04 Minnesota State University, Mankato Educational Administration 30 SGC
13.04 St. Cloud State University 6th Year Program: Education
Administration and 32 SGC
13.04 St. Cloud State University Education Administration and Leadership 35 Spec
13.04 Moorhead State University Educational Administration 36 Spec
13.04 Winona State University, Winona Educational Leadership 30 Spec
13.04 Winona State University, Rochester Educational Leadership 30 Spec
13.04 Minnesota State University, Mankato Educational Leadership 30 Spec
13.04 St. Cloud State University Special Education Administration 36 Spec
13.05 Minnesota State University, Mankato Education Technology 34 MS
13.05 St. Cloud State University Information Media 39 MS
13.05 Minnesota State University, Mankato Library Media Education 34 MS
13.05 St. Cloud State University Instructional Technology 12 SGC
13.10 St. Cloud State University Special Education 39 MS
13.10 Bemidji State University Special Education 36 MS
13.10 Minnesota State University, Mankato Special Education 34 MS
13.10 Moorhead State University Special Education 30 MS
13.10 St. Cloud State University 5th Year Program: Special
Education 30 SGC
13.11 Moorhead State University Counseling and Student Affairs 46 MS
13.11 Minnesota State University, Mankato Counseling and Student Personnel 48 MS
13.11 Winona State University, Winona Counselor Education 48 MS
13.11 Winona State University, Rochester Counselor Education 48 MS
13.12 St. Cloud State University Child and Family Studies: Early
Childhood Special 36 MS
13.12 St. Cloud State University Child and Family Studies: Family Studies 36 MS
13.12 Moorhead State University Elementary Teacher Education 30 MS
13.12 Minnesota State University, Mankato Experiential Education 34 MS
13.12 Winona State University Training and Development 34 MS
13.12 St. Cloud State University 5th Year Program: Child and
Family Studies 30 SGC
13.13 Minnesota State University, Mankato Art Education 34 MS
13.13 Moorhead State University Art Teacher Education 33 MS
13.13 St. Cloud State University Biological Sciences 30 MS
13.13 Minnesota State University, Mankato Biology Education 34 MS
13.13 Winona State University English 30 MS
13.13 St. Cloud State University English 39 MS
CIP4 Institution Program
Name Length
Award
13.13 Bemidji State University English 30 MS
13.13 Minnesota State University, Mankato English Education 34 MS
13.13 Minnesota State University, Mankato Family Consumer Science Education 30 MS
13.13 Minnesota State University, Mankato French Education 34 MS
13.13 St. Cloud State University Geography 34 MS
13.13 Minnesota State University, Mankato Geography Education 34 MS
13.13 Minnesota State University, Mankato History Education 34 MS
13.13 St. Cloud State University History Teacher Education 33 MS
13.13 Bemidji State University Industrial Technology 30 MS
13.13 St. Cloud State University Mathematics 33 MS
13.13 Bemidji State University Mathematics 30 MS
13.13 Minnesota State University, Mankato Mathematics Education 34 MS
13.13 Moorhead State University Music (Teacher Education) 30 MS
13.13 St. Cloud State University Physical Education 32 MS
13.13 Minnesota State University, Mankato Physical Education 34 MS
13.13 Minnesota State University, Mankato Physics Education 34 MS
13.13 Moorhead State University Reading Teacher Education 30 MS
13.13 Minnesota State University, Mankato School Health Education 34 MS
13.13 Bemidji State University Science 30 MS
13.13 Minnesota State University, Mankato Science Education 34 MS
13.13 St. Cloud State University Social Sciences 32 MS
13.13 Minnesota State University, Mankato Social Studies Education 34 MS
13.13 Minnesota State University, Mankato Spanish Education 34 MS
13.13 Minnesota State University, Mankato Speech Communication Education 34 MS
13.13 Bemidji State University Sport Studies 34 MS
14.01 Minnesota State University, Mankato Engineering 32 MS
15.06 Minnesota State University, Mankato Manufacturing Engineering Technology 34 MS
16.09 Minnesota State University, Mankato French 34 MS
16.09 Minnesota State University, Mankato Spanish 34 MS
19.01 Minnesota State University, Mankato Family Consumer Science 34 MS
19.07 St. Cloud State University Gerontology 36 MS
19.07 St. Cloud State University Gerontology 15 SGC
21.01 St. Cloud State University Environmental and Technological Studies 33 MS
23.01 Minnesota State University, Mankato English 30 MA
23.01 Winona State University English 30 MA
23.01 St. Cloud State University English 36 MA
23.01 Bemidji State University English 30 MA
23.05 Minnesota State University, Mankato Creative Writing 48 MFA
23.05 Moorhead State University Creative Writing 42 MFA
23.10 Minnesota State University, Mankato Speech Communication 34 MA
23.11 Metropolitan State University Technical Communication 32 MS
24.01 St. Cloud State University Special Studies 30 MA
24.01 Moorhead State University Liberal Arts 32 MLA
24.01 Minnesota State University, Mankato Multidisciplinary Studies 34 MS
24.01 St. Cloud State University Special Studies 36
MS
26.01 St. Cloud State University Biological Sciences 30 MA
26.01 Bemidji State University Biology 30 MA
26.01 Minnesota State University, Mankato Biology 30 MS
26.04 St. Cloud State University Biological Sciences: Cell, Molecular and
Organismal 38 MA
26.06 St. Cloud State University Biological Sciences: Ecology and Natural
Resources 36 MA
27.01 St. Cloud State University Mathematics 30 MA
27.01 Minnesota State University, Mankato Mathematics 32 MA
27.01 Minnesota State University, Mankato Mathematics 32 MS
27.99 Minnesota State University, Mankato Math: Computer Science 34 MS
30.11 Minnesota State University, Mankato Gerontology 16 Certificate
30.11 Minnesota State University, Mankato Gerontology 34 MS
30.99 St. Cloud State University Social Responsibility 32 MS
31.05 Minnesota State University, Mankato Physical Education 34 MA
31.05 St. Cloud State University Exercise Science 34 MS
31.05 St. Cloud State University Sports Management 32 MS
40.05 Minnesota State University, Mankato Chemistry 34 MA
40.05 Minnesota State University, Mankato Chemistry 34 MS
CIP4 Institution Program
Name Length
Award
40.08 Minnesota State University, Mankato Physics 34 MS
42.02 Minnesota State University, Mankato Clinical Psychology 47 MA
42.06 St. Cloud State University Applied Psychology: Behavior Analysis 52 MS
42.06 St. Cloud State University Counseling Psychology 50 MS
42.09 Minnesota State University, Mankato Industrial/Organizational Psychology 44 MA
42.17 Moorhead State University School Psychology 30 MS
42.17 Moorhead State University School Psychology 31 Spec
43.01 Metropolitan State University Law Enforcement 36 Certificate
43.01 Metropolitan State University Police Supervision 20 Certificate
43.01 St. Cloud State University Criminal Justice Studies 42 MS
43.01 Minnesota State University, Mankato Sociology Corrections 34 MS
44.04 Minnesota State University, Mankato Public Administration 34 MA
44.04 Minnesota State University, Mankato Urban and Regional Studies/Public
Administration 34 MA
44.04 Moorhead State University Public And Human Services Administration 35 MS
45.06 Minnesota State University, Mankato Economics 34 MA
45.06 St. Cloud State University Applied Economics 42 MS
45.07 Minnesota State University, Mankato Geography 34 MS
45.07 St. Cloud State University Geography: Geographic Information
Systems 33 MS
45.07 St. Cloud State University Geography: Tourism Planning and
Development 32 MS
45.07 St. Cloud State University Geographic Information Systems 15 SGC
45.08 Minnesota State University, Mankato History 34 MA
45.08 St. Cloud State University History 33 MA
45.08 Minnesota State University, Mankato History 34 MS
45.10 Minnesota State University, Mankato Political Science 34 MA
45.11 Minnesota State University, Mankato Sociology 34 MA
45.12 Minnesota State University, Mankato Urban and Regional Studies 33 MA
45.12 Minnesota State University, Mankato Urban Planning 30 MA
50.05 Minnesota State University, Mankato Theater Arts 34 MA
50.05 Minnesota State University, Mankato Theatre Arts 48 MFA
50.07 Minnesota State University, Mankato Art 34 MA
50.07 St. Cloud State University Art 36 MA
50.07 Moorhead State University Art 33 MA
50.09 Moorhead State University Music 30 MA
50.09 St. Cloud State University Music 32 MM
50.09 Minnesota State University, Mankato Music 34 MM
51.02 St. Cloud State University Communication Disorders 49 MS
51.02 Minnesota State University, Mankato Communications Disorders 34 MS
51.02 Moorhead State University Speech-Language Pathology 40 MS
51.03 Minnesota State University, Mankato Community Health 34 MS
51.15 St. Cloud State University Chemical Dependency Specialist
Certificate 73 SGC
51.16 Winona State University, Winona Advanced Practice Nursing 48 MS
51.16 Winona State University, Rochester Advanced Practice Nursing 48 MS
51.16 Metropolitan State University Nursing Science 51 MSN
51.16 Minnesota State University, Mankato Nursing Science 32 MSN
51.23 Minnesota State University, Mankato Rehabilitation Counseling 48 MS
52.02 Moorhead State University Business Administration 32 MBA
52.02 Winona State University Business Administration 30 MBA
52.02 St. Cloud State University Business Administration 36 MBA
52.02 Metropolitan State University Business Administration 42 MBA
52.02 Metropolitan State University Management and Administration 40 MMA
52.02 St. Cloud State University Public and Nonprofit Institutions 42 MS
52.03 St. Cloud State University Accounting 33 MS
52.12 Metropolitan State University Management Information Systems (MIS) Generalist 20 SGC
52.12 Metropolitan State University MIS Systems Analysis and Design 20 SGC
52.14 Southwest State University Management 32 MS
APPENDIX II:DOCTORATE IN
EDUCATIONAL LEADERSHIP
Educational leaders in public
education and in higher education are called upon to manage approximately
one-third of the state’s financial resources.
The State of Minnesota, on the other hand, provides only one public
institution to which its residents can turn to obtain a terminal degree.
Although the University of
Minnesota has pursued 3 cohorts of doctoral students in collaboration with St.
Cloud State University, Winona State University, and Minnesota State
University, Mankato, the educational and training needs of constituents in
rural Minnesota are not currently being served in a consistent and sustained
fashion. The doctoral degree has always
been in demand to provide the quality of leadership that Minnesota expects of
its schools and as a means for educational leaders to put themselves in a
position of improving their quality of life through upward mobility.
More than ever before, the
subject of leadership has come to the fore in readership and research on
education. Shifts in both the content
and method in the study of educational leadership have changed the scope of
work in the area. A broader
appreciation of the phenomenon of leadership now includes expanded
contributions from political science and psychology, as well as from social,
political, and communications sciences.
Recent international and cyber-age events have painted new colors on the
canvas of educational leadership which delineate rich dimensions, possibilities
and promise to people’s imaginations and expectations for their leaders. As substantive research on the subject of
educational leadership continues to mine deeper and broader elements of the
concept, the yield clearly reflects our age’s new global and cultural
consciousness and conscience.
Charismatic, inspirational, and transformational leadership are now
solidly-developed topics in educational leadership research literature, which
add an amplified dimension to the subject and to implications for future
leaders.
As society enters the new
millennium, nations have increasingly found themselves seeking their individual
identities within a preserve of pluralism and diversity. Out of this broad cultural milieu will
emerge leaders whose qualities, principles and behaviors will shape the world
to come. What will the twenty-first
century educational leader look like?
With an impressionistic perspective, the image of the leader in these
times depicts an individual whose attitudinal complexion is multi-cultural, and
whose professional education is clothed with the rich, interdisciplinary folds
of knowledge. This broadly-educated
leader celebrates the best of human thoughts and words as recorded in the arts,
literature, and history. The
educational leader of the Twenty-First Century also possesses proficiencies of
specialization within a particular life’s occupation. This specialization, however, does not exist in isolation, devoid
of connecting fibers; it finds its complement in strands of applied psychology,
ethics and science which are interwoven into the texture of the leader’s
vocation.
Among the trade tools of the
twenty-first century educational leader appear multiple human relations skills
which are deftly applied to group dynamics in cooperative and community
team-building. Also found in the
leader’s portfolio of professional instruments will be those hewn to precision
for rapid problem-solving and decision making.
This educational leader of the twenty-first century will be both a
generalist and a specialist, equipped and prepared to act in a context
committed to the accomplishment of group purpose.
Demographic and survey data
support the need for a doctoral program in educational leadership, particularly
for students outside the Twin Cities area.
An examination of the educational background of educational
administrators and teachers in Minnesota shows that the largest proportion of
them received Bachelor’s, Master’s, and Specialist degrees and post-Master’s
certificates from MnSCU institutions.
Further, a majority of potential students surveyed indicate that
currently available programs are not meeting their needs. There is both interest and need for a
doctoral program in educational leadership within the MnSCU system.
APPENDIX
III: DOCTORATE IN CLINICAL PSYCHOLOGY/BEHAVIORAL
MEDICINE
Department of Psychology, Minnesota State
University, Mankato
Collaborating Institutions: University of
Minnesota Medical School, Minnesota Department of Human Services
Background Information and Institutional Readiness
The Minnesota
State University, Mankato Department of Psychology has maintained a Master of
Arts in Clinical Psychology since the mid 1970s preparing psychologists for
professional practice. By 1980, it
became apparent that preparation for professional practice in Minnesota would
eventually require doctoral preparation.
At that same time faculty recognized that the Department could best meet
Minnesota needs by focusing on Behavior Analysis & Therapy as the primary assessment
and intervention training for students.
Those decisions were very fortunate, because both the health care
industry and the profession have moved in a similar direction.
The
Minnesota State University, Mankato Psychology Department is uniquely qualified
to meet this emerging need.
·
Recognition of program quality by other institutions of
higher education and by the profession.
It has become nationally recognized as a “feeder” to behaviorally
oriented prestigious clinical doctoral programs. Graduates are in high demand in clinical practice.
·
Faculty credentials.
All of the graduate faculty in the program hold the Ph.D. degree and are
recognized regionally and nationally for their research, both individually and
in collaboration with their students.
·
Interest in advanced programs. Due to the consistent quality of the program, students,
professional and advocacy groups have periodically inquired about the
possibility of offering doctoral level training.
Identification of Need
There
is no program which is specifically designed to meet the needs of Minnesota's
current integrated health care initiatives, and changes in the health care
delivery system have made behaviorally trained Clinical Psychologists in even
greater demand. While Minnesota appears to have an abundance of
psychologists, few are prepared to provide the leadership, and specific service
expertise that is required of psychologists serving within multidisciplinary
health care settings. The “new”
psychologist will require applied research skills, administrative skills, clinical
intervention and diagnostic skills as well as an understanding of the broad
perspective of the needs and opportunities unique to evolving health care
system. Psychologists who will be
trained in the model outlined in this proposal are in great demand in Minnesota
and in many other states that have begun to address the changes inherent in
modern health care.
The
emerging need for a professionally oriented, behaviorally focused doctoral
program in Clinical Psychology has been explored in depth by the Department of
Human Services as it focused on the needs of the emerging health care system.
Over the last several years, representatives from Minnesota’s Department of
Human Services contacted the Psychology program to inquire about the
possibility of doctoral level training for behaviorally trained Clinical
Psychologists, and to offer support and encouragement in developing such a
program. Historically, graduates of the
M.A. program who left Minnesota to earn the doctorate had to be recruited back
to Minnesota to meet the state’s needs.
Minnesota
has also identified a need to respond to under-served or hard-to-serve
populations in the state. The proposed
program will provide an opportunity to enhance service to rural areas. In addition, graduates will be versed in
services to families and children.
Finally, graduates will have expertise in health care psychology and
will be prepared to consult with physicians and other health care
professionals.
Student Demand
Many
talented people are forced to leave Minnesota to obtain the training described
in this model. Regrettably many never
return to the state—only about 7 percent of the alumni have returned to
Minnesota to practice at the doctoral level.
Students will benefit by having a quality professionally oriented
educational opportunity available to them in Minnesota. Surveys of graduates of the MSU, Mankato
program reveal that since 1979 about 150 of the Clinical Psychology alumni have
had to leave Minnesota to seek behaviorally-based clinical doctoral
training. A great percentage of those
students would have remained in Minnesota if such a training option had
available at MSU, Mankato.
Doctoral
training in clinical psychology is in great demand nationwide as well as in
Minnesota. Doctoral clinical psychology
at A.P.A. approved University programs typically receive about 100 to 300
applications with placement available for only about 6-10 students per program
per year. Each year 8-10 of the current
M.A. program alumni apply and are admitted to doctoral programs outside
Minnesota. They have indicated great
interest in continuing at MSU, Mankato should a doctoral program become
available.
In
recent years the MSU, Mankato Clinical Program has averaged about 60 applicants
yearly. It is reasonable to expect a
yearly applicant pool of about 100 to 150 for such a doctoral program. The demand for training in Clinical
Psychology remains high. The program as
envisioned would draw applicants from Minnesota who have limited opportunities
for publicly funded doctoral training in clinical psychology.
Overview of Proposed Program
This
proposed program would be unique in Minnesota.
The program that is envisioned would be a doctorate in clinical
psychology/behavioral medicine designed to conform with the guidelines for
accreditation established by the American Psychological Association (APA). The
program would require four full years of academic and clinical training plus a
2000-hour full-time clinical internship. The program would be a
professional-scientist-oriented degree with graduates being prepared to provide
professional services as licensed psychologists within an integrated health
care system.
Clinical
training will emphasize service to rural areas and meeting the health care
needs of the elderly, the developmentally disabled, children, families, and the
serious and persistently mentally ill and other under-served clinical
populations. Such consumers often
require coordination of services with multiple providers and integration of
treatment plans. Explicit training in
professional leadership will prepare graduates to integrate into the changing
health care system. The program will
provide students a broad background in diagnostic and assessment procedures with
a primary focus on cognitive-behavioral and behavior analytic approaches and
toward preparing psychologists for leadership positions in an integrated health
care system. The mission, professional focus and content would complement
existing programs.
The
program is intended to train professional psychologists who exhibit the
following:
a.
A firm grounding in the foundations of psychology,
including knowledge of normal and abnormal processes of thought, emotion and
behavior.
b. The
ability to evaluate critically their own and others' clinical and programmatic
interventions.
c.
The ability to implement objective assessment and
treatment techniques to meet the health care needs of under served citizens of
Minnesota.
d. The
skills to integrate services among private and public agencies in providing
services to consumers.
Clinical
training will be available to qualified holders of the bachelors degree in
psychology or to bachelor degree holders who have course work in psychology
equivalent to a major in psychology. The program will also encourage
applications from holders of the masters degree in psychology and who desire to
be prepared for the evolution in the health delivery system. Transfer credit for equivalent course work
will be awarded. The program would also
attract applicants who are currently credentialed at the masters level in
Minnesota. For this group of
applicants, the proposed program would provide the opportunities to expand
their expertise in research and clinical practice. Finally, the program will invite doctoral degree holders of other
psychology specialties to apply for respecialization and licensure in clinical
psychology and to broaden their base of expertise to include applications.
The
degree would be housed at and granted by Minnesota State University,
Mankato. Program development for a
prospective doctoral program can emerge out of the current M.A. program in
clinical psychology. MSU, Mankato’s Clinical Psychology program is a nationally
regarded predoctoral program. The
current program serves as the first two years of student’s doctoral study. Further program development would be needed
to incorporate additional coursework in the basic psychological processes.
The
A.P.A. standards provide guidelines for both minimum or core curriculum as well
as recommendations for specialization.
It is recognized that because of the professional orientation of the
degree a collaborative relationship (or partnership) with a medical education
institution would provide an important applied multidisciplinary
component. Practicum and medically
oriented courses could be provided on site at the U. of M. Medical School or
Mayo Medical School. Similarly, the
Department of Human Services and the demands of health care system will
influence curricular decisions. This
particular program would be designed to meet the practice needs in the evolving
health care system and therefore would need to be particularly sensitive to the
demands of the profession.
The
administration of the program would remain in Mankato with a representative
coordinator at a Medical School site.
Research projects could be completed at either site as appropriate to
the topic and resource availability.
Research advising committees could consist of faculty from each of the
partners' faculty.
Collaboration
The
State Department of Human Services has a vital interest in such a program and
has been a catalyst for this proposal.
It is anticipated that they would likely be actively involved in a
partnership by providing a variety of support, including practicum, internship
and postdoctoral opportunities. In
addition, representatives from DHS have indicated an interest in providing
student funding and sharing clinical staff to serve as clinical supervisors.
As part
of their overall review of educational needs in the state, the Department of
Human Services met with faculty at Minnesota State University, Mankato and at
the University of Minnesota, Medical School to discuss their perception of
program need and possible interest in collaboration. Preliminary indications
are that the faculty consulted recognize the need and are interested in
collaboration. DHS has had a long
history of involvement with the Medical School in meeting the needs of under
served populations. The University of
Minnesota Medical School has also had an illustrious history of collaboration
with and training of clinical psychologists for professional practice. The clinical training opportunities,
practical and internship opportunities offered would provide an excellent
compliment to the academic programs at MSU, Mankato. In addition, such a partnership would provide for the
availability of additional funding sources for students and faculty at MSU,
Mankato. Federal training grants would
be more favorably received by combining the resources available to each of the
partners in such a venture.
A
possibility also exists to expand cooperation and collaboration with the Mayo
Clinic. MSU, Mankato M.A. program
students have been placed at the Mayo Clinic for research practica for several
years. There is excellent relationship
between the Clinical Psychology program and departments at Mayo.
Benefits to the Community and to Students
The
major goal of the proposed program is to provide doctoral level practitioners
who will meet the health care needs of Minnesota. These service providers will be trained in a model responsive to
current health care trends integrating a variety of services within the
services available through primary care medicine. The availability of these
providers will offer appropriately trained clinical psychologists who meet
national standards for training and who are prepared to assume leadership
positions within the innovative programs currently implemented in the state. The presence of these graduates in the
health care delivery system will upgrade the quality of services available in
the state.
APPENDIX
IV: MnSCU GRADUATE COUNCIL MEMBERSHIP
|
BEMIDJI
STATE UNIVERSITY |
|
|
David Larkin Interim Dean, College of
Professional Studies Bemidji State
University 1500 Birchmont Drive
NE, EA319 Bemidji, MN 56601 Phone:
218-755-3732 Fax: 218-755-3788 E-mail:
dlarkin@vax1.bemidji.msus.edu |
Kathryn Morgan (Chair) Professor,
Instructional Technology Bemidji
State University 1500 Birchmont Drive NE Bemidji, MN 56001 Phone:
218-755-3774 Fax: 218-755-3787 E-mail:
kmorgan@vax1.bemidji.msus.edu |
|
MANKATO
STATE UNIVERSITY |
|
|
Anthony Filipovitch Dean of Graduate
Studies and Research Minnesota State
University, Mankato 125 Wigley
Administration Center Mankato MN
56001 Phone: 507-389‑5203 Fax: 507-389-5974 E-mail:
tony@mankato.msus.edu |
Brian Boettcher Professor, Educational
Leadership Minnesota State
University, Mankato Armstrong
Hall 115 Mankato,
MN 56001 Phone:
507-389-1116 Fax: 507-389-5863 |
|
METROPOLITAN STATE UNIVERSITY |
|
|
Gary
Seiler
Dean, College of Management Metropolitan State University 730 Hennepin Avenue Minneapolis, MN 55403-1897 Phone: 612-373-2754 Fax: 612-373-2888 E-mail: gary.seiler@metrostate.edu |
Ken
Zapp Professor & Chair, Economics Metropolitan State University 730 Hennepin Avenue Minneapolis, MN 55403 Phone: 612-373-2713 Fax: 612-373-2739 E-mail: ken.zapp@metrostate.edu |
|
MOORHEAD STATE UNIVERSITY |
|
|
Lawrence
Reed Dean of Academic Services Moorhead State University 1107 7th Avenue South, Library 120A Moorhead, MN 56563 Phone: 218-236-2344 Fax: 218-299-5924 E-mail: reed@mhd1.moorhead.msus.edu |
Dennis
Van Berkum Associate Professor Counseling & Leadership Moorhead State University 108 Lommen Hall Moorhead, MN
56563 Phone: 218-236-2014 Fax: 218-299-5850 E-mail:
vanberku@mhd1.moorhead.msus.edu |
|
ST. CLOUD STATE UNIVERSITY |
|
|
Dennis
Nunes (Chair) Dean, School of Graduate Studies St. Cloud State University, AS 121 720 4th Avenue South St. Cloud, MN
56301-4498 Phone: 320-255-2113 Fax: 320-654-5371 E-mail: dennisn@stcloudstate.edu |
Donna Gorrell
Professor, English St Cloud State
University 720 4th Ave S St Cloud, MN 56301 Phone: 320-255-3043
Fax: 32-=654-5524 E-mail: dgorrell@stcloudstate.edu |
|
SOUTHWEST STATE UNIVERSITY |
|
|
JoAnne
Fredrickson Interim Dean of College of Business, Education, Professional
and Graduate Studies Southwest State University Marshall,
MN 56563 Phone: 507-537-6218 Fax: 507-537-6577 E-mail: fredrickson@southwest.msus.edu |
Eleanor
Pobre Assistant
Professor, Education Assistant Professor, Education Southwest State University Marshall, MN
56258, IL 235 Phone: 507-537-6323 Fax: 507-537-6153 E-mail to:
pobre@southwest.msus.edu |
|
WINONA STATE UNIVERSITY |
|
|
Pauline
Christensen Dean, Graduate & Continuing Studies Winona State University, Box 5838 Winona, MN 55987 Phone:
507-457-5088 Fax: 507-457-5571 |
Tom
Sherman Professor, Education Winona State University
Rochester EA 216 Rochester, MN 55987 Phone:
507-285-7188 Fax: 507-285-5882 E-mail: tsherman@vax2.winona.msus.edu |
|
MNSCU SYSTEM OFFICE AND IFO REPRESENTATIVES |
|
|
Manuel
M. López Associate Vice Chancellor for Academic Programs,
MnSCU 500 World Trade Center 30 East 7th Street St. Paul, MN 55101 Phone: 651-297-5264 Fax: 651-296-3214 E-mail: manuel.lopez@so.mnscu.edu |
Shelly
Heller Administrative Assistant to the Associate Vice
Chancellor for Academic Programs MnSCU, 500 World Trade Center 30 East 7th Street St. Paul, MN 55101 Phone: 651-296-3388 Fax: 651-296-3214 E-mail: shelly.heller@so.mnscu.edu |
|
Neala
Schleuning Academic Program Director MnSCU 500 World Trade Center 30 East 7th Street St. Paul, MN 55101 Phone: 651-297-5817 Fax: 651-296-3214 E-mail: neala.schleuning@so.mnscu.edu |
Bruce
Romanish
Department Chair, Teacher Development College of Education 720 Fourth Avenue South St. Cloud, Mn 56301 Phone:
320-255-4847 Fax:
320-255-4237 E-mail: romanish@stcloudstate.edu |