Reorganization would allow colleges to thrive

Schools with similar missions can collaborate

I was disappointed but not surprised to see that the select panel was unable to reform higher education in New Mexico. Deeprooted political backing of the current system and at each institution, as the Journal has pointed out, makes everything centered on politics and not academics.

In the 1990s a number of New Mexicans had the privilege of serving on the Commission on Higher Education under Democrat Gov. Bruce King and Republican Gov. Gary Johnson, after being confirmed by the state Senate. This body made recommendations on higher education policies but had no enforcement powers. We addressed this same issue, and I would like to share some of our discussions on the topic ....

The CHE sought to reorganize higher education based first on the delivery of services needed rather than how to save money. The “what” we wanted done needed to be stated before we addressed how that should be accomplished. The focus is first on the needs of the students and not on the role institutions see themselves playing.

The CHE focused on the core missions of institutions, not their inflated missions. Mission creep is a prime contributor to increased costs. A branch wants to be a full and independent institution. A two-year school wants to be a four-year school. A four-year school wants to be more influential.

We have three research institutions that operate in a similar manner relative to mission, scope and level of classes, funding, and impact at the state and national levels. These institutions need special attention and could function with their own board.

The other four-year institutions also have similar core missions with each other and could function with a second board.

The two-year schools again have similar core missions and could perform well under a single statewide board but with local focus, local goals and local daily management. Two-year schools are the backbone for New Mexico’s students to have access to higher education programs and for local initiatives such as business skills training.

This reorganization portion would cut the number of governing boards from 21 to 3. Costs are more directly tied to operations, meaning teachers and professors, equipment, facilities and related support services. Once the structure is in place, real reform can be looked at to study how services are delivered, the role of technology, opportunities for cooperation and other operational fixes.

Now the focus for legislators can be efficiencies in the system: Is every institution meeting its mission? Is every branch and “twig” or even every four-year school necessary? Can the same service be provided differently? How can we use technology to reach remote locations without building another campus? Where can we take advantage of economies of scale; etc.

Big decisions would still need to be addressed, but this would be a big start.