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Dissertation
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8700454

C ro ss, William T hom as

HIGHER EDUCATION IN MICHIGAN, 1969 TO 1982:

M ich iga n S ta te U n iversity

University
Microfilms
International

300 N. Zeeb Road, Ann Arbor, Ml 48106

THE MILLIKEN YEARS

Ph.D.

1986

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HIGHER

EDUCATION

IN M I C H I G A N

THE M I L L I K E N

1969

TO

1982

YEARS

By
William

Thomas

Cross

A DISSERTATION

in

S u b m i t t e d to
Michigan State University
p a r t i a l f u l f i l l m e n t of the r e q u i r e m e n t s
fo r the d e g r e e of
DOCTOR

Department

of

OF

PHILOSOPHY

Educational
1 986

Administration

ABSTRACT
H I G H E R E D U C A T I O N IN M I C H I G A N 1969
THE M IL L I K EN YEARS

TO

1982

By
William

the

Over

the

b est

systems

growth

years

the

Thomas

S tate

of h i g h e r

and

excellence

recessions,

enrollment

Cross

of M i c h i g a n

education

is

in the

threatened

changes

and

developed

by

one

nati o n .

s uch

increased

of
This

factors

as

institutional

costs.
The
other

ability

of i n s t i t u t i o n s

challenges

public

policy

are

is

directly

developed

to r e s p o n d

affected
and

by

to

these

the w a y

implemented

and

in

which

within

state

government.
Th e
state

Governor
has

direction
However,
provide
higher

the

as

the

chief

executive

responsibility

in all

program

Michigan

was

areas
the

constitutional

of

providing

including

first

autonomy

officer

state

of

the

leadership

higher

education.

in

nation

to

Institutions

of

the

to

its

the

executive

education.

The

intercooperation

institutions

of

higher

education

ment

of

a policy

t here

has

bee n a s t r u g g l e

direction
It

of h i g h e r
wa s

the

between

agenda

hav e

in r e g a r d

often

ove r who

been

would

to

office

the

establish­

antagonistic
control

and

the

and

policy

education.

intention

of this

dissertation

to

Identify

William

and

explain

higher

to

necessary

the

related

implemented

The
Governor

by

the

for

to

within
the

years

oral

of

hi s tory m e t h o d .
who

ha d

for

Impa ct

selected
structural

universities.

on

un l v e r s i t i e s
changes

a direct

role

education
that

as w e l l

inquiry

the

did

in

were
the

policy,
office

interest

but

among

goals

Interviews

special

it

office,

historical

stu dy I n d i c a t e d

the

a policy

on m a j o r

an

study

education

executive
as

this

ideological

to h i g h e r

o f the

c o n d u c ted

of

and

i m p l e m e n t a t i on of h i g h e r

findings

funding

personnel

Individuals

and

had

objectives

in r e f e r e nce

was

with

development

the

operations

study

completed

and

to e x a m i n e

Internal

supplemented

Imp a c t

and

administration

the

to a c c o m p l i s h

Milliken

This

and

M i l l i k e n's

policy

Cr os s

1982.

of W i l l i a m
as

deve l oped

was

W i l l i a m G.

In o r d e r
was

of h o w p u b l i c

nature

education

Governor
1969

the

Thomas

not

Michigan's

of

programs
have

an

colleges

TABLE

OF C O N T E N T S

Chapter
I

The P r o b l e m ................................................
Purpose

1

................................................

3

S c o p e ..................................................

3

L i m i t a t i o n .............................................

6

O v e r v i e w ................................................

7

II

Th e M i l l i k e n Y e a r s ...................................

III

D e s i g n ........................................................... 38

IV

Policy

8

I n i t i a t i v e s ............................................44

State
Budget

of

the S t a t e M e s s a g e .1 9 7 0 .................

Message

46

1 9 7 1 ....................................48

S tate

of

the State M e s s a g e .1972 .................

51

S tate

of

the State M e s s a g e .1973 .................

51

Budget

Message

1 9 7 3 .................................

52

State

of

the S tate M e s s a g e 1 9 7 4 .................

54

State

of

the S tate M e s s a g e 1 9 7 5 .................

56

State

of

the S t a t e

M e s s a g e 1 9 7 6 .................

59

State

of

the S tate M e s s a g e 1 9 7 7 .................

65

S tate

of

the S t a t e

M e s s a g e .1 9 7 8 .................

69

S tate

of

the State M e s s a g e .1 9 7 9 .................

71

State

of

the S t a t e

M e s s a g e 1 9 8 0 .................

72

State

of

the S t a t e

M e s s a g e .1 9 8 1 .....................78

State

of

the S t a t e M e s s a g e 1 9 8 2 .................

ii

82

Gover no r's Task Force
Higher Education

on E q u a l O p p o r t u n i t y in
1 9 7 0 ..............................

88

Governor's

on H i g h e r

94

Commission

Education

1972.

. .

Higher Education Capital Investment Advisory
C o m m i t t e e 1979 .
.................................
Joint

V

Task Force
Handicapped

Summary

of P o l i c y

Summary

of

on M i n o r i t i e s , F e m a l e s and
in H i g h e r E d u c a t i o n 1979 ............
Initiatives

Interviews

103

109

.........................

114

...................................

118

C o n c l u s i o n .................................................... 130

Bibliography

.....................................................

140

Appendices
Appendix
Pat

I

Interviews

B a b c o c k ................................................. 143

William
Ronald

Rustem.
Quincy

.......................................... 152

........................................

160

Dou g

S m i t h .................................................... 167

Phil

R u n k e l ...........................................

iii

178

CHAPTER

I

TH E P R O B L E M

Higher
1982

education

(The

events

Milliken

which

policy

The

in

campuses,

Years)

impacted

education
war

in M i c h i g a n

was

both

the

established

and

created
groups

education,

university

financial

aid

and

and

t hen d e c l i n e d

planners.

Budget

and

state

recession

resulted

and

years

of

colleges

colleges

education

and

governor,
various

and

the

has

been

direction

unrest

on

pressure

college

for

equal

support

programs.

Enrollments

problems

caused

for

by b o t h

in l a y o f f s

and

college
the

program

rates

at

and

and

national

caused

tuition

policy

in M i c h i g a n

is

the

Legislature

22,

Michigan's

longer

in

history.
and

that
The

cuts,

all M i c h i g a n

1969

has

education
at

12:03

Governor

office

tha n

all

often

ove r w h o

44t h

personnel

state

brought

generated

intercooperation

a struggle

Governor

education.

Th e

sources

of h i g h e r

became

higher

implemented.

college

cuts

cour t s .

setting

On J a n u a r y

ideas

higher

expanding

universities,

policy

there

policy

important

which

it was

to

to rise.

Higher

and

how

in

1969

thus

creating

university

inflation

way

increased

in h i g h e r

years

several

student

opportunity

expanded

the

experienced
on

Vietnam

minority

during

bee n

these

antagonistic,

would

control

William

and w o u l d

into

and

the

in M i c h i g a n .

p.m.,

any

among

by

of w h i c h w o u l d

have

Milliken

eventually

Governor
office

G.

in
new
its

serve

Michigan's
leadership,
impacts

on

2
The

role

Institutions
and

to

use

pressures
and

of

of

higher

the

tools

and

the

objectives.

state

provided

constitutional

the

Governor

education

of

policy

state

In

is

relationship

to

provide

(budgets,

bureaucracy)

In M i c h i g a n ,

however,

institutions

of

leadership

legislation,

to

implement
the

higher

to

public

hi s

people

goals

of

education

this
with

autonomy:

"The
S t a t e of M i c h i g a n ,
aB e a r l y as
1850,
responded
to
that c o n c e r n by b u i l d i n g i n t o
its
state
constitution
the l e g a l m e a n s by w h i c h
to
prevent
the
state government
from
influencing
I n t e r n a l e d u c a t i o n a l p o l i c i e s . "1
Colleges

and

constitutional

right

successful

each

from
of
his

the

on

by using

for

policies

in

interpretation
than

of

of

the

the

t his

relation

policy

Moos

to

and

when

Rourke

system

control

and
that

created

attempting

to

to

education.

"...it

who

threat

guarded

conflicts

higher

officials

chief

have

court

The

Governor

legislative

representing

the

occasion.

separation

challenges

rather

universities

ar e
the

is

the

today

this

have

been

resulted
a

series

implement
In

the

executive

regarded

as

independence

of

2
institutions

1.

2.

of

higher

education."

N o r m a n J. S c h l a f m a n , A n E x a m i n a t i o n of th e I n f l u e n c e of
the
State
L e g i s l a t u r e on the E d u c a t i o n a l P o l i c i e s
of
the
Constitutionally
Incorporated
Colleges
and
Universities
of M i c h i g a n T h r o u g h E n a c t m e n t
of
Public
Acts,
f r o m 1851 to 1970.
Unpublished dissertation
for
the P h . D . , M i c h i g a n S t a t e U n i v e r s i t y , 1970. p. 2
M a l c o l m M o o s a n d F r a n c e E.
Rourke,
T h e C a m p u s an d the
S t a t e , B a l t i m o r e : T h e J o h n s H o p k i n s P r e s s , 1959. p . 27

3
This

historic

education

policy

influence
examined

and

policy
in

this

conflict
the

over

impact

form

the

of

the
the

basis

control

of

Governor's

of

the

higher

ability

problem

to

to
be

study.

Purpose
The
and

impact

higher
is
the

purpose

an

of

historical

Message

in

year.

as

created

by

provide

Initiatives
necessary
a

education

pu b l i c

direct

the are a

Impact

In-depth
role

1975)

of h i s t o r i c a l
papers,

Interviews.

annual

Th e

sh o u l d
use

It

initiatives

State

of

the

of

State

be

the

policy

committees

and

and

provide

Into

commissions

recommendations

education.

the

on h i g h e r

education,
with

policy
it

was

individuals

implementation

of

higher

by

earlier

years.

and

documented

s uch a tas k as
not

als o

In o r d e r

Governor's

interviews

of

1982.

will

transcripts,

but

to

of

coming

study

should

policies

the

explained

and

1969

influence

for

the

that

the

the

policies

the M i l l i k e n

bee n

ca n n o t

in

on

policy

of h i g h e r

insight

during

already

this

to s t u d y

their

(Paverman

private

depth

and

policy

analysis

in

the

the

by s p e c i a l

a greater

policy

It has
research

within

the y e a r s

in his

outlines

to i n c l u d e

had

based

Governor

to

or

upon

produced

improvements

who

study

he

to d e t e r m i n e

William Milliken

Identified

for

is

in

which

the

study

in M i c h i g a n

Included

initiatives

this

Governor

education

Governor

of

be

the

limited

analysis

of

to

an

correspondence,
include

Interviews

the

use

just

reports
of

in-

Increases

the

4
amount
and

of

the

method.

relating

to

literature

by u s i n g

The

of e x i s t i n g

amount

politics

an d h i g h e r

the

ora l

history

literature

is

concept
limited

education.

"It b e c a m e o b v ious, f r o m r e v i e w i n g the l i t e r ­
a t u r e w h i c h was w r i t t e n on this s u b j e c t ,
that the
primary
deterrent
to r e s e a r c h
on
politics
and
education
was
an
unwritten
"taboo"
on
suc h
s t u d i e s ."3
In
politics
In

and

to

higher

Michigan

operates.
the

addition

operations

general

education

because
Faverman

this

of

policy,

the w a y

provided

of M i c h i g a n ' s

reluctance

the

in

the

record

which

following

political

to

state

research
is

lacking
politics

description

of

leaders.

The
written
r e c o r d is i n c o m p l e t e
and
even
m i s l e a d i n g b e c a u s e m a n y of the i m p o r t a n t d e c i s i o n s
were
not
r e c o r d e d in
correspondence
or
formal
documents.
M a n y s i g n i f i c a n t t r a n s a c t i o n s o c c u r by
contact
among
the
decision
elite
through
breakfasts,
lunches,
Buppers,
social occasions,
telephone
calls,
and
informal
face-to-face
meetings .
Negotiations
that
frequently
result
in
agreement
are
sealed
by
one's
wor d
or
his
handshake.
Also,
the
reBpect
that
one
group
i n s i d e the d e c i s i o n e lite has had for the o t h e r on
a
h u m a n b a s i s has p r e v e n t e d v i n d i c t i v e and
selfserving argumentation.
The
p r o d u c t i o n of m e m o i r s and
reminiscences
has,
for a v a r i e t y of r e a s o n s , b e e n u n f o r t u n a t e l y
s p a r s e in M i c h i g a n .
The v a l u e of m e m o i r s , p o l i t i c a l b i o g r a p h y and
reminiscence,
so u s e f u l in o t h e r stat e s ,
is,
to
the
contrary,
not u s e f u l in M i c h i g a n b e c a u s e
of
the s p a r s i t y of such l i t e r a t u r e and the q u a l i t y of
that p r o d u c e d . 4

3.

4.

Leroy
Craig Ferguson,
H o w S t a t e L e g i s l a t u r e s V i e w the
Problem
of
S c h o o l N e e d s , U.S.
Office
of
Education
C o o p e r a t i v e R e s e a r c h R e p o r t , P r o j e c t No. 532 (8166), p. 3,
1960.
G e r a l d A l d e n F a v e r m a n , " H i g h e r E d u c a t i o n in M i c h i g a n 1958 to
1970."
Unpublished
d i s s e r t a t i o n for
the
Ph.D.
Michigan
S t a t e U n i v e r s i t y , 1975. p. 51

He n c e ,

this

study

policy

initiatives

years

1969

developed

to
by

supplemented
rol e

in

Scope

the

of
In

policy
to

an d
are

it

2.

3.

4.

By

to

the

their

of

with

of how

between

the

This

record

was

research

method

and

individuals

of G o v e r n o r

general
State

who

ha d

Milliken's

overall

of

the

subsequent

How

doe s

a direct

policies.

analysis

S tate

of

Messages

reports,

own

did

affect

policies

once

the

State

Message?

W hat

has

the

the

personal

the

impact
o nce

holds

the
( 1969

following

of

the

of

of

education

their

way

State Message?

of

the

office

of h i g h e r

policy

included within

1970-1982?

find

Inclusion

s uch

office

ideology?

organization

for

the

higher

initiatives

implementation

Identified

education
Messages

S tate

wh o

Influence

policy

structural

Governor

been

person

his/her

Governor's

the

the

to

method

the

for

Michigan

through

into

S tate

historical

the

of

possible

wha t

higher

Milliken

implemented.

the

record

addressed.

Governor
policy

a written

Study

initiatives

Is

provide

by G o v e r n o r

were

interviews

addition

questions

1.

1982

Implementation

the

1982)

to

selected

using
by

is

in

the

education
State

initiatives
the

of

State

of

of

in
the

Limitations
This

study

Milliken

is

limited

administration

identified

by

the

gave

S tate

He

gave

a message

a lso

January
nor's

9,

Message."

education
The
the

1969.

was

basic

of

the

the
the

S tate

to

the

initiatives

years

1969

S tate

to

Message.

Messages

f rom

75th Michigan
was

noted

as

The

content

of

this

message

of

the

to K - 1 2

Sta t e "
for

constitutional

Message

for

requirement

has

the

b een

of

higher
of

1982

as

Governor
1982.

"Lt.

on

Gover­

regarding

education.

analysis

initiatives

the

Legislature

message

limited

of

1970 to

Thi s

document

administration's
the

of

mostly

"State

for

S tate

Milliken

to the p o l i c y

selected

the

Milliken

education

the G o v e r n o r

as

because
to

of

present

s uch a m e s s a g e .
Governor

Wilber

M.

Brucker,

in J a n u a r y ,

1931,

stated:

The p e o p l e have,
h o w e v e r , t h r o u g h the m e d i u m
of
a
constitutional
provision,
directed
the
Governor
to
communicate
by
message
to
the
L e g i s l a t u r e ... the
condition
of
the
state,
and
r e c o m m e n d such m e a s u r e s as he m a y d e e m e x p e d i e n t . 5
Governor
the
come.
means

5.

Milliken

Legislature
Thus,

Message
Brucker,
Capital,

1970

represented

the use

of o u t l i n i n g

in

of

future

the

stated

that

a blueprint
State

policy

of

the

is w e l l

to
the
Legislature
T h u r s d a y , J a n u a r y 8,
Lansing, Michigan.

his m e s s a g e

for

to

policies

State Message

to
as

a

established.

of
Governor
Wilber
1933, 1 2 : 0 0 Noon, at

M.
the

7
Overview
T hi s
outlines

study

Is

the w o r k

Chapter
Milliken,

and

Two

his

reported
s cope

In fiv e
of

contains

the

the

administration,

chapters.

One

study.

background
and

Chapter

on

personal

William

views

G.

on h i g h e r

education.
The
study

are

methodology
presented

Chapter
State

F our

Messages
Chapter

Interviews
Implementation
policies

will

be

in C h a p t e r

special
contains

of
of

procedures

contains

and

Five

and

analysis

study
the

in

of

conduct

this

the

S tate

of

the

commissions.

conclusions

individuals

included

to

Three.

the

Governor

used

who

had

of

this

a direct

Milliken's
the A p p e n d i x

higher
of

this

study.

rol e

in

the

education
study.

CHAPTER
THE

WilliamGraun
Governor,

second

son of J a m e s

Milliken

of

politics

and

MILLIKEN YEARS

Milliken,

serving

was

higher

Columbia

fr o m

Normal

1900-1918.

(1908),

served

the S tate

Sena t e .

politics

and

future

School

Th e

of T r a v e r s e

This

higher

blend

education

of y o u n g M i l l i k e n

In h i g h
being

school,

elected

staff

of

senior

yea r

School.

He

school
was

also

in b o t h

of hiB

Central

graduate

five

terms

i n f l u e n c e in
its

effects

in
bot h

on

the

fields.
distinguished
class,

in

of

and

Traverse

tennis,

himself

served

and m a g a z i n e ,

elected Governor
letters

and

ties.

University)

a Yale

family

freshman

newspaper

earned

City

in

a graduate
of

Michigan

to h a v e

Bill Mill ik en

President

the

of

was

Graun,

father,

Graun

family

President

(Central

the

interest

fro m his

as

Governor's

as M a y o r

He was

Hildegarde

Theodore

served

longest

1922.

and

c ame

Charles

University,

an d

Bil l M i l l i k e n ' s

education

of

26,

Milliken

City.

maternal grandfather,

State

on M a r c h

Thacker

His

Michigan

M i c h i g a n ’s 4 4 t h

born

Traverse

II

by

on the
in

City

his
High

basketball

and

track.
Given

the

family

assumed

that

and

selected

he

college

would

pursue

to be

interrupted
"On

his

the

Yal e

background
would

part

University

degree.
by

be

the

morning

His

as

education,

it was

of B ill M i l l i k e n ' s

future

the

college

second
of

in h i g h e r

World

September
8

institution
career,

where

however,

War:
21,

1940,

Yale

he
was

9
University
opened
its p o r t a l s to 861
newcomers.
New Y o r k M a y o r J o h n L i n d s a y , U.S. S e c r e t a r y of the
Na v y J o h n C h a f e r ,
and the y o u n g m a n f r o m T r a v e r s e
Ci t y w e r e a m o n g the f r e s h m a n who w a l k e d a c r o s s the
ivy-clad,
elm-adorned
Old
Campus.
It
wa s
a
pensive
Bil l M i l l i k e n who l i s t e n e d
to
Professor
R o b e r t D u d l e y F r e n c h , the s p e a k e r for the f r e s h m a n
assembly,
proclaim
that the nex t four y e a r s w ere
uncertain
and that "the m a j o r i t y of those
seated
her e n o w w o u l d not f i n i s h their c o u r s e of s t u d y in
1 944."
T h e p r e d i c t i o n p r o v e d to be
accurate
in
M i l l i k e n ' s c a s e . "1
Milliken's
missions

on a

o ver V i e n n a ,
war

effort

clusters,

War
On

Austria

and was

earned

in e c o n o m i c s ,

intended

to

store

seek

illness,

Milliken
s tore

up.

In

Inc.

and

retail

1952

the

ribbon with
his

of

he was

with

three

Yale
and

two

wounded

oak

studies

at

50

Heart.

battle

public

Degree

included

Purple

the A i r M e d a l

returned

The
leaf

stars.
in

1946

affairs.
the

Michigan

but,

to a s s i s t

in r u n n i n g

School

because
the

of

He
of
his

family

City.
working

in o r d e r
he

flights

awarded

Graduate

began

to

in v a r i o u s

learn

the

became

the n e w

hard

to e x p a n d

worked

departments

business

President
the

fro m

of

store

J.

into

the
W.

of

the

ground
Milliken

a successful

operation.

In a d d i t i o n
B ill M i l l i k e n
successful

1.

a

experience

these

history,

University

in T r a v e r s e

family

hi m

of

completed

majoring

father's

one

the E u r o p e a n

Milliken

Business,

II c o m b a t

B-24.

als o

and

Bill

World

to his

also

became

campaigns

Da n
Angle,
W a r r e n , MI:

achievements

for

involved
the

Red

in

the

business

in c i v i c

affairs.

Cross,

became

William G . M i l l i k e n , A Touch
P u b l i c A f f a i r s Press, 1970. p.

sector,
He

President

of
27

led
of

Steel.

10
the
to

local
the

Bo y

Scou t s ,

and was

State Waterways

In

1953,

Department

by G o v e r n o r

Sigler

Commission.

Milliken

for

appointed

wa s

an e x c h a n g e

selected

program

by

and

the

spent

U.S.

S tate

several

weeks

in E u r o p e .
Other
to

political

accomplishments

the N o r t h w e s t e r n M i c h i g a n

and

serving

as

College

Republican

included

being

elected

Governing

Board

(1957)

Chairman

for

Grand

Traverse

County.
Milliken,
decided
his

to

run

for

State

announcement

Minnema.
Senators
were

concerned

for

Senator
wh o w e r e

intended

to

Milliken

Senate

the

the

passage

improve

the

Hopkins

in

the

general

working

with

a small

the

and

State

Committee
"As
Education

and

of

his

He

1960,

of

made
John

Republican

several

bills

margin

that

moderates

re-elected
committee
to

opponent

Republican

the

committee

in

old

began

Senators

guard.

joined

the
John

immediately

these

was

state,

by S e n a t o r

Democratic

moderate

and

25,

2-1

from

important

the

of M i c h i g a n .

power

wa s

Affairs,

of

by a

election.

important

Milliken
to m o r e

group

remove

successful

Senator

Taxation

to

to c h a n g e

appointment

to d e f e a t

held

of

of a g r o u p

economy

Minnema

on

Democrats

seat

blocking

w ent

was

Senate

on M a r c h

part

and

effort

and

economy

was

defeated

strategies

the

Mlnnema

primary

on

about

This

with

the

assignments.
in

1962

an d

assignments,
serve

as

gained
suc h

as

Chairman

of

on E d u c a t i o n :
Chairman
of
the
Senate
Committee
on
in 1 9 6 3 - 6 4 ,
it was p e r h a p s o n l y n a t u r a l

IX
that the y o u n g m a n f r o m T r a v e r s e C i t y w o u l d
exert
his
talent
for
innovation
in
that
area.
Throughout
his
t e n u r e in the S e n a t e
he
was
a
generous
s u p p o r t e r of funds for e d u c a t i o n at
all
levels
and
the c h a m p i o n of m u c h
Legislation
to
improve educational opportunity.
Milliken
was
chief
a r c h i t e c t of
the
1964
scholarship
program
for
Michigan
high
school
graduates,
the
s u c c e s s f u l s p o n s o r of the
School
Bus L a w w h i c h p r o v i d e d t r a n s p o r t a t i o n to p a r o c h i a l
school
children,
a n d the p r o m o t e r of a
released
time
for r e l i g i o u s i n s t r u c t i o n bil l that
allowed
two
h o u r s per w e e k for r e l i g i o u s t r a i n i n g
during
school
hours
p r o v i d e d it was
h eld
off
sc h o o l
grounds.
He
a lso
supported
a
new
state
aid
formula
for
l i b r a r i e s to e n c o u r a g e c o m m u n i t i e s
without
suc h f a c i l i t i e s to p r o v i d e t h e m . "2
On

November

Republican
864

to

and

the

P.

to w i n

Lt.
office

Governor

His

his

of J o h n

Michigan

winning

this

position

opponent

did

race.

Allison

Robert

George

Governor,
this

the

Stahlin,

However,

educational
the n u m b e r

Ibid.,

to m o l d

selected

inner

Governor

Milliken

first

Resources

Romney's

o ver

became

Romney

Vanderlaan,

Romn e y ,

not

Green.

the

Repub­

support

and M i l l i k e n

either
w ent

on

months

in

understudy

to

election.

Governor

Human

in

Milliken

L t . Governor,

votes

for

attempting

Romney.

for

Griffin.

or G r e e n

the

Bill

support

candidate

Milliken

2.

delegate

ha d

Robert

lican

the

candidate

636

Milliken

20th,

to

real

p.

to

himself

him

as
Thi s

circ l e .

Another

Milliken

was

60

as

his

of a u t h o r i t y

enabled
major

to

strikes,

him

which

of

cam e

the

to b e c o m e

the

instrumental
included

when

Governor's

assignment

become

He was

first

a capable

Co-Chairman

Council.

teacher

spend

delegation

troubleshooter.
of

was

p art

from

of
the

Governor's
in r e d u c i n g

helping

to end

12
the

Detroit

1968,

teacher

strike

which

Milliken

(s t i l l

the

an

impressive

record

of h e l p i n g

of

teacher

seven

that
On

failed

George

Th e

in all

1,

1969,

Romney

as

to

insure

the

days.

day of

Richard

Mixon

In

compiled

nego-tiation

districts,

first

the n e w

13

troubleshooter)

school

the

only

except

for

school.
selected

Secretary

Michigan

of H o u s i n g

and

Development.
On J a n u a r y

too k

education

to o p e n

December

Governor
Urban

contracts

lasted

the

Oath

22,

1969

of O f f i c e

transition

of

at

1 2:03

to b e c o m e

p o w e r wa s

p.m.,

William

Michigan's

to be

G.

44th

Milliken
Governor.

orderly:

Quietly
and
efficiently
Milliken
would
replace
the k e y p e r s o n n e l in the e x e c u t i v e o f f i c e
with
high
quality
men
of
his
ow n
choosing.
R e g a r d i n g the p r o g r a m s a n d p h i l o s o p h y , t h e r e w o u l d
be
"no r e v o l u t i o n a r y c h a n g e s , " M i l l i k e n p r o m i s e d ,
"but d i f f e r e n c e s in e m p h a s i s w i l l e v o l v e in time."
Much
of
the s t a f f
recruitment
effort
had
already
been
done.
Milliken would elevate
the
loyal
and t a l e n t e d aides wh o had
worked
closely
for
an d
w i t h hi m d u r i n g his y e a r s as
Lieutenant
G o v e r n o r .3
Th e

l ong

His

climb

the

Office

f rom

challenges
Governor
and

term goal

of
and

the

Governor
demands

responsible

In

Ibid.,

p.9

Milliken was

on

order

be met

to
the

Commission

taken

the m a n

22

wa s

now

vision,

quality

new Governor

complete.

(1947)

years.

who

with

provide

now

on an o r g a n i z a t i o n

to

The

new

the

new

experience

leadership

and

established

his

by:

Borrowing

3.

had

would

government,

administration

Bill

State W aterways

of M i c h i g a n

courage.

of

scheme

from

Ne w

13
York's
Governor Nelson
Rockefeller.
Milliken's
office
Is
run u n d e r a s i n g l e
executive
charged
w i t h the c o o r d i n a t i o n of a l l o p e r a t i o n s w i t h i n the
Executive
Office,
while
insuring
that
suc h
a c t i v i t i e s are c o n s i s t e n t w i t h the p o l i c i e s of the
G o v e r n o r .4
This
most

management

direct

process;

for m

it

ove r w h i c h
One

of

also

he m u s t

of

the

style

provided

involvement

wa s

the m o s t

the

within

Governor

with

the d e c i s i o n

adaptive

to

the

the

making

bureaucracy

lead.

pur e s t

definitions

of b u r e a u c r a c y was

stated

as :
B u r e a u c r a t i c g o a l s and p u r p o s e s are c l e a r and
explicit.
Positions
are a r r a n g e d in
a
pyramid
hierarchy,
w i t h a u t h o r i t y i n c r e a s i n g as one m o v e s
higher
up the o r g a n i z a t i o n .
Thi s a u t h o r i t y lies
in
the
p o s i t i o n s r a t h e r t han in the
people
who
o c c u p y them.
S e l e c t i o n of its m e m b e r s is b a s e d on
t heir
t e c h n i c a l s k i l l s , and r e q u i r e m e n t s of
the
position
d e t e r m i n e who shall be e m p l o y e d
and
in
what
position.
Interpersonal relationships
are
maintained
on an i m p e r s o n a l basis so that
socloemotional
e l e m e n t s do not i n t r u d e into
organiza­
tional o p e r a t i o n s . 5
However,
the M i l l i k e n
different

this
s tyle

tha n

strict
and

the m a n

his
he

definition

of b u r e a u c r a c y was

administrative
just

approach

was

not
much

replaced:

He
was s o m e w h a t m o r e r e s t r a i n e d ;
m o r e of
a
listener,
certainly
n o t so m u c h a h l p s h o o t e r
as
his p r e d e c e s s o r .
Consequently,
the s taff d i s c u s ­
sions w e r e m o r e r e l a x e d ,
r e p o r t e r s felt that they
ha d
a better news-gathering atmosphere,
and
the
Legislature
v i e w e d M i l l i k e n as one of
their
own
w h o had r i s e n to the t o p . 6
The
this n e w
4.
5.
6.

Executive

Office

staff

also

thought

very

highly

of

Governor.

Ibid., p . 9
Richard
Hall,
Organizations:
S t r u c t u r e and P r o c e s s ,
E n g l e w o o d Clif f s , N J : P r e n t i c e - H a l l , 1972, p. 16.
Dan A n g l e ,
William
B .M i l l i k e n ,
AT o u c h
of
Steel.
W a r r e n , MI:
PublicAffairs
Press, 1970.
p. 94

14
" Bill M i l l i k e n is a l m o s t an i d e a l boss.
He
is
always
pleasant
r e g a r d l e s s of
the
personal
pressure
he Is u n d e r ... h a r s h w o r d s are not
among
his
work incentives,
there is an u n w r i t t e n r i d e r
on the n o n - v e r b a l law.
"He's not a d r i v e r , " says
a
man who knows h i m well,
"but if you
don't
do
what
you're
s u p p o s e d t o . . . y o u r n a m e is
m u d . , .he
just b r o o m s you o u t . "7
Th e

Governor

and

sho w his

the

197 0

a lso

had

aggressiveness.

campaign when

in a tight

times

race

against

One

when

he n e e d e d

such

opinion

p olls

Senator

Sander

to be

o c c a s i o n wa s

were

showing

Levin,

his

firm
during

him

to be

democratic

opponent.
While

L e v i n was

prodding

the unio n s :

"Milliken,
m e a n w h i l e , was s u m m o n i n g R e p u b l i ­
can
and d i s t r i c t c o u n t y c h a i r m e n to a c l o s e d - d o o r
m e e t i n g in a L a n s i n g mo t e l .
He was c o n c e r n e d that
the p a r t y was l e t h a r g i c and c o m p l a c e n t in the face
of o p i n i o n polls i n d i c a t i n g he was in a t o u g h race
and
the o t h e r s t a t e w i d e GOF c a n d i d a t e s w e r e
told
to s hape up or e x p e c t to be d i s c i p l i n e d .
"1 hav e
a
memory
lik e an e l e p h a n t and
I
will
remember
t h o s e wh o h e l p e d and those who did n o t . "8
Milliken
himself
party

but

to

went
be

a lso

not

on

to w i n

onl y

the

a political

the

197 0

titular

leader

campaign

hea d

of

the

and

proved

Republican

as well:

G o v e r n o r W i l l i a m G.
M i l l i k e n , in a d d i t i o n to
b e i n g the l e a d e r of the R e p u b l i c a n party, wa s a l s o
the c h i e f e x e c u t i v e a d m i n i s t r a t o r of s tate policy.
In o r d e r to c a r r y out this f u n c t i o n ,
the G o v e r n o r
established
his i n t e r n a l e x e c u t i v e staff so
that
he m a d e a l l m a j o r d e c i s i o n s . 9

7.
8.

9.

Ibid., p. 129.
A l l e n P h i l l i p s , M a s t e r T h e s i s - The M a k i n g s of a G o v e r ­
nor
1970.
A th e s i s s u b m i t t e d to M i c h i g a n S t a t e
Univ­
e r s i t y , 1971. p . 79
T his
r e s e a r c h e r s e r v e d as an a d v i s o r to the
Executive
Office
1974-1982
and was a g u b e r n a t o r i a l i n t e r n
f rom
1978-1980
a s s i g n e d to the p o l i c y and p r o g r a m
u nit
of
the e x e c u t i v e office.

15
The
wa s

organizational

subject

position
firmly

of
set

subject
result

the

of

impact

power.
in

to

same

structure

of

limitations

as

The

either

constant

a

structural

revision.

unanticipated
on

the

operating

Governor's

any

other

structure
or

an d

way

variations

other

operations

such
of

office

executive

could

functional

These

issues,

internal

the

not

be

but

was

were

the

factors

that

any

complex

organization.
The
time
The

inner

to

t ime

Executive

political

This

but

Secretary

Legal
grouping

Th e

an d

the

an d

Lt.

Director

development

of

of

of

and

major

categories

interest

groups

including

Federal,

(D)

policy

the

Governor,

departments

State

of

the

State

The

way

in w h i c h

content.

and
The

staff,

the

Governor's

of
of

(C)

state

and

the

were

Program

office

special

influential

created

initiatives

governments,

the

however,

by

new Legislation,
(E)

Unit.

policy.

(A)

an d

and

in

varied,

parties

Policy

Management

influential

commissions

decisions,
of

following.

identified;

political

study

court

be

from

the

executive

initiatives
ca n

changed

Legislative

most
of

office
of

Director

was

(B)

various

identified

the

implementation

several

or

of

up

Department

staff

of

Legislature

Chief

the

Advisor

made

Governor,

source

individuals,

Governor's

b a s i c a l l y was

advisor,

Liaison,
Budget,

circle

the

State

or

from

the

fo r

the

usually

Message.
policy

approved
various

initiatives

by
types

the
of

were

Governor
policy

promoted

depended
categories

once
on

its
were

16
Budg e t ,

Le g a l ,

Policy
the

initiatives

responsibility

Management
Budget

and

dealt

institution
were

Legislative,

The

policies

who

were
(the

would

individual
were

the

S tate

the

with

Legislature.

jointly
wanted
It

leaders

the

suc h

an d

put

minority

its

that

budgets
New

involved
of

the

by

the

"quadrant
meet

the

House

see

passed

during

that

Legislation

and

the

job

Policy

to

of

session
the

Insure

the

Initiatives

the
that

of

he

would

of w o r k i n g

Senate
the

and
to

Governor

the L e g i s l a t u r e .

Special

that

Policy)

the m a j o r i t y

and

of l e g i s l a t i o n

Chief

with

system"

with

State

and

Governor,

agenda

became

each

Governor's

policy

out an

the n

and

of

the

legislation

work
to

of

initiatives

for L e g i s l a t i o n

his

both

Management

routine.

He w o u l d

from

were

Department

of

legislative

approved

operation

the

annual

policy

Once

implications

State M e s s a g e .

Advisor

Legislators.

int o

the

responsibility

promote

usually
the

with
of

of

Department

initiatives

Special

identified

budgetary

Director

The

of

Programmatic.

had

the

a matter

for

Lobbyist,

of

primarily

left

Legislature

that

Budg e t .

as

and

Advisor

t hese

bills

for
became

law.
Policy
usually

initiatives

generated

from

sometimes

in

the

form

the

State

of

the

State

and

if

Governor

suc h
for

the

of

had

program

implications

s tate

departments,

various

recommendations

Message

initiatives
inclusion

that

were
in

the

(the

source

approved
State

for

of

an d
the

inclusion

of

this

accepted
State

into

study)
by

the

Message,

17
t he y

became

priorities

responsibility
insure

these

of

the

programs

Programmatic
being

part

remain

of

the

Director

of

were

State

of

could
the

the
the

insure

programs

if a p p r o v e d

and

accepted

The

Governor's

Departments,
in

the

liaison

boards

and

making

speeches

o p e r a t i o n s of

and

the

of

assigned

assigned

to

the

specific

duties

K-12,

higher

Specialist
meetings

also
to

constituency
One
annual

to

dealt

meetings

to

vocational
al l
the

Governor

of

these

Uni t

various

in

was
State

legislation
constituency

the

Informed

relevant
as

to

the

government.
U nit

of

S tate

education
requested,

Specialist

Education

policy
and

had s e v e r a l

Program

had

the

functions

for

education.

The

and

adult
Board

Governor,

with
when

the

providing

The

all

also

Department

monitoring

Program

him.

without

it w o u l d

Program

with

state

Department

represent

Board

in

the

attended

that

the

the G o v e r n o r

of m o n i t o r i n g

education,

legislation
before

S tate

the

the G o v e r n o r .

functions

department

specialists

by

the

promoted

implementation

of

for

be

appropriate

areas,

keeping

Director

the n

Directors

process;

commissions,

program

ar e a s ,

The

Director

various

responses,
program

all

als o

of

and

for

was

Department

State

promote

responsible

it

implemented.

responsibility

to

and

appropriate

policies

the

his

of

monitored

including
and

Education
all

testimony

handled

general

problems.

final

are a

budgetary

of

policy

process.

development

In r e g a r d s

to

was

that

of

the

University

the
of

18
Michigan,

Wayne

with

e ach

the

college

plans

a

college

for
T he

specific

was

to

G.

higher

important

factor

policy.

In

approach

and

examination

meetings

budgets

Governor's
to

are

the

and

commissions,
final

of

the

Governor,

of h i g h e r

education

the

decisions
of

and

to p u r s u e

policy

influence

of

input

departmental

decision

direct

o f f i c e was

the p r o d u c t

the

views

of

of

in

the

to

several

total
a

included

he m a d e

just

on

in

of

the L e g i s l a t u r e .

section

on

education,

of

a

In M i c h i g a n
of

Governor

this

regarding

the

overlooked

higher

insight

speeches

on

as

education
Into

his

education,
the

an

subject

study.

before

Milliken

as L t . G o v e r n o r

Included

Milliken

be

higher

13 d ays

a speech

session

cannot

greater

of M i l l i k e n ' s

1969,

Milliken

process

thoughts

e d u c a t i o n are

Governor,

policy

give

personal

9,

Governor

education

order

On J a n u a r y
become

these

Milliken.

of

of h i g h e r

the

decisions

Included

personal

subject

Governor met

their

but

that

1969

1982

In

present

directly

special

development

Th e

an

These

analysts,

policy

the

year.

Th e

William

could

responded

advisors,

State,

personally.

operation within

Milliken.

legislative

from

coming

that

Michigan

President

internal

Governor

and

presidents

the

system

from

State

in that

to a

would
joint

s p e e c h wa s

stated:

John
Gardner,
former Secretary
of
Health,
Education
an d
Welfare,
has
said,
"We
all
know.,,that
ove r
the
lon g h a u l w h a t
we
do
in
education
has the g r e a t e s t r e l e v a n c e to
building
the
k ind
of s o c i e t y we want,
America
promises
that
e v e r y o n e s h a l l h a v e a c h a n c e to a c h i e v e
his

a

19
full p o t e n t i a l , and e d u c a t i o n is the c h i e f i n s t r u ­
m e n t for m a k i n g g o o d that p r o m i s e .
It is the path
to i n d i v i d u a l f u l f i l l m e n t . "
He als o said,
" M u c h e d u c a t i o n t o d a y is m o n u ­
mentally ineffective.
All too o f t e n we are g i v i n g
young
people
cut
flowers
when
we
s h o u l d be
teaching
the m to g r o w t heir ow n plan t s .
We
are
s t u f f i n g their h e a d s w i t h the p r o d u c t s of
earlier
innovation
rather
t han
teaching
them
h o w to
innovate.
We t h i n k of the m i n d as a s t o r e h o u s e to
be
filled
rather
tha n as an
Instrument
to
be
used."
I s u b s c r i b e to
b o t h t h o s e po i n t s of v iew, and
I
believe
further
tha n the g r e a t e s t
p u r p o s e of
education
is
to p r e p a r e free me n and
women
for
r e s p o n s i b l e l i v i n g in a free s o c i e t y . 10
Thi s

section

understanding
of

of

preparing

society.
that

the

Within

joint

weeks

session

Governor
to
his

the

overall

this

educational

William Milliken
a

the

individuals

education which
Ten

of M i l l i k e n ' s

it

concern

taking

the

is als o
not

basic

education,
p lace

a n ote

providing

the O a t h

a special

a televised

the

of

of

the

The

quality

Office

message

Legislature.

of M i c h i g a n .
over

s a w in

a

that

in

our

skepticism
quality

of

c a p able.

presented

presented

people

is

is

he

provides

a responsible

statement

after

of

value
for

system

message

Later

special

of

the

Governor,

on e d u c a t i o n
that

message

Governor

as

once

state's

evening

to
the

on e d u c a t i o n
again

stated

educational

s yst e m :
1 am e s t a b l i s h i n g a G o v e r n o r ' s C o m m i s s i o n for
E d u c a t i o n a l Refo r m , small in n u m b e r , but I n c l u d i n g
some
of
Michigan's
leading
citizens,
whose
judgment
and
recommendations
would
be
highly
respected
by
e d u c a t o r s and the
general
public.

10.

Transcript
J a n u a r y 9,

of L t . Gov.
Milliken's message
delivered
1969 to the 7 5th M i c h i g a n L e g i s l a t u r e .

20
They
will
be d i r e c t e d und<. r my
chairmanship
to
devise
an
educational
reform
package
for
e l e m e n t a r y and s e c o n d a r y e d u c a t i o n an d to c o m p l e t e
this tas k by S e p t e m b e r 30.
B e t w e e n n o w and then, I u r g e the L e g i s l a t u r e ,
the
educational
community,
and
any
other
interested
grou p s , to
contribute
t h e i r i d e a s to
this
Commission,
or to d e v e l o p t heir p l a n s i n d e ­
pendently.
If the L e g i s l a t u r e is in s e s s i o n in
October,
I
will
the n s u b m i t to it my p r o p o s a l s on
educa­
tional
reform
and urg e p r o m p t
consideration
of
them.
If
it has a d j o u r n e d ,
I w i l l c all
it
to
s p e c i a l s e s s i o n for this s p e c i f i c purpose.
In
the m e a n t i m e ,
I urg e the L e g i s l a t u r e
to
pass,
without
further
delay,
the
recommended
s c h o o l aid p r o g r a m w h i c h p r o v i d e s an a d d i t i o n a l 85
million
dollars
in s t a t e ai d for e l e m e n t a r y
and
s e c o n d a r y e d u c a t i o n . This w i l l p r o v i d e the s t a t e ' s
share
of
teacher salary
increases
commensurate
w i t h those a f f o r d e d to o t h e r p u b l i c e m p l o y e e s .
My b u d g e t als o i n c l u d e s s u b s t a n t i a l i n c r e a s e s
for
community
c o l l e g e s and h i g h e r e d u c a t i o n
for
the
coming
year after which
these
areas,
too,
must,
in 1970, b e c o m e a part of total e d u c a t i o n a l
reform.
In
the
past
six
yea r s ,
enrollment
in
elementary
and s e c o n d a r y e d u c a t i o n has
increased
21%.
D u r i n g that time,
local, s t a t e and f e d e r a l
su p p o r t for e l e m e n t a r y and s e c o n d a r y e d u c a t i o n has
increased
f r o m $760 m i l l i o n to $ 4 1 . 8 b i l l i o n
and
yet
the
d e m a n d s for m o r e
funds,
impossible
to
satisfy, continue unabated.
In
community colleges,
student increase
in
t h e s e six y e a r B has b een 220%,
w h i l e s tate d o l l a r
i n c r e a s e has b e e n 440%.
In
state c o l l e g e s and u n i v e r s i t i e s ,
student
i n c r e a s e has b e e n 87%, w h i l e s t a t e d o l l a r i n c r e a s e
has b e e n 180%.
These
f i g u r e s r e p r e s e n t hug e n e w i n v e s t m e n t s
in the q u a l i t y of e d u c a t i o n ,
but t h e r e is
little
evidence
that
the
investment
has
brought
any
measurable
improvement
in
the
quality
of
our
e d u c a t i o n a l s y s t e m . 11
Governor
sought

11.

support

Milliken
for

attended

private

a private

universities

university

as he

T e l e v i s e d S p e c i a l M e s s a g e on E d u c a t i o n ,
by G o v e r n o r W i l l i a m G. M i l l i k e n .

stated

April

4,

and
in

1969,

21
his

speech

to

the A s s o c i a t i o n

of

Independent

Colleges

and

Universities:
If I s o u n d a l i t t l e too o p t i m i s t i c ,
a little
too
e n t h u s i a s t i c in w h a t I a m g o i n g to say to you
today about independent colleges and universities,
yo u can b l a m e it on the old s c h o o l tie.
As
many
of you k n o w ,
I am a g r a d u a t e of a p r i v a t e u n i v e r ­
sity, for w h i c h I s t i l l h a r b o r v e r y w a r m f e e l i n g s .
So
I
tend to s h a r e you r p o i n t - o f - v i e w a b o u t
the
a d v a n t a g e s that p r i v a t e c o l l e g e s and
universities
h old,
even
though
my
own
daughter
—
who
is
attending
the U n i v e r s i t y of M i c h i g a n —
can argue
a g ood cas e for a p u b l i c i n s t i t u t i o n .12
The
type

of

Governor went
financial

on

to h int

assistance

for

that

he m a y

private

support

some

colleges:

Not
long ago G o v e r n o r R o c k e f e l l e r sent me
a
c o p y of a r e p o r t p r e p a r e d by a N e w Y o r k c o m m i s s i o n
on the q u e s t i o n of aid to p r i v a t e c o l l e g e s .
As a
result
of the c o m m i s s i o n ' s
recommendations,
New
York
w i l l b e g i n d i r e c t aid to p r i v a t e c o l l e g e s in
July
w i t h g r a n t s of $ 400 for e a c h b a c h e l o r ' s
and
m a s t e r ' s d e g r e e and $ 2 , 4 0 0 for e a c h Ph.D.
I
am not g o i n g to say that I s u p p o r t s i m i l a r
p r o g r a m s for M i c h i g a n at this time, n o r am I g o i n g
to say that I o p p o s e them.
W h a t I can say at this
point
is
that I am a w a r e that
private
colleges
fac e
serious financial problems.
They
n eed
to
improve existing
facilities,
build
new
ones,
improve faculty salaries —
in sh o r t ,
t hey
need
the
same th i n g s the p u b l i c i n s t i t u t i o n s n eed
—
and in m a n y cases, n eed t hem m o r e d e s p e r a t e l y .
I t h i n k the d a y has p a s s e d w h e n we can d r a w a
line
between
the p u b l i c an d p r i v a t e c o l l e g e
and
say
that
we
w i l l feed o n l y the
hungry
on
the
p u b l i c side of the fence.
We m u s t v i e w the e n t i r e q u e s t i o n
of
public
aid
to n o n - p u b l i c s c h o o l s f r o m the s t a n d p o i n t
of
the p u b l i c good,
a n d I b e l i e v e the p u b l i c w e l f a r e
is s e r v e d by the c o n t i n u e d e x i s t e n c e and g r o w t h of
n o n - p u b l i c s c h o o l s and c o l l e g e s . 13
The

12.

13.

fact

remains

that

during

the

y ears

of

the M i l l i k e n

Speech
b e f o r e the A s s o c i a t i o n of
Independent Colleges
and U n i v e r s i t i e s ,
L a n s i n g , M i c h i g a n , A p r i l 15, 1969 by
Governor Milliken.
Ibid.

22
administration

a p r o g r a m was

vided

support

tuition

colleges

for

known

support

for

for

offi c e ,

his

political

providing

strong

known

career

wh o

to

for

often

Sp e a k i ng

by

funding
of

before

years
on

funded

that

attended

the

of p u b l i c

civil

citizens

it w h i l e

Michigan

increased

racism.

stance

in T r a v e r s e

the

s poke

his

of all

in M i c h i g a n

Governor

Governor

students

during

equality

he was

rights

individuals

his

the

his

civil

and

pro­

private

in M i c h i g a n .

William Milliken,
was

created

did not

The

for
need

still

to rid

the D e t r o i t

with

promoted
qualified

Commission
Commission.
our

This

beginning

highly

Rights
this

com e

Governor

appointing
Civil

rights.

he was

City.

service,

society

Economic

and
The
of

Club,

s ta t e d :

Educat i o n ,
then,
is one of our m o s t s e r i o u s
cr i s es, but not the onl y one.
There
is,
of c o u r s e ,
a racial crisis —
an
old
cr is i s»
and
yet
a
crisis
for
all
Ame r i c a .
L e t 's
not d e l u d e
ourselves.
Racism
still
exists —
in this city,
in this state,
in
this
land.
It is n o w a d o u b l e - e d g e d r a c i s m —
the old
white
racism
which
has
stained
our
nation's
h i s t o r y , and n o w a n e w and b u r g e o n i n g b l a c k r a c i s m
which
can be
v i e w e d as
a
consequence
of
the
N e g r o e s ' l ong o p p r e s s i o n s .
Thi s raci s m ,
b l a c k and w h i t e , m u s t be e l i m i ­
n a t e d soo n b e f o r e lt d e s t r o y s us all.
L aws w o n ' t
eliminate
it:
The law says there w i l l be
equal
o p p o r t u n i t y in e m p l o y m e n t ; it doe s not exist.
The
law
says
there
s h a l l be e q u a l
opportunity
in
education,
and there is not.
The law,
w h i c h we
passed
o n l y last year,
says t here w i l l be
equal
o p p o r t u n i t y in h o u s i n g ; yet, there is n o t . 14
The

14.

Governor

Speech
William

had

put

his

words

to d e e d s

before
the D e t r o i t E c o n o m i c
G. M i l l i k e n , A p r i l 21, 1969.

prior

Club,

by

to

this

Governor

23
speech when
his

Urban

he,

after

only

Affairs Message

one m o n t h

the

in

office,

proposed

in

following:

And
of
s p e c i a l I n t e r e s t and i m p o r t a n c e
to
u r b a n a r e a s is my b u d g e t r e c o m m e n d a t i o n tha t 5% of
the
State comp et it iv e s cholarship funds
and
the
t u i t i o n g r a n t a w a r d s be e a r m a r k e d s p e c i f i c a l l y for
low
income,
disadvantaged
yo u t h . S u c h s p e c i a l
consideration
will
hel p m a n y wh o h a v e
no t
been
f a i r l y c o n s i d e r e d in the p a s t . 15
Milliken
Oakland

s poke

Community

again

College

of e q u a l i t y

when

he

spoke

at

the

Commencement:

The
commencement
speech
usually
has
an
optimistic
rin g
to it,
ful l of tal k
about
the
g o l d e n o p p o r t u n i t i e s that lie a h e a d ,
the d a z z l i n g
technologies
tha t m a k e l ife m o r e
promising
than
the l ife of e a r l i e r g e n e r a t i o n s .
I h ave tried to a v o i d this s h o p - w o r n o p t i m i s m
today,
an d
p e r h a p s in the p r o c e s s I h a v e
leaned
too h e a v i l y on the g l o o m y sid e of things.
But
it w o u l d be less t h a n h o n e s t for me
not
to
r e m i n d you,
on this o c c a s i o n ,
that you
face
more
desperately
pressing
problems
tha n
an y
generation
b e f o r e you:
the c o n t i n u i n g t h r e a t
of
nuclear
war
—
a t h r e a t g u a r a n t e e d by
the
arms
race,
the s h a m e of o u r g h e t t o s ,
the p o l l u t i o n of
our
air
and
water,
the
ruin
of
our
natural
resources,
an d a b o v e all, the c o n t i n u i n g f i r e s of
racial h a t r e d .
As
usual,
we
h a n d yo u the
torch
and,
as
us u a l , y o u get b u r n e d w h e n yo u take it.
But
u n d e r l y i n g all these d e s p e r a t e
problems
lie h i s t o r i c o p p o r t u n i t i e s .
T h e r e is, at least, a
widespread
a n d f i r m c o n v i c t i o n on the par t of all
Americans,
r e g a r d l e s s of t h e i r p o l i t i c a l
convic­
tions,
t hat s o l u t i o n s m u s t be q u i c k l y found.
The
t imes
ahead
d e m a n d all the l e a d e r s h i p ,
all
the
innovation,
al l the i m a g i n a t i o n of w h i c h y o u
are
capable.
They demand,
as t hey a l w a y s h ave, a b r o t h e r ­
hoo d
of
races;
t hey als o d e m a n d a c o m m u n i t y
of
contrasting
ideas,
a
brotherhood
of
various
o p i n i o n s and v a r i o u s p o i n t s of v i e w . 16

15.
16.

S p e c i a l M e s s a g e to the L e g i s l a t u r e on U r b a n A f f a i r s
G o v e r n o r W i l l i a m G. M i l l i k e n , F e b r u a r y 18, 1969.
Oakland
Community
College
Commencement
Address
G o v e r n o r W i l l i a m G. M i l l i k e n , A p r i l 29, 1973.

by
by

24
Thi s

commitment

Milliken
and

helped

disadvantaged

college
on

Equal

Michigan's
again

In

1973,

trust

later

Governor
in p u b l i c
staff

and

tolerate

other
even

interest.
reacted
moving

from

The

October
the

Governor

25,

of

(the

Force

When

the

decline

in

Governor

Milliken

Mason/Miller

problem

were

and

United

had

its

an d

beginning

provide

to

shake

institutions.

States
Vice

made

on s e v e r a l
state

the

was

The

indicted

President

it

his

occasions,

of

was
to

clear

officials

hin t

Agnew

for
would

that

position
making

his

wrongdoing

understandable

the

events

on e t h i c s

clear

office

to

his

would

not

or

conflict

of

why

the

in W a s h i n g t o n

Governor
that

were

to worse.
called

1973

1973,

Legislature
began

to

a

office.

Governor

October

this

In W a s h i n g t o n

the

strongly
bad

began

for

a Task

education.

committee

politics.

Thus,
so

of m i n o r i t y

opportunity

universities.

study

Milliken

service

higher

in g o v e r n m e n t

of

from

appointed

Governor

improvement.

campaign

resign

number

Milliken

students

and

events

President

improper

to

for

a greater

by

the

in

to

opportunity

received

another

1979)

public's

Vice

1970

minority

established

recommendations

in

In

colleges

Committee

that

students

Opportunity
of

equal

insure

education.

enrollment

the

to

to

this

a

joint

on

campaign

the

Governor

on e t h i c s
special

session

of

reform

in

presented
and

message

the

Michigan.

a special

election
by

Legislature

stating:

On

message

reform.

The

25
In m y O c t o b e r 16 m e s s a g e to the joint s e s s i o n
of
the L e g i s l a t u r e ,
I said that
this
democracy
could
not
continue
to
function
unless
public
confidence
In
its I n s t i t u t i o n s and Its p o l i t i c a l
s y s t e m Is r e s t o r e d .
We c a n n o t f u n c t i o n w i t h o u t the c o n f i d e n c e
of
the g o v e r n e d any m o r e than we can f u n c t i o n w i t h o u t
the c o n s e n t of the g o v e r n e d .
I r e g a r d the r e s t o r a t i o n of this
confidence
as
our m o s t
u r g e n t t ask
and,
therefore,
this
Special
M e s s a g e on E t h i c s and E l e c t i o n R e f o r m
is
being
sent
to you as one of a s e r i e s of
special
m e s s a g e s I w i l l be s u b m i t t i n g this fall.
Of all the a r e a s c o v e r e d by
the
message,
1
b e l i e v e the mos t i m p o r t a n t to be ful l d i s c l o s u r e .
The
b est s a f e g u a r d s a g a i n s t c a m p a i g n f i n a n c e
abuse —
or eve n the s u s p i c i o n of a b u s e —
and the
best s a f e g u a r d s a g a i n s t c o n f l i c t of i n t e r e s t —
or
eve n the a p p e a r a n c e of c o n f l i c t —
are:
1.
disclosure
of all p o l i t i c a l c o n t r i b u t i o n s and
e x p e n d i t u r e s r e g a r d l e s s of w h e n t hey are made.
2.
disclosure
of f i n a n c i a l h o l d i n g s and
sources
of I n c o m e by c a n d i d a t e s and e l e c t e d
officials
-- b e g i n n i n g w i t h t h e i r f i l i n g as a c a n d i d a t e ,
and
periodically
during
their
service
In
offi c e , if e l e c t e d .
3.
s t r o n g r e v i e w and e n f o r c e m e n t p r o v i s i o n s
that
would
Involve
examinations
by
the
Auditor
General,
and
w o u l d I n c l u d e s uch s a n c t i o n s as
barring
violators
from
assuming
o f f i c e s to
w h i c h they w e r e e l e c t e d ,
and m a k i n g t h e m
in­
eligible
for
any
elective office
for
five
years.
In short, t h o s e who c h o o s e p u b l i c l i f e m u s t r e c o g ­
n ize
it
Is
a g o l d f i s h bowl,
and
they
have
a
responsibility
to
help assure a clear view
from
the o u t s i d e .
I
want,
at
the o u t s e t ,
to e m p h a s i z e
that
Democrats
and R e p u b l i c a n s a l i k e can be
proud
of
Michigan's
l ong r e c o r d as a s tate b a s i c a l l y
free
of c o r r u p t i o n and c a m p a i g n s c a ndal.
My
ow n v i e w f rom lon g and c l o s e
association
w i t h p o l i t i c i a n s is that m o s t are h o n o r a b l e p e o p l e
c o m m i t t e d to the p u b l i c good.
T h e m e a s u r e s that I
am
p r o p o s i n g are d e s i g n e d to p r o t e c t a g a i n s t
the
abuses
of
a
few,
abuses
which
erode
public
c o n f i d e n c e and s u b v e r t the e l e c t o r a l proce s s .
Thi s has b e e n all too p a i n f u l l y e v i d e n t
this
year.
Events
in
Washington
h ave
cast
a
shadow
across
this
land that has t u r n e d p u b l i c
opinion
a g a i n s t p u b l i c o f f i c i a l s at all l e v e l s .
T h e bes t

26
w a y to e r a s e
s crut i n y .17
Th e new s
of

the

United

it

States

because

up.

Governor

speech
the

to e x p l a i n

events

the

from W a s h ington

impeached
The

is w i t h

was

of his
t ook

his

now

bright

only
under

views

the

public

The

pressure

resign

in

opportunity
on

of

got wo r s e .

involvement
the

light

to

President
or

the W a t e r g a t e
of

subject

a
of

be

cover

commencement
the

future

and

fro m W a s h i n g t o n :

Commencement
addresses
are s u p p o s e d
to
be
strictly
upbeat,
setting forth exactly why
each
new
c rop
of g r a d u a t e s is s t e p p i n g out
int o
the
bes t
of
all
possible
worlds.
Speakers
are
e x p e c t e d to p oint out the g reat o p p o r t u n i t i e s that
e x i s t for g r a d u a t e s in s p a c e e x p l o r a t i o n , u n d e r s e a
r e s e a r c h , and o t h e r g l a m o r o u s f i e l d s to w h i c h m a n y
are
c a l l e d but fe w are chos e n .
If
commencement
s p e a k e r s hav e an y f a v o r i t e theme,
it is that this
is the best of all times in w h i c h to g r a d u a t e .
The
technological world changes drastically,
the
human
c o n d i t i o n f r o m one g e n e r a t i o n
to
the
next r e m a i n s r e l a t i v e l y stable. Y o u r p a r e n t s g r a d ­
u a t e d into
a w o r l d of p r o b l e m s
and
p r o m i s e , and
that
is
the
same w o r l d that
you
are
entering
today.
Th e i m p o r t a n t t h i n g for the g r a d u a t i n g
class
of 1974 to r e a l i z e ,
it seems to me,
is that just
as
this
is not the best of all
possible
times,
n e i t h e r is it the worst.
I
t h i n k we hav e to a c c e p t the fact that
for
the
last
y ear or so e v e r y one of us
has
been
a s s a u l t e d da i l y ,
sometimes even hourly,
w i t h bad
news, m o s t of it f r o m W a s h i n g t o n .
The
e f f e c t of this d a i l y diet of
disastrous
news on wha t we as I n d i v i d u a l s think,
and on what
we
as
a
c o l l e c t i v e b o d y of
people
think,
the
e f f e c t of this is b e y o n d c a l c u l a t i o n .
One
t h i n g is c e r t a i n .
T h e I m p a c t has
been
en o r m o u s .
Every
poll
that is taken s h o w s
that
p u b l i c c o n f i d e n c e in i n s t i t u t i o n s , in p o l i t i c s and
g o v e r n m e n t is on the d e c l i n e .
This is not at a l l s u r p r i s i n g , g i v e n the v e r y
disturbing
events
of
the
pas t
year
—
the
resignation
of
the V i c e
President,
the
sudden

17.

S p e c i a l M e s s a g e to the L e g i s l a t u r e ,
by G o v e r n o r W i l l i a m G. M i l l i k e n .

October

25,

1973,

27
appearance
of an e n e r g y
crisis,
inflation,
the
dark
clouds
of
Watergate,
and the
specter
of
impeachment.
All of us h a v e b e e n d e e p l y a f f e c t e d by
t hese
e v e n t s -- to one e x t e n t or a n o t h e r d i s t u r b e d , d i s ­
i l l u s i o n e d , a n g e r e d or c o n f u s e d . 18
There
a bout

the

public
The

people

doubt

Governor
saying

went

some

against

see

these

provided

his

as

the

Governor

personal

including

the

something
how

t imes

education

through

course

his

answer,
of

the

in W a s h i n g t o n

the n a t i o n ,

f rom

that

that

unfolding

understanding

recover

right

of

seeking

better

no

events

trust

were

to

was

of

answer
provided

wrongs

this

this

values

leaders

an d

views.

provide
going

trouble.

troubled

of us w i t h

of

of M i c h i g a n ,

was

and

abuse

and

people

society

to t h o s e

of our

for

displeased

that w o u l d

stress

all

was

the

t imes

a
to
The
by

knowledge

pursue

the

a nati o n :

I t h i n k it is v e r y e a s y for all of us,
young
people, old people, b u s i n e s s m e n , and r a n k - a n d - f i l e
workers —
it is v e r y e a s y for all of us to b e c o m e
d e p r e s s e d a n d / o r o u t r a g e d by s uch t r a g i c
develop­
ments
as
W a t e r g a t e or V i e t n a m .
Events
s uch
as
these
m a k e it
very
easy
for
some
people
to
visualize
the
swift
decline
an d
fall
of
the
American Republic.
But lt s h o u l d be just as e a s y for us to
find
a
c a u s e for o p t i m i s m in t h e s e d e p r e s s i n g
events.
We
should,
it
seems
to me,
be
heartened
and
e n c o u r a g e d by the m ass i n d i g n a t i o n of the A m e r i c a n
people
toward
the a b u s e s of p ower that
we
have
w i t n e s s e d in the last c o u p l e of years.
A n a t i o n of cyni c s ,
a n a t i o n that had
given
up,
a
nation
that a c c e p t e d c o r r u p t i o n
and
the
a b u s e of p o w e r w o u l d ,
it seems to me, be far m o r e
along
the r o a d to d i s a s t e r than a n a t i o n that
is
as
f i l l e d w i t h the f o r c e of r i g h t e o u s i n d i g n a t i o n
as this n a t i o n is today.

18.

Commencement
Spee c h ,
U n i v e r s i t y of
1974, G o v e r n o r W i l l i a m G. M i l l i k e n .

Detroit,

May

11,

28
Perhaps
our g r e a t e s t r e s o u r c e a f t e r
al l
Is
not
the
technological capability which
put
the
f i r s t m e n on the m o o n or the I n d u s t r i a l c o m p e t e n c e
w h i c h c r e a t e d the m o s t a f f l u e n t s o c i e t y ,
but
our
ability
to
r e a c t e f f e c t i v e l y to
the p o l i t i c a l ,
economic
and h u m a n c r i s e s that c o n f r o n t us.
One
c a n l o o k w i t h h o r r o r at o u r h i s t o r y
of
discrimination against minorities,
but one has to
look
w i t h a d m i r a t i o n at the c i v i l r i g h t s r e v o l u ­
t ion
and the p r o g r e s s that has b e e n m a d e in
the
las t d e c a d e .
What
I
am s a y i n g is that the r e s i l i e n c y
of
this c o u n t r y and its i n h a b i t a n t s ,
our a b i l i t y
to
c o p e w i t h a d v e r s i t y , our t e n d e n c y to d r a w t o g e t h e r
In
t imes of st r e s s and t r o u b l e ,
this c a p a c i t y is
p e r h a p s our g r e a t e s t n a t i o n a l r e s o u r c e .
In all of this, I h a v e said v e r y l i t t l e a b o u t
the p a r a m o u n t i m p o r t a n c e of e d u c a t i o n in the A m e r ­
i c a n s c h e m e of things.
Ye t if we are g r o w i n g , i m ­
proving,
progressing,
as
I b e l i e v e we
are,
it
seems
to me that m u c h of the c r e d i t m u s t be g i v e n
our s y s t e m of u n i v e r s a l e d u c a t i o n —
a s y s t e m that
has
g i v e n m o r e e d u c a t i o n to m o r e p e o p l e tha n
any
o t h e r yet d e v i s e d .
T he
fact
is
that
today's
unparalleled
s k e p t i c i s m and d o u b t is the c l e a r p r o d u c t of
this
s y s t e m -- a s y s t e m that has t a u g h t p e o p l e to t h i n k
for
themselves,
and not to a c c e p t at f a c e
value
w h a t t h e i r p o l i t i c a l l e a d e r s , t heir g o v e r n m e n t , or
b u s i n e s s m e n tell them.
The
u l t i m a t e c o n s e q u e n c e of this s k e p t i c i s m
will, I b e l i e v e , be to i m p r o v e the q u a l i t y of life
in
this c o u n t r y .
We d o n ' t a c c e p t as an a b s o l u t e
t r u t h that our g o v e r n m e n t and our p o l i t i c i a n s
are
a l w a y s g o i n g to tell the truth.
We d o n ' t
accept
as
an a b s o l u t e t r u t h that I n d u s t r i a l g r o w t h is an
unalloyed
blessing.
N e i t h e r do we a c c e p t ,
as we
onc e did,
that all s o c i a l s y s t e m s d i f f e r e n t
from
our
own
are our s w o r n e n e m i e s w i t h w h o m
war
is
inevi t a b l e .
All
of t h e s e a t t i t u d i n a l c h a n g e s are,
I
am
convinced,
a
direct
result
of
an
educational
system
that
has
increased
our
knowledge,
our
u n d e r s t a n d i n g , our s o p h i s t i c a t i o n , and our a b i l i t y
to s e p a r a t e fact f r o m f i c t i o n .
And the o n l y c o n ­
s e q u e n c e s of this c h a n g e can be goo d o nes for this
m u c h - t r o u b l e d r e p u b l i c . 19

19.

University
Speech, May

of
17,

M ich ig an Law School Senior Day
Program
1975, by G o v e r n o r W i l l i a m G. M i l l i k e n .

29
The
aspect
an

fac t

that

Milliken

to u n d e r s t a n d

insight

Governor.

of

view

speech

1978:

in

just

Perhaps

personal

the

of

the

has

problems

how

chosen
facing

Important

best

the

nation

education

description

e du ca ti o n was

education

found

of

the

in

a

wa s

as

one

provides
to

the

Governor's
commencement

A
former
teacher
of m i n e ,
A.
Whitney
Griswold,
wh o
later
became president
of
Yale,
suggested
in p r e - E R A t i m e s that the p u r p o s e of an
education
is "to m a k e
the m o s t of a m a n in o r d e r
that he
m a y m a k e the m o s t of
hi s c a l l i n g ,
his
c u l t u r a l o p p o r t u n i t i e s and his r e s p o n s i b i l i t i e s as
a
citizen."
Dr.
G r i s w o l d wa s the m o s t i n s p i r i n g
t e a c h e r I ha d d u r i n g m y e d u c a t i o n a l care e r ,
a man
of g r e a t i n t e l l e c t and i n s i g h t .
I k n o w if he w e r e
a l i v e today, he w o u l d a m e n d that s t a t e m e n t to read
"to m a k e the m o s t of e a c h I n d i v i d u a l so that he or
she
may
make
the m o s t of his
or h e r
calling,
cultural
o p p o r t u n i t i e s an d r e s p o n s i b i l i t i e s as
a
c i t i z e n .”
To the
d is ti n gu i sh e d faculty here
today
I
w o u l d s u g g e s t this:
It has b e e n s aid that a t r u l y
liberal
e d u c a t i o n is w h a t r e m a i n s a f t e r you
have
forgotten everything.
If you t e a c h y o u r s t u d e n t s
only
w h a t the y can use in a t e c h n i c a l
sense
and
having
use d
lt,
f o r g e t it,
the n
I
would
respectfully
s u g g e s t that yo u h a v e no t
fulfilled
you r p u r p o s e as a t e a cher.
You
m u s t g ive you r s t u d e n t s the t h i n g s
they
ca n n e v e r forget:
an o p e n and
i n q u i r i n g m i n d , an
understanding
and
compassionate
spirit,
an
appreciation
of b e a u t y w h e r e v e r it
is
fo u n d ,
a
l ov e
of
truth,
a
s e n s e of
proportion
in
all
things,
and
a s e n s i t i v i t y for the n e e d s and
the
f e e l i n g s of o t h e r s .
Give
them
these,
plu s the s k i l l s t hey w i l l
need,
and
yo u w i l l hav e f u l f i l l e d y o u r
calling.
G ive us w h o l e m e n and w o m e n ,
responsible citizens
and
resourceful leaders —
e q u i p p e d no t
o n l y to
e a r n a l i v i n g , but to live.
T h o s e of y o u w h o are m e m b e r s of the g r a d u a t ­
ing c lass are a b o u t to h a v e y o u r e d u c a t i o n put to
the test of the r eal world.
Y o u r s k i l l s and k n o w l e d g e w i l l be put
to
the
test,
but that test w i l l be the e a s i e s t of all to
pass.
Th e
hardest
test w i l l be the test
of your
character,
whether
y o u c a n s u r v i v e the
frustra­
t ions
of an i n c r e a s i n g l y b u r e a u c r a t i c and
insti-

30
tutionalized
world,
and w h e c h e r y o u ca n
abandon
the
comforting
f eel of the c r o w d
a r o u n d you
to
p u r s u e the g oals w h i c h you a l o n e c a n p e r c e i v e .
It o c c u r s to me that this m a y be y o u r h a r d e s t
tas k -- not the
t a s k of m a i n t a i n i n g y o u r p l a c e In
a c o m p e t i t i v e s o c i e t y , or u p d a t i n g y our s k i l l s and
knowledge
to o b t a i n p r o m o t i o n s ,
but the t a s k
of
protecting
you r p r i n c i p l e s a g a i n s t the h u m a n
and
i n s t i t u t i o n a l p r e s s u r e s of y o u r s u r r o u n d i n g s .
Ralph
W a l d o E m e r s o n put lt
very
succinctly
when
he sai d " S o c i e t y e v e r y w h e r e Is In c o n s p i r a c y
against
the
manhood
of
every
one
of
Its
m e m b e r s ."20
The
feller,
This

Governor
the

with
his

former

friendship

continued

to

their
State

Governor

the

friends

President

point

where

each

yea r

both

Milliken

Milliken

t ook

admiration

for V i c e

discipline

in a s p e e c h

is
the

President
at

was

N e w York.

Governor

vacation

success

product

opportunity
Rockefeller

Calvin

Lt.

of

Rocke­

to
and

deliver

of m e n

of

and

together

Milliken woujd
The

the

Nelson

Governor

would

after

State Message.

with

and

began when Milliken

the

and

become

Vice

families
of

Rockefeller

ha d

like

discipline.
explain

the

concept

his
of

College:

The
following
d a y I w e n t to
New
York
for
m e m o r i a l s e r v i c e s for f o r m e r V i c e P r e s i d e n t N e l s o n
Rockefeller,
s e r v i c e s that w e r e p r o b a b l y the m o s t
memorable
and
most
b e a u t i f u l that I
have
ever
attended.
T h e y w e r e not r e a l l y a m o u r n i n g for
a
man
who
had g i v e n so m u c h to this
country,
but
r a t h e r w e r e a c e l e b r a t i o n of hlB a c c o m p l i s h m e n t s .
I
d o n ' t k n o w w hat y o u t h o u g h t
about
Nelson
Rockefeller,
I k n o w some of y o u s u p p o r t e d h i m and
others
p r o b a b l y w o u l d n ' t h ave s u p p o r t e d h i m if he
had run for c o u n t y clerk.
But I t h i n k lt is c l e a r
he
was
a
very remarkable man who
had
a
great
Impact
on this n a t i o n an d this
world
throughout
his life.

20.

Albion College Commencement,
1978, by W i l l i a m G. M i l l i k e n .

Albion,

Michigan,

May

6,

31
I
served
as G o v e r n o r of M i c h i g a n for
about
e ight years w h i l e he was G o v e r n o r of N e w Y o r k
and
I
ca n tell you f l a t l y that if yo u had c o n d u c t e d a
poll
a m o n g his f e l l o w G o v e r n o r s as to
wh o
among
them
was
the m o s t a d m i r e d
and r e s p e c t e d ,
with
probably
no
m o r e than two or
three
exceptions,
Republicans
and
Democrats alike would have named
Nelson Rockefeller.
I r e m e m b e r onc e In t a l k i n g to hi m he m a d e the
observation
that the first 95% of d o i n g s o m e t h i n g
is
easy,
but
the t ough
part is the last
5%.
I
t h i n k that is true in life.
It
r e q u i r e s a g r e a t dea l of
self-discipline
to
a c h i e v e that f i n a l five p e r c e n t .
But if
you
learn
n o t h i n g e lse in c o l l e g e ,
if
you
acquire
nothing
m o r e than the s e l f - d i s c i p l i n e r e q u i r e d to
do
t h i n g s w e l l and to do t h e m w e l l
consistently,
your e x p e r i e n c e h ere w ill be w ell w o r t h w h i l e .
T hat is the e s s e n c e of a l i b e r a l arts
educa­
tion.
It is the p oint T h o m a s H u x l e y , the E n g l i s h
biologist,
was m a k i n g w h e n he said,
" P e r h a p s the
mos t
valuable result
of all
education
is
the
a b i l i t y to m a k e y o u r s e l f do the th i n g s you hav e to
do,
when
it o u g h t to be done,
as it o ught to be
done, w h e t h e r you lik e to do it or n o t . "21
The
to

Governor,

several

major

institutions
Issues

of

since
issues

civil

rights,

War,

the

contamination

Milliken's
of

a

were

last

g reat

in M i c h i g a n .

recession

office,

equal

energy
but

The

meant

by

was

yet

produced

that

this

people
of

to

the

Watergate,

challenge

and
That

depression

level

of h i g h e r

were

Michigan.

come.

economic

people

and

opportunity,

greatest

Institutions

affected

the

shortages,

the

confrontation
that

to be r e s p o n s i v e

education)

educational

unrest,
issue,

had

confronted

higher

recession

substantially

national

21.

student

national

effects

that

(including

Vietnam
PBB

ta k i n g

education

cris i s .

buying

less

The
and

C a l v i n C o l l e g e H o m e c o m i n g Speech,
Grand Rapids, M i c h i ­
gan, F e b r u a r y 9, 1979, G o v e r n o r W i l l i a m G. M i l l i k e n .

32
the

domestic

employed
the

car

began

production
to

manufacturing

mated

operation.

burden

on

su p p o r t

the

was

go b a c k

These

new

radio

to

the

people

address

on

moving

at

chose

of M i c h i g a n

October

8,

to

same

Many

seek

of

the u n ­

retraining

towards

a

put

s y s t e m as

the
to

60%.

students

educational

reduced

by

college

were

Governor Milliken
tion

to

plants

higher

being

dropped

an

the

more

as

auto­

additional
governmental

time.

explain

this

in a s t a t e w i d e

economic

situa­

television

1980:

X
want
to tal k w i t h you t o n i g h t
about
the
very
s e r i o u s p r o b l e m s the n a t i o n a l r e c e s s i o n
has
caused
in
Michigan,
and its a d v e r s e
effect
on
state g o v e r n m e n t and those It s e r v e s . . .
A l a c k of funds f o r c e d me to r e c o m m e n d b u d g e t
cuts
for
some s t a t e a g e n c i e s of m o r e
than
20%.
When
we cut the D e p a r t m e n t of L a b o r
budget,
for
e x a m p l e , we d r a s t i c a l l y r e d u c e d a y o u t h e m p l o y m e n t
p r o g r a m and
a hom e w e a t h e r i z a t i o n
program
which
would
h ave p r o v i d e d e n e r g y - s a v i n g
weatherization
for p o o r l y i n s u l a t e d homes.
X
recommended
a s a v i n g s of $20
million
by
eliminating
Medicaid
coverage
of
prescription
drugs
for
pe o p l e
age 21 to 63 w h o
ar e
no t
on
m a i n t e n a n c e d r u g s s uch as Insulin.
I
r e c o m m e n d e d a r e d u c t i o n of $2
million
in
state
aid to l o c a l s h eriffs' d e p a r t m e n t s for road
patrols .
In m a n y cases,
the r e c o m m e n d e d cuts are less
dramatic,
but they w i l l h a v e a l o n g - t e r m
effect.
They
will
re s u l t in l o n g e r l ines
in
government
of f i c e s ,
longer
w a i t s for p e r m i t s and
licenses,
the
closing
of
some
s tate
parks
and
reduced
maintenance
in othe r s ,
r e d u c e d i n s p e c t i o n s in
a
number
of
consumer
protection
are a s ,
less
e f f i c i e n t s n o w r e m o v a l and s l o w e r r e p a i r of roads,
an d r e d u c e d le v e l s of a i d to l o c a l g o v e r n m e n t s .
As
I
h ave w o r k e d
on
decisions
involving
budget
cuts this pas t year,
X have a t t e m p t e d
to
keep the n e e d s of I n d i v i d u a l s s e r v e d by the
state
u p p e r m o s t in m y mind.
Ou r g r e a t e s t o b l i g a t i o n as
a
s o c i e t y is to the m o r e v u l n e r a b l e a m o n g us
who
can
b e c o m e eve n g r e a t e r v i c t i m s of
circumstances
b e y o n d t h e i r c o n t r o l if we are not c a r eful.
Earlier
this year,
for i n s t a n c e ,
one of
a
se r i e s
of
b u d g e t cuts e l i m i n a t e d a
special
day

and

33
c are a l l o w a n c e for s i n g l e p a r e n t s r e c e i v i n g A i d to
Families
with
Dependent Children
and
attending
school.
L a s t w e e k at a t own m e e t i n g in G r a n d
Rapids,
a
w o m a n In the a u d i e n c e i d e n t i f i e d h e r s e l f as
an
ADC
m o t h e r w i t h three c h i l d r e n .
W i t h o u t the day
c are a l l o w a n c e ,
she said, she c o u l d not a f f o r d to
have
the
c h i l d r e n c a r e d fo r w h i l e
she
attended
college classes.
"Governor,"
she
said,
"I d o n ' t w a n t to
be
receiving
of ADC.
t w ant to be a ble to
earn
a
l i v i n g and s u p p o r t m y t h r e e c h i l d r e n . "
Three
other
m e m b e r s of the a u d i e n c e
voiced
the
sam e
concern,
and I r e c e n t l y
had
received
several letters expressing similar feelings.
At
my
request,
the
Department
of
Social
S e r v i c e s is r e v i e w i n g the o r i g i n a l d e c i s i o n to see
if
it
c a n be m o d i f i e d to deal w i t h s o m e
of
the
extreme
hardship
cases,
especially
for
those
p e o p l e s e e k i n g to g a i n the s k i l l s t h e y n e e d to
be
self-supporting.
Even
with
t h e s e cuts and othe r s ,
when
the
L e g i s l a t u r e c o n v e n e d in S e p t e m b e r in a last
ditch
a t t e m p t to put t o g e t h e r a b u d g e t , it wa s c l e a r the
situation
was s e r i o u s l y out of b a l a n c e .
Cuts in
spending
or i n c r e a s e s in r e v e n u e
totalling
some
$200 m i l l i o n w e r e s till n e c e s s a r y .
But
instead
of p a s s i n g a f u l l - y e a r
budget,
the L e g i s l a t u r e a d o p t e d a bil l wh i c h ,
in
effe c t ,
turned
over
to my a d m i n i s t r a t i o n sole
responsi­
b i l i t y for d e t e r m i n i n g a p p r o p r i a t i o n s and
balanc­
ing
the
budget
the f irst three
months
of
the
fiscal y e a r .
This u n p r e c e d e n t e d d e l e g a t i o n of p o w e r by the
Legislature requires
me to m a k e
some
additional
cuts
in
state
o p e r a t i o n s to
get
through
this
quarter.
T h e r e f o r e , I h a v e o r d e r e d t o d a y the i m p l e m e n ­
tation
of cutB I r e f e r r e d to a few m i n u t e s ago as
well
as t hese a d d i t i o n a l cuts for the n e x t
t hree
m o n t h s wh i c h ,
ove r a full year,
would amount
to
the f o l l o w i n g r e d u c t i o n s :
- An a d d i t i o n a l cut of $26 m i l l i o n in aid to state
c o l l e g e s and u n i v e r s i t i e s .
- A
$10
m i l l i o n cut in p a y m e n t l e v e l s
to
those
p r o v i d i n g m e d i c a l care u n d e r M e d i c a i d .
- An
$8
m i l l i o n r e d u c t i o n in G e n e r a l
Assistance
Grants.
- A
$2
million
cut in aid to
students
at
the
s t a t e ' s p r i v a t e c o l l e g e s and u n i v e r s i t i e s .
- F u r t h e r cuts of $18 m i l l i o n in the M e n t a l H e a l t h
Department budget,
i n c l u d i n g a r e d u c t i o n of $10
million
in f unds r e t u r n e d to l o c a l
governments
for c o m m u n i t y m e n t a l h e a l t h p r o g r a m s .

34
- Additional
reductions
of
$9
m i l l i o n in the
D e p a r t m e n t of P u b l i c H e a l t h budget.
- Another
cut
of
m o r e tha n $4
m i l l i o n in the
D e p a r t m e n t of N a t u r a l R e s o u r c e s .
- An
additional
r e d u c t i o n of $2
m i l l i o n in the
state C o m m e r c e D e p a r t m e n t .
- $3 m i l l i o n in a d d i t i o n a l cut s in the
Department
of T r a n s p o r t a t i o n .
- And,
a
s e r i e s of a d d i t i o n a l c uts in a l m o s t all
o t h e r s t a t e a g e n c i e s and d e p a r t m e n t s .22
These

budget

affected

not

only

programs

that

The

Governor

the

impact

are m a n y
reduced

cuts,
the

assist

more

support
this

student

were

these

In
ment,

addition

the

federal

students

and

impact

the

on

When

programs

to

the

financial

the G o v e r n o r

the

people

had

interpreted

budget

his

therefore,

regarding

the

economy

a lso

of

as

again
of

the

health

by

speech

state

housing

the
and

govern­

support

even

to

greater

universities.
on

election

overstating

s tate

were

assistance

to r e d u c e

and

to

that

aid,

car e

There

affected.

colleges

spoke

regarding

education

an

an

support

education.

creating

it was

speech,

institutions.

Financial

began

his

als o

speech

reductions

delivered

remarks

Governor,

were

but

these

in his

and

education

of M i c h i g a n

use

of h i g h e r

that

needs

Governor's

directly

crisis.

government

the

to h i g h e r

employment,

programs

in

who

example

programs

higher

to

the

one

economic

assistance,
of

individuals

support

during

som e

institutions

provided

on

as n o t e d

the

the

year

economy
and

problem.

people

some
The

of M i c h i g a n

announced

further

c ut s

in

budget:

22.

R e p o r t to the P e o p l e on M i c h i g a n ' s E c o n o m y a n d
Bud g e t ,
O c t o b e r 8, 1980, by G o v e r n o r W i l l i a m G. M i l l i k e n .

35
It Is an u n p l e a s a n t t a s k that I h a v e t o n ight.
I
am g o i n g to r e p o r t on a c t i o n s by s t a t e
govern­
ment
that w i l l m e a n h a r d s h i p —
h a r d s h i p for some
wh o use s t a t e s e r v i c e s ,
an d h a r d s h i p for some
of
those who provide state services.
One
m o n t h ago I r e p o r t e d to you on the
very
s e r i o u s p r o b l e m s the n a t i o n a l r e c e s s i o n has c a u s e d
in
Michigan
and
its
adverse
effect
on
state
g o v e r n m e n t an d c hose it serves.
In
that repo r t ,
I o u t l i n e d a s e r i e s of cuts
which
we
had to m a k e in the s t a t e
budget
as
a
r e s u l t of those p r o b l e m s , i n c l u d i n g cuts I o r d e r e d
under
e xt ra ord in ary powers which were granted
to
me by the L e g i s l a t u r e .
I,
t h e r e f o r e , hav e c o n c l u d e d that the w a y to
solve
our
t e m p o r a r y p r o b l e m is to
make
further
cuts. T his is don e w i t h the full k n o w l e d g e that we
a l r e a d y hav e ha d to cut far m o r e that is d e s i r a b l e
in
m a n y areas.
Th e n e w r o u n d of cuts s h o u l d
be
v i e w e d onl y as an e m e r g e n c y I n t e r i m m e a s u r e .
We
h a v e l o n g p a s s e d the p oint of m a k i n g e asy
cuts.
When
we
begin laying
off
S tate
Police
troopers,
or
cutting
back
on
s ome
inspection
p r o g r a m s , or r e d u c i n g the n u m b e r of
personnel
in
our
mental health facilities,
we are b e y o n d
fat
and into bone.
In
many
cases,
today's
recommendation
increases
cuts
a l r e a d y p r o p o s e d for
each
area.
For i n s t a n c e ,
I h ave r e c o m m e n d e d a f u r t h e r cut of
$65
m i l l i o n in s t a t e aid to s c h o o l s , b r i n g i n g the
total
r e d u c t i o n in s tate s c h o o l aid for the
year
to $223 m i l l i o n less than las t year.
I r e c o m m e n d e d a cut of $60 m i l l i o n in aid
to
our
colleges
and u n i v e r s i t i e s on top of
earlier
r e c o m m e n d e d cuts of $36 m i l l i o n .
I r e c o m m e n d e d a cut of $15 m i l l i o n in a i d
to
our c o m m u n i t y c o l l e g e s on top of an e a r l i e r r e c o m ­
m e n d e d cut of $8 m i l l i o n . 23
The

budget

billion

dollars

agencies,
1982
ec o n o m y ,
in

23.

the

cut s
in

budget

institutions
wa s

an

including
campaign.

continued.

and

clients

election
the

budget

Rumors

cuts

yea r
cuts,

were

In

fact,

were

absorbed

in one
and
were

more

12-month

the

issues

to be

circulating

tha n
by

one
s tate

period.
of

the

a major

issue

in L a n s i n g

that

T e l e v i s e d M e s s a g e on M i c h i g a n ' s E c o n o m y and Budg e t ,
G o v e r n o r W i l l i a m G. M i l l i k e n , O c t o b e r 21, 1981.

by

36
Milliken

was

Milliken

aides

taking

not

who

positions

office.

going

Others

had

were

businesses.

s ea t

for

rumor

an d
not

election

22,

political
see k

1981,

the

dying

the

as

of

Governor
when

Governor.
for

outside

the

Milliken
sam e

as

Governor

to W a s h i n g t o n ,

Would
in

the

government

going

speculation

re-election

re-election

been with

that M i l l i k e n wa s

December

seek

in s t a t e

private
up

to

seek

y ear?

Top

years

were

executive

universities,
the

U.S.

There

some

fatal

put

an en d

he a n n o u n c e d

was

Senate
even

Illness.
to
that

and

one
On

s uch

rumors

he

would

Governor:

I
would
lik e to d i s c u s B some v e r y
personal
t h o u g h t s r e l a t i n g to my f u t u r e and M i c h i g a n ' s .
I am v e r y p r o u d of ou r state,
an d I am p r o u d
to
be
its G o v e r n o r .
M i c h i g a n is at a m o m e n t of
g r e a t v u l n e r a b i l i t y an d of great o p p o r t u n i t y .
1981
has
d e m o n s t r a t e d just
how
vulnerable
Michigan
is to
economicfactors
beyond
its
control,
and h o w v u l n e r a b l e it is to the p a r t i s a n
conflict
and c o n f r o n t a t i o n
that all
too
often
allow
special
Interests
to
thwart
the
public
interest.
1982 can be a y e a r of e c o n o m i c r e s u r g e n c e for
M i c h i g a n , but M i c h i g a n w i l l nee d two th i n g s a l m o s t
a b o v e all else:
It
w i l l n e e d an u n p r e c e d e n t e d d e g r e e of
bi­
partisan
cooperation
and
achievement
between
Republicans
and
D e m o c r a t s -- b e t w e e n the
Legis­
l a t u r e and the G o v e r n o r .
And
it
will need a full-time Governor
—
a
Governor
who does his job and is not d i v e r t e d
by
t r y i n g to k e e p his job.
Michigan's
p r o b l e m s in
these
extraordinary
times are too s e r i o u s to h a v e a G o v e r n o r u n a b l e to
d e v o t e f ull
e n e r g i e s to t h e m . . . a G o v e r n o r
sus­
p e c t e d of p u t t i n g p o l i t i c a l s e l f - i n t e r e s t a h e a d of
public I nterest...a
Governor
preoccupied
with
m o n t h s of c a m p a i g n i n g .
I do not i n t e n d to c a m p a i g n for G o v e r n o r .
I do
not i n t e n d to c a m p a i g n for
the
U.S.
Senate.
I intend
to
campaign
for
Michigan —
to
d e v o t e my f i n a l y ear in o f f i c e to p r o m o t i n g
the
interests
of
the
s t a t e I lov e -- a s t a t e
I
am
proud
to
have
served
longer
than
any
other

37
Governor,
We
h a v e an e n o r m o u s r e c o r d of a c c o m p l i s h m e n t
in M i c h i g a n .
T h e r e is not a job I
would
rather
have,
and
no
time I w o u l d r a t h e r
have
it.
I
r e t a i n a zest for p u b l i c s e r v i c e ,
but I k n o w that
all
m y e n e r g i e s m u s t be d e v o t e d for the n ext y e a r
to the c r u c i a l tas k of b e i n g G o v e r n o r —
not b e i n g
a
candidate.
Therefore,
for
these
and
other
reasons,
I w i l l not be a c a n d i d a t e for any o f f i c e
in 1982.
Next
yea r m a y w e l l be the m o s t
critical
in
Michigan's history.
We must, at all costs, a v o i d
an e c o n o m i c r e l a p s e .
It can be,
in fact, a y e a r
of r e b o u n d for M i c h i g a n .
Michigan
has
no
higher priority
t han
its
economic recovery.
And I hav e no g r e a t e r goal in
the
c o m i n g m o n t h s tha n to w o r k for c o m p l e t i o n
of
the
economic
p r o g r a m I s u b m i t t e d to
the
Legis­
lature.
We h a v e a g r e a t e r o p p o r t u n i t y in the nex t
yea r
to c o r r e c t some of our f u n d a m e n t a l
problems
than
at
a n y tim e d u r i n g the n e a r l y q u a r t e r of
a
century
I hav e s e r v e d in the C a p i t o l
in
various
capacities.
I
am g r a t e f u l to the p e o p l e of M i c h i g a n
for
the
unprecedented
t e n u r e the y hav e g i v e n
me
in
this job.
I
hav e
concluded,
g i v e n the c o n d i t i o n s
we
fac e
-- the v u l n e r a b i l i t i e s and the o p p o r t u n i t i e s
—
I
ca n do m o r e for the p e o p l e who hav e don e
so
much
for m e if I s pend the n e x t y e a r s i m p l y d o i n g
m y j o b . 24
The
see k

the

public

24.

Governor
U.S.

office

als o

Senate
in

ended

seat.

any

speculation

William

G.

that

Milliken

he

retired

would
from

1982.

Announcement
Not
to
Seek
Re-election,
W i l l i a m G. M i l l i k e n , D e c e m b e r 22, 1981,

by

Governor

CHAPTER

XII

DESIGN

Th e
study

methodology

are

explained

This
and

history

Into

the

of

Governor

1969

on

the

1982

Th e

the

as

the

State Message

posed

policies

Michigan

for

Constitution

subsequent

reports

generating

fro m

included

in

this

did

include

not

State
use d

Message,
as

the

The

how

these

the

Governor

the

"S t a t e

an

coming

study

of

the

study.

and

the
is

The

items

annual

y ears

In his

of

pro­

by

the

year.

The

initiatives
were
the

also

Governor

State

"Budget

was

State

required

other

the

y ears

Governor's

State Message
In

the

Message"

each

and

initiatives

their

inclusion

Message;

wer e

of

of

policy

in M i c h i g a n .

analysis.

groups

education

policy

himself

of

inquiry

of

from

State

presented

of

this

of

the

Message"

was

analysis.

Budget

policies

system

of the

y ear

be

effect

Milliken

outline

the G o v e r n o r ' s
for

G.

document

on

the

lack

because

impact

the G o v e r n o r ' s

the

in

somewhat

the

State

the

and w h a t

policies

views

were

on

easily
of

questions

actual

of an y w r i t t e n

personal
38

were

however,

implemented

had

ascertain
of

of

State

higher

because
or

question

historical

Governor's

Message

a historical

to

of

the

b asis

identifiable
State

the

conduct

as

education

contains

to

both

annual

starting

used

chapter.

William

higher

Governor's

selected

this

conducted

initiatives
to

procedures

within

s t u d y wa s

o ral

and

the

of

effect

difficult
record.

the

to
The

formulation

39
an d

implementation

lacking
o ral

of

history
The

with
in

any

his

higher

written

record.

history

education

1970.

Dr.

Faverman

study

of

how

by

The

study
his
on

the

each

in

a

a

staff

of
and

individuals

each

had

a direct

questions
identified

also

of

person
which

this

the

record

in C h a p t e r

One

of

in

1975

1958
in

research

used

the

same

existed.
an

who

policy
how

his

education

s t u d y as

but

to

This

extension
had

of

an e f f e c t

in M i c h i g a n .

initiatives

affect

the

are

Governor

process.
for

interviews

of

given

the m a j o r
study.

study
and

Governor

who

for

had

provided

decision making

education

this

this

drafting

Th e

interviews

was

for

the

advisors

to the
for

for

poli c y .

and

in h i g h e r

a subset

of

als o

and w h a t

selected

higher

individuals

interviewed
are

in M i c h i g a n

to this

education

input

connection

Faverman

method

to e x p l a i n

policy

in

history methodology

education

members

rol e

u sed

Gerald

responsibility

policy

the

Each

studied

higher

but

f irst

of F a v e r m a n ,

selected

direct
of

political

was

selection

influence

for

implementation

implementation
number

elites

attempts

individuals

had

ora l

of h i g h e r

public

this

was

applicable

Faverman

study

implemented

The

policy

the

Education

of a w r i t t e n

development

during

the

a duplication

Dr.

Thi s

had

als o

lack

is n o t

use d

decision

is

of

work.

Thus

by Dr.

Higher

justification

Faverman

problems

method

policy

dissertation,

policy.

education

method.

ora l

higher

of

procesB

this

study

policy.
a

lis t
study

of

four

questions

Respondents

were

40
allowed

to

answer

experience

In

questions
inspire

presented

identified
The

to

the

in

points

instead

factors

for

in

was

this

made

amounts

of

office

functions

were
the

past

general

intended

topical

to

areas

as

questions

to

while

providing

fou r

general

respondents

selected
for

with

in o r d e r

respondents'

approach

an

answer

who

and

regarding

and,

each

a full

set

provide

the

the

were

administration

information

to

discussion

answers.

included

individuals

Milliken

different

of

Th e

to as k a d d i t i o n a l

providing

freedom

included
the

on e a c h

free

of

using

respondents

respondents

of p r o v i d i n g

of

t heir

questions.

questions

amount

on

questions.

was

general

greatest

the

respondent

approach

structured

levels

study

the

overall

questions
of

the

to

drawing

administration.

discussion

researcher

Thi s

questions

the M i l l i k e n

a general

clarify

these

f act

at

that

different

as

such,

provided

policy

Other

had

different

development

and

implementation.
Thus,

a

the

freedom

an d

quantity
The

viewed
for

and
of

four

were

this

set

of

som e

questions
to

fully

they may

general

asked

Th e
as

of

questions
the

study

follows:

fou r

study

questions

may

h ave

provide

information which

a subset

are

structured

ability

study.

respondents

of

quality

possess.

each

person

questions
and

the

limited

inter­

identified

questions

provided

41
Study

Question

1_

Is

possible

for

it

nor

of

p e r s o n who

to

Influence

ow n

personal

ideology7

Interview

Question

1_

their

Michigan

the

In y o u r

opinion,

personal
t io n

convictions

what

the

Governor's

method

Interview
Once

by wha t

Governor's

Study

Question

doe s

State

that

education

William

found

t heir

G.

of G o v e r ­

policy

Milliken

way

the

policy

initiatives

of

State

the

i nto

through

have

higher

any

educa­

fin d

their way

into

Message?

2_

education
process
State

policy

did

of

this

the

initiative

had

been

initiative

f ind

identi­

its w a y

into

State Message?

3^
structural

Governor

effect

policies

o nce

State

did

Question

a higher

fied,

the

organization

of

implementation

identified

for

the

of

inclusion

office

higher

in

the

of

the

education

State

of

the

Message?

Interview
Once

Governor

office

Question £

By

How

higher

the

policy?

Study

the

did

holds

Question

a higher

3^

education

in

the

State

of

the

for

Its

implementation?

policy

initiative

State Message,

who

was
ha d

Included

with­

responsibility

42
Study Question
What
er

has

been

4_
the

education

Message

Q u e s 1 1 on

in

Milliken

your

s uch p o l i c y

Included

within

Initiatives

the

State

of

In h i g h ­

the

State

During
required;
of

k_

opinion,

administration

outstanding

means

onc e

of

1970-1982?

Interview
What,

Impact

features

the
not

has

on h i g h e r

you w o u l d

interviews,
to e x p a n d

clarifying

been

on

points

the

several

by

Are

of

the

there

any

to d e s c r i b e ?

f o l l o w up

answers

made

Impact

education?

l ike

the

overall

questions

provided,

the

persons

but

wer e
as

a

being

inter­

instrument

which

viewed .
Recipients
included
writing
su b s e t

that

four

received
general

additional

questions

Each
as

the

each

an

interview

questions

questions

an d w e r e

may

informed

be a s k e d

as

further

of

the

fou r m a i n

interview

questions.

interview

was

taped

edited

the

Faverman

and

in

in

same

manner

1975,

Th e
interview
was
taped,
a
transcription
t h e r e o f was m a d e and then e d i t e d i nto a t r a n s c r i p ­
tio n
suitable
for
reading,
punctuation,
capi­
talization
and the lik e b e i n g a d d e d s i n c e w r i t t e n
E n g l i s h is d i f f e r e n t f rom s p o k e n E n g l i s h . 1
The
overall

1.

interviews
study

provided

questions

and

support
provided

documentation
an i n s i g h t

to

the

int o

the

Gerald
Alden Faverman,
" H i g h e r E d u c a t i o n in
Michigan
1958 to 1970."
U n p u b l i s h e d d i s s e r t a t i o n for the Ph.D.,
M ic h i g a n State University.

43
inner

workings

written

record

The
study
the

for

i nner

higher

of
of

The
Governor

Governor's
policy

workings

offi c e ,

development

transcripts

future

are

thus

providing

a

occurred.

included

use

by r e s e a r c h e r s

wh o m a y

of

the G o v e r n o r ' s

office

within
wiBh

as it

this

to

study

relates

to

in M i c h i g a n .

interviews

also

Milliken

a person

implementation
in offi c e .

how

edited

education

the

as

of h i g h e r

included

a clarification

affected

education

the

of

ho w

development

and

policy during

his

years

CHAPTER
POLICY

The

State

selected
message

as

coming

The

the

Milliken
general

Message
his

to

these

Governor,

Messages,

later

use

the

the

length

the

State
the

progress

on

the

t hese

January

of

the

g ive

initiatives

and
for

It
the

delivered

15,

1970.

as

Governor,

State

policies,

which would

of his

of

of

these

of

this
the

end

were

Messages

State
of

beginning
items

in e a c h

Special

of

Governor

and

on

would

included more

y e a r s .b e c a u s e
The

Governor

was

annual

Constitution

administration

he

the

State Message

State

policy

Governor

Message

and

later

more
vi a

a
in

specific
a

g ive m o r e

“S p e c i a l
details

of

proposals.

State

The

session

the

because

the

the

upcoming

the L e g i s l a t u r e "

policy
The

on

in his

of

was

of his

of his

legislative

of

Governor

years

background

information

the M i c h i g a n

State

provide

of

for a n a l y s i s

Initiatives

as

first

would

by

first

Milliken

INITIATIVES

S tate M e s s a g e

document

policy

year.

In

the

required

the

by W i l l i a m

the

the

wa s

Included

of

IV

the

the

items

policy

S tate

a lso

44

problems.

increased

represented
policy

were included

Message.

the

o ver

in p r o c e d u r e .

past y e a r ' s

included

of

and w o u l d

critical

Message

Message

of a n e w p o l i c y

State

initiatives

for m o r e

change

State

succeeding

agenda
in

the

for

the

as

the

agenda

within

the

message,

as a n n o u n c e m e n t s
State

of

the

of

State

45
The
an

development

effort

that

along with

included

input

starting

in

agencies

would

indicating
possible
The

was

then

survived

of

for

State
the

implement
In

annual
an y

the
the

education

as

his
of

staff

decision
the

as

as

and

of

of

the

the
which
the

Education.

The

its
the

appropriate
Governor

If the

the

and

initiative

further

developed
to

the

ke y

of

the

to

the

become

part

S tate

present

it

included,

various

to

were

it w o u l d

O nce

for

Message.

of

submitted

the n

to w h e t h e r

office

i tems

State

to

compiling

would

policy

for

it wa s

State Message.

policy

it w o u l d

departments

to

Initiative.

the

State

Message

educational

this m e s s a g e .

ke y

responsibility

In his

Budget

who were

major

issues

implications.

staff

and

policy area

policy

of d e v e l o p m e n t ,

year,

be a s s i g n e d

Specialist

departmental

years

would
the

Each

Governor's

the

was

Government

directors

of

researched

bu d g e t

The

leaders.

Education

the o v e r a l l

the G o v e r n o r

Message.

the

of

s tage

appropriate

become

if

items

this

Governor
of

terms

in

Message

in S t a t e

the

State

generated.

initiative

State

requesting

submitted

Program

such

State

the

the

in

from

was

specialist

was

the

department

a memo

Governor

program

of

department

of

standing

staff

all

initiatives

responsibility

with

the

S tate

legislative

inclusion within

proposal

other

f r o m ke y

receive

that

Governor's

policy

the
every

October,

policy

the

of

Governor
of
was

policy

the
used

made

no

reference

State Message,
as

the

initiatives

the

document
were

to

higher

Governor's

for

included

analysis
within

46
On J a n u a r y

15,

his

State

f irst

lature.
19 6 0 ' s
In

1970,
of

Governor William

the

The message

State

Included

Message

G.

Milliken

to the

a recap

of

the

and

suggested

a blueprint

for

the

direct

reference

to

of

higher

Governor

the

area

delivered

Michigan
events

decade

yet

Legis­
of

the

to come.

education,

included:

Despite
the o b v i o u s d i f f e r e n c e s b e t w e e n K - 1 2
and h i g h e r e d u c a t i o n ,
m a n y of the p r o b l e m s of the
e l e m e n t a r y and s e c o n d a r y s y s t e m are e v i d e n t in our
c o l l e g e s and u n i v e r s i t i e s .
I n e q u a l i t y of
oppor­
tunity
and
l a c k of a c c o u n t a b i l i t y
ar e
critical
problems
of
b oth the c o m m u n i t y c o l l e g e s a n d
the
four-year institutions.
In
higher education,
the n e e d s of
students
v a r y c o n s i d e r a b l y , and the i n s t i t u t i o n s m u s t o f f e r
a w i d e r a n g e of study.
With
the n e e d s of s t u d e n t s c h a n g i n g r a p i d l y ,
I n s t i t u t i o n s of h i g h e r e d u c a t i o n h a v e a p a r t i c u l a r
responsibility
to r e v i e w the r e l e v a n c e
of
their
offerings.
Outmoded
p r o g r a m s m u s t be e l i m i n a t e d
and m o r e u s e f u l c o u r s e s m u s t take t h e i r place.
With
a t ight b u d g e t in 1 9 7 0 - 7 1 ,
the
demand
for an i n t e n s e r e v i e w of all p r o g r a m s is
particu­
larly
great.
Colleges
and
universities
m ust
r e s p o n d not o n l y to the n e e d s of s t u d e n t s ,
but to
the n e e d s of s o c i e t y .
Consequently,
new programs
in
the f o l l o w i n g a reas w i l l r e c e i v e
particularly
strong
s u p p o r t f r o m this
administration:
urban
problems,
drug addiction,
e n vi r on me nt al quality,
and r e s e a r c h and d e v e l o p m e n t in s c h o o l s of
educa­
tion.
Th e
professional
schools
must
be
given
increased
s u p p o r t so that the y w i l l
continue
to
produce enough lawyers,
e n g i n e e r s an d d o c t o r s to
m e e t the demand.
My b u d g e t w i l l r e c o m m e n d a d d i t i o n a l
support
for the S c h o o l of H u m a n M e d i c i n e at M i c h i g a n State
University,
as
well
as
for
expansion
of
the
m e d i c a l f a c i l i t i e s at W a y n e and M i c h i g a n .
In
1970,
faculty
s a l a r i e s w i l l i n c r e a s e so
that
M i c h i g a n can r e m a i n
competitive
for
both
t e a c h i n g and r e s e a r c h staff.
F u n d s w i l l be a v a i l ­
able
for
the c o n t i n u a t i o n of e x i s t i n g p r o g r a m s .
However,
both community colleges
and
four-year
institutions
w i l l be r e q u i r e d to u n d e r t a k e s t r i c t
program evaluations
as
a result
of
the
tight
budgetary situation.
As
the n e w d e c a d e b e g i n s ,
the
citizens
of

the

47
M i c h i g a n can
be p r o u d of t h e i r s y s t e m
of
higher
education.
B o t h p u b l i c and p r i v a t e
institutions
have
d e v e l o p e d s u c c e s s f u l l y as a r e s u l t of s t r o n g
citizen support.
N e v e r t h e l e s s , the d e m a n d s on the
system
ar e i n c r e a s i n g an d are
changing
rapidly.
Enrollments
are
expanding
as are the
c osts
of
providing quality education.
C o n s e q u e n t l y , it is
i m p e r a t i v e that we s o o n u n d e r t a k e a
comprehensive
r e f o r m of our s y s t e m of h i g h e r e d u c a t i o n .
There
w e r e m a r k e d g a i n s in this s y s t e m s i n c e
1960.
A p p ro x im at e ly 200,000 more students attend
the p u b l i c h i g h e r e d u c a t i o n i n s t i t u t i o n s ,
we
are
spending
o v e r $ 2 0 0 m i l l i o n m o r e to o p e r a t e the 42
i n s t i t u t i o n s y s t e m (15 m o r e tha n in 1960),
and we
h ave
spent
over
$32 8
million
for
capital
facilities
to m e e t the a c a d e m i c p r o g r a m
require­
ments.
While
enrollments
hav e I n c r e a s e d
160%,
d o l l a r s u p p o r t has I n c r e a s e d 220%.
I m p r e s s i v e as
t h e s e tr e n d s are, I b e l i e v e we can p o i n t w i t h e v e n
more
pride
to s e v e r a l m a j o r p r o g r a m
thrusts
in
higher education.
W i t h the rapid g r o w t h of n e w an d
established
community
c o l l e g e s and W a y n e S t a t e U n i v e r s i t y
in
the
u r b a n area,
we h a v e m o v e d f o r w a r d v i g o r o u s l y
in
our
efforts
to
provide
higher
education
opportunities
where
the
mass
of
people
are.
Vocational-technical
education
p r o g r a m s are
now
widely
available
a c r o s s the s t a t e at
the
post­
s e c o n d a r y level,
w h e r e a s F e r r i s S t a t e C o l l e g e was
the
primary
s u p p l i e r of s uch p r o g r a m s
a
decade
ago.
Three
new
state
colleges
have
been
e s t a b l i s h e d to r e l i e v e the loa d on the rest of the
s yst e m .
Further,
the r e g i o n a l u n i v e r s i t i e s
are
emerging
with
a r e a s of e x c e l l e n c e
upon
teacher
training
and
now
have
autonomous
boards
of
c o n t r o l . M o r e t han 4 0 , 0 0 0 s t u d e n t s are b e n e f i t t i n g
e a c h y ear f r o m an a r r a y of f i n a n c i a l aid s p r o g r a m s
providing
lo a n s ,
s c h o l a r s h i p s and t u i t i o n g r a n t s
to p r i v a t e c o l l e g e s t u d e n t s .
The g r o u n d w o r k
and
m u c h of the b r i c k and m o r t a r and s t a f f i n g h a s been
established
essentially
to d o u b l e the o u t p u t
of
physicians
f r o m our m e d i c a l s c h o o l s w i t h i n
three
to four years. T h e s e are all m a j o r a c c o m p l i s h m e n t s
e m e r g i n g f r o m the last d e c a d e ' s e f f o r t s . 1
In
29

community

323,000.

1.

197 0

the

state

colleges

Enrollment

St at e

of

the

was

with

was

Sta te

supporting
a combined

expected

Message

12 s t a t e
student

to c o n t i n u e

1970.

colleges

and

population

of

to

g r o w and,

as

48
the

Governor

pointed

section

on

higher

Message

(S.O.S),

higher

education

entire

the
span

The
to m e e t

The

Opportunity

Milliken

Detroit,

Manager
group

Inc.

of M i c h i g a n
was

increase

to

the

and

creation

minority

financial

mentioned

the
of

to b e c o m e

during

of

the

in

Smith,

Vice

Telephone

enrollment

for

pro­

schools
for

of

private

the m e s s a g e .
Force

27,

The

Th e

and

charge

14
of

General
to

the

Improve

and

colleges

and

to

at M i c h i g a n ' s

Equal

President

President

on h o w

on

1970.

Patrick,

Co.

recommendations

the

support

on M a y
T.

new programs

support

a Task

by W i l l i a m

Bel l

provide

of

Dan

State

problem

education

increased

Education

and

his

among

acc ou nt a bi l it y was

appointed

headed

the

T his

specifically mentioning

als o

of

administration.

society

was

force

of

a problem

education.

proposed

in H i g h e r

tas k

paragraph

State

wa s

in h i g h e r

inclusion

students

Governor

New

of

schools,

medicine.

member

iss u e s

a lso

the n e e d s

college

of h i g h e r

the M i l l i k e n

Governor

fessional

first

in the

institutional

major
of

the

accountability

Institutions

of

in

education

various

one

out

universities.
The
in

its

Task

Force

final

Governor

in

Michigan's

repo r t .

September
history

ties

of m i n o r i t y

this

report
On

produced

is

of

to

students

14,

on

1971,

later

was

T his

recommendations

submitted

s t u d y was

the

the e d u c a t i o n a l

in h i g h e r

in

32 m a j o r

report

1970.

center

included

January

The

som e

education.

sections

two w e e k s

to

the

first

in

opportuni­
A summary

of

this

after

his

of

chapter.
Inaugural

49
Address,

Milliken

Message.
s tand

Th e

still

calling

for

delivered

basic
just

bot h

t h e m e was

because

the

Republicans

solve Michigan's

problems.

to

higher

in

this

submitted

to

the

Include

reference

to

higher

that

Governor,

was

Legislature,

economy

He m a d e

of

no

should

not

an d

a

together

specific

reference

Governor's

and

Budget

however,

did

specifically

one

of c o n t e n t i o n

institutions

State

to w o r k

The

education

the

still,

Legislature,

a point

and

st a n d s

Democrats

State

to b e c o m e

S tate

Government

message.

Message

item

second

that

and

to

education

his

between

of h i g h e r

the

education:

In the c u r r e n t y e a r ' s a p p r o p r i a t i o n s act, the
Legislature
e x p r e s s e d its in t e n t to
institute
a
tuition
policy
for
resident students
at
state
i n s t i t u t i o n s in 1 9 7 1 - 7 2 .
The b u d g e t s u p p o r t s that
policy
i n t e n t but w i t h c e r t a i n
modifications
in
the s c h e d u l e :
r e g r o u p i n g c e r t a i n of the i n s t i t u ­
tions, s u g g e s t i n g that g r a d u a t e r a t e s be o n e - t h i r d
g r e a t e r tha n u n d e r g r a d u a t e c h a r g e s ,
and i n c l u d i n g
allocation
for
debt service within
the
tuition
schedule.
Approximately
$5.6
million
more
in
institutional
revenues
w i l l be d e r i v e d
by
this
p o l i c y .2
The

Appropriations

Budget

Message,

viewed

by

the

interference
functions
1963.

of

the

University

1971

and

to

f iled

Budget

by

the

be k n o w n

as

1971

internal
t hem by

the

Board
the

cited

autonomous

t heir

Subsequently,

University,

to

state's

guaranteed

Michigan,

2.

later

Act

Board

action

Message

for

of

P.A.

122,

universities
management

of

Trustees

of

declaratory

and

was

direct
control
of

University

of

Michigan

State

of

State

judgment

Governor.

as a

this

Constitution

the

of G o v e r n o r s

the

in

the M i c h i g a n

Regents
of

Governor

Wayne

against

the

50
State,
1971

a

The

State

P.A.

122

Th e

S tate

defendant

functions

T r e a s u r y an d

the

Budget

Director

claiming

to be u n c o n s t i t u t i o n a l .
Board

of E d u c a t i o n

in o r d e r

under

Constitution.

to o b t a i n

article

Th e

intervened

an

raised

the

case

interpretation

8 section

issues

in

3 of
by

the

the

of

as
its

1963

Michigan

parties

involved

were:
1) Do
the c o n d i t i o n s and l i m i t a t i o n s
imposed
in
1971
P.A.
122,
s e c t i o n 13,20,
and
26
(higher
e d u c a t i o n a p p r o p r i a t i o n s act of
1971),
uncon­
s t i t u t i o n a l l y i n t r u d e u p o n the a u t h o r i t y of the
universities
as
set
forth
on
Const.
1963
a r t i c l e 8 s e c t i o n 4,
5, and a r t i c l e 5, s e c t i o n

20?
2)

Does
the p r o v i s i o n in Const.
1963,
article 8
s e c t i o n 3, that the M i c h i g a n B o a r d of E d u c a t i o n
"s e r v e as the g e n e r a l p l a n n i n g and c o o r d i n a t i n g
b ody for all p u b l i c e d u c a t i o n , i n c l u d i n g h i g h e r
e d u c a t i o n " i n c l u d e the a u t h o r i t y to v e t o
prior
to i m p l e m e n t a t i o n by the u n i v e r s i t i e s ?3

Judge
f ound

1971

tional.

the

St a t e

P.A.
The

Appeals
of

Marvin

Supreme

Appeals.
through

the

3.

was

App.

Court.

Cour t s ,
pressed

Regents
of
M i c h i g a n 395
of M i c h i g a n .

13,

as

the
Mich

issue
such

and

of

26

Circuit

to

be u n c o n s t i t u ­

affirmed

Court

the

agree

the

with

case

Governor

worked
nor

language

was

to

of

judgment

go b e f o r e

of l e g i s l a t i v e

University
52 ________

Court

eventually

this

the

Ingham

the M i c h i g a n

which

later

neither

no

to

c ase w o u l d

merits

the

the

20

1973)

who would

the

for

appealed

23,

The

C ourt

education

Salmon

Section

case

While

Legislature
higher

122

(47 Mich,
trial

J.

Court
Its
the

the
of
way

S tate

mandates

to

appear

in

of M i c h i g a n ,
U
S tate
of
54966 State Supreme
Court

51
subsequent:

appropriation

On J a n u a r y
S tate

of

the

State

Governor made
education;

13,

no

bills.

1972,

the

Message

direct

however,

to

Governor

the M i c h i g a n

detailed

he

did

delivered

his

third

Legislature.

reference

regarding

The

higher

state:

"I
will present my fall Budget M e s sage
n ext
week,
earlier
tha n has b e e n done at any time
in
the
past 20 ye a r s .
Th e B u d g e t M e s s a g e
will
in­
clude
my d e t a i l e d r e c o m m e n d a t i o n s on s u b j e c t s not
c o v e r e d in this m e s s a g e . . . "4
The
following
o nly

1972

issues:

5,000

recommended
to

Budget Message

students

11.5%

increase

h ave

total

not

had

access

programs;

and

a new

community

colleges.

The
uneventful
major

1973
for

of
to

formula

of

pressing

problem

stated

the

the

with

percent

of

education;

expanded

distributing

State
as

Message
the

educational

of E d u c a t i o n a l

Ta x

1972

area

was

refo r m .

each

persons

fundB

wa s

Sta te

of

to

the

just

Sta te

Message

1972.

29

as

message.

The

given

the

The

to

Governor

1973 m e s s a g e :

the

who

medical

"Our
m a j o r f a i l u r e in 1972 was in the
high­
est
p r i o r i t y of m y a d m i n i s t r a t i o n
—
educational
reform
and
property
tax
relief.
The
people
declined,
in r e j e c t i n g P r o p o s a l C in the N o v e m b e r
election,
to
adopt
a
constitutional
amendment
which
would
h ave r e d u c e d the b u r d e n of
property

4.

a

education;

for

higher education
in

levels

for h i g h e r

one

the

to i n c r e a s e

be a l l o c a t e d

for

the

expected

1971-72

in f u n d i n g

to h i g h e r

State

attention

in

budget

Governor addressed

were

tha n

three-fourths

institution's

the

that e n r o l l m e n t s

more

include

of

52
taxes
system
Th e

State

financing
was

and
o p e n e d the doo r to
of s c h o o l f i n a n c i n g . "5
Supreme

schools

in fac t

opposed

no

to

graduated

that

longer
the

income

Court
the

a

more

ruled

current

on

method

constitutional.
proposal

tax

preferred

the

the

question

used

by

the

of

state

Th e L e g i s l a t u r e

Governor's
as

equitable

and

pushed

method

was

for

of

a

school

financing.
The
items

1973

for

Budget

higher

Message

education.

of

the G o v e r n o r

The

Governor

included

two

included:

I
am r e c o m m e n d i n g the e s t a b l i s h m e n t of a l a w
school
at
Michigan
State
University
to
begin
operation
in
January,
1974,
with
an
initial
enrollment
of 75 s t u d e n t s .
My o p e r a t i n g
budget
i n c l u d e s $ 6 8 8 , 0 0 for this p u r p o s e i n c l u d i n g
fundB
to
r e m o d e l a p o r t i o n of a r e s i d e n c e f a c i l i t y
for
law s c h o o l u s e . 6
The

proposed

University
over

the

sparked
need

importantly,
conflict
school

law

was
being

establishment

for
ove r

school

to be

located

a controversy

within

another
the

eventually

school

location
brought

established
of

law

Cooley

and
Law

of

at M i c h i g a n
the

a

to a n end
the

but,

scho o l .

with

void

School

Legislature

in M i c h i g a n
suc h

State

no

This

public

law

by

the

filled

in L a n s i n g ,

more

a

private

ins 1 1 t u t i o n .
The
particular
reference

second

importance
to

planning

Higher

5.
6.

item

of

the

to h i g h e r
and

education

Budget

Message

education

coordination.
planning

State of the S tate M e s s a g e
1973 B u d g e t M e s s a g e of the

and

1973.
Governor.

was
He

that
the

wa s

of

Governor's

stat e d :

coordination

is

53
a c o n t i n u i n g s o u r c e of c o n c e r n to me.
I am r e c o m ­
mending
an
a m o u n t of $ 5 8 , 0 0 0 for
staff
in
the
Department
of E d u c a t i o n to e n a b l e the
Department
to p r o v i d e my o f f i c e w i t h r e s p o n s e s to e d u c a t i o n a l
p r o g r a m p o l i c y g u i d e l i n e s w h i c h r e f l e c t an o v e r a l l
state
perspective
and for a d m i n i s t r a t i o n of
the
c o m m u n i t y c o l l e g e s t a t e aid p r o g r a m . 7
This
related

issue

to

the

c ase

involving

both

the

more

control

is

to

evident

both

universities.

of

Issue
in the

proposed

coordination

the

autonomous
office

and

of u n i v e r s i t y

in the

and

issues

Democrats

changes
the

the

planning

constitutional

Governor's

confrontation
1971

of

the
of

type

and
state

and

Republicans

amendment

was

within
The

from

agreed

of

to

One
of

of

to g a i n
direct
bil l

Thi s

of

effort

1973

in w h i c h

broad

ranging

item
the

Court

efforts

appropriation

proposals

a revamping

the

the

coordination.

laws.

directly

Legislature

moved

in the

reform

election

State

budgets

used

planning

election

the

raised

is

Included

State

Board

in
of

Education:
"This p r o p o s a l p r o v i d e s for a
constitutional
amendment
to be p l a c e d on the b a l l o t of N o v e m b e r ,
1974, w h i c h i n c r e a s e s the S t a t e B o a r d of E d u c a t i o n
f r o m e i g h t to nin e m e m b e r s ,
reducing their
t erms
f r o m e i g h t y e a r s to six y e a r s on a s t a g g e r e d basis.
"Expiring
terms and f u t u r e v a c a n c i e s w i l l be
f i l l e d by a p p o i n t m e n t of the G o v e r n o r w i t h
advice
and
consent
of
the S e n a t e f r o m a lis t
of
five
names
submitted
to
the G o v e r n o r
by
the
major
political parties.
No m o r e t han f ive of the n i n e
m e m b e r s m a y be f r o m the same p o l i t i c a l p a r t y . "8
If
select

the
the

opportunity

7.
8.

Governor,
Board
for

with

the a p p r o v a l

of E d u c a t i o n m e m b e r s ,
access

to a c e r t a i n

of

this

degree

1973 B u d g e t M e s s a g e of the G o v e r n o r .
M i c h i g a n D e m o c r a t - A u g u s t 1973.

the

Sena t e ,

may
of

could

provide

an

coordination

54
an d

control

the

Board

should
to

(the

in R e g e n t s

v.

State
an

of

the

S tate

11

in

1973.

education

which

higher
in

1970.

Court

election

The

of

define

powers

had

of

not

at

the

time

of

this

for

the

Governor

lon g

T his m e s s a g e

included

a

section

not

appeared

on h i g h e r

since

the

1974

compared

section

the

education

r uled

issu e ) .

and

52 p a g e s

of

higher

yet

some

had

was

the

Institutions

of M i c h i g a n

year

Message

Court

the

of M i c h i g a n

was

only

t ion

Supreme

1974
State

Supreme

be In e x c e s s

education

to

the

las t

on

elec­

included

the

following:
Our
efforts
to i m p r o v e the q u a l i t y
of
our
e l e m e n t a r y and s e c o n d a r y e d u c a t i o n must be m a t c h e d
by c o n c e r n for our s y s t e m of p o s t s e c o n d a r y
educa­
tion.
The
colleges constitute Michigan's strong
system
of
educational
opportunity
beyond
the
s e c o n d a r y level.
T h e s e i n s t i t u t i o n s h ave met
the
challenges
of
the past
in
providing
education
programs
for
e ver
increasing
numbers
of
our
citizens.
Now
facing
growing
problems
of
i n c r e a s e d cost, u n s e t t l e d job m a r k e t s and l e v e l i n g
enrollments,
this
s y s t e m m u s t be s t r e n g t h e n e d to
c o n t i n u e to s e r v e the c h a n g i n g n e e d s for
advanced
e d u c a t i o n an d t r a i n i n g . B e t t e r p l a n n i n g of s t u d e n t
needs
and i m p r o v e d c o o r d i n a t i o n of e f f o r t s by our
e d u c a t i o n a l i n s t i t u t i o n s w i l l be n e c e s s a r y in
the
future.
My
Commission
on H i g h e r E d u c a t i o n
has
b e e n s t u d y i n g t h e s e p r o b l e m s for the p ast y ear and
its
findings
and r e c o m m e n d a t i o n s
will
soon
be
available.
I
will
be
making
specific
recommendations
at
a
l a t e r d ate
as
to
how
1
b e l i e v e we can i m p r o v e our e d u c a t i o n a l s y s t e m s . 9
Three

important

context

of

ag a i n ,

reference

3)

9.

the

this

message.
to

announcement

S ta te

of

factors

the

the

are

1) L e v e l i n g
nee d

for

Message

within

of e n r o l l m e n t s ,

coordination

of a C o m m i s s i o n

St ate

contained

on H i g h e r

1970.

and

2)

the
once

planning,

Education.

55
These
stated

in

three
his

enrollments
to

rise,

Budget

are

most

are

and

effective

need

of

in

a

of
a

1974

the

was

commission

par t

Commission

1 972,

on

24,

1973,

members

provided

the

continues

the

future

programs

and

action

in

the

created.

A

an d

this

total

its

findings

chapter.
on

Th e

December

following

29,

charge

1)

to
a s s e s s and,
when necessary,
g o a l s , p u r p o s e s an d
f u n c t i o n s of
education
in M i c h i g a n as w e l l as
tional
delivery systems required
such purposes.

2)

to
d e t e r m i n e and m a k e a p p r o p r i a t e
recommendatlons
c o n c e r n i n g n e e d e d p r o c e d u r es a n d
struct u r e s for the p r o p e r g o v e r n a n c e ,
planning
and
coordination
of
postsecondary
education
in
Michigan.

3)

to d e t e r m i n e a n d m a k e n e e d e d r e c o m m e n d a t i o n s on
the
means
r e q u i r e d to p r o v i d e m o s t
equitably
f o r the f i n a n c i a l n e e d s of p o s t s e c o n d a r y e d u c a ­
t ion in M i c h i g a n in the y e a r s to c o m e . 10
leveling

off

of

specifically

mentioned

impact

formulation

on

the

Commission

voluntary

10.

of

has

Commission:

The

The

education

commission

the

the

improve

study

study

the

education

this

this

Governor

although

accomplish

appointed

to

the

to

subsequent

January

of

to

Governor
an d

as

that

cost

of h i g h e r

In o r d e r
way,

unrelated

exists

planning

analysis

included

not

Message

the

growth.

complete

are

stabilizing,

thus

coordination
physical

items

came

mechanisms

Report
1 974 .

of

the

to
of

student
within
of
the

the

enrollments,

the

change,

Commission

conclusion

coordination

Governor's

redefine
the
postsecondary
the
instructo c a r r y
out

and

Commission

that

although

ha d

a

not

definite

recommendations.
the

system

of

planning

currently

on H i g h e r

Education

56
being

u sed

effective
create
this

by
and

institutions
tha t

a separate
change

was

constitutional
education

f orce

changes

needs

to

the

The

among

of

the M i c h i g a n

activities
In

on

not

needed

education.

an d

to

Once

have

the

services

for

in a b e t t e r

position

regarding

to

adoptive

enrollment.

the

constitutional

September

regarding

Governor's

26,

1973,

proposed

Commission

board

coordinate

higher

education

a much more

direct

r oute

of h i g h e r

1974

of

his

be G o v e r n o r
1975

education

Governor

candidates

on h i g h e r

with

constitutional

popularity

The

be

student

raised

the

personal

would

of

programs

and

was

new board would

institutions

education

of

of a n e w

provides

amendment

were

issues
in w h i c h

changes

to

Constitution.

work

and

this

plan

dealt

items were

education

postsecondary

these

contraction

a number

plan

to

Commission

The

of

institutions

in h i g h e r

concept

board

accomplished

involved

higher

a constitutional

power

higher

of

William
and

party,
for

State

education

the

which

power

programs
state

and

control

Milliken,

staying

wo n

the

the

to

both

growth
ove r

the

institutions.
G.

another

fou r m o r e
of

to

with

towards

promoting

distant
Republican

from

his
other

victory

and

years.

State Message

Included

a section

stat e d :

In
the
a r e a of p o s t s e c o n d a r y
education
we
fac e
many challenges.
C o s t s c o n t i n u e to
mo u n t ,
enrollments
are t a p e r i n g off,
and n e w a p p r o a c h e s
to
respond
to n e w t r a i n i n g n e e d s
are
required.
Michigan's
generally
effective system
of
post­
secondary education institutions,
b o t h p u b l i c and
private,
must
be m o r e s h a r p l y h o n e d to m e e t
the
p r e s e n t and f u t u r e n e e d s and d e m a n d s for
advanced

57
education.
Greater
attention
m u s t be g i v e n
to
statewide
p l a n n i n g to a c h i e v e i m p r o v e d
coordina­
tio n
of
efforts
of
the
numerous
educational
Institutions.
More
cost - e f f e c ti ve ways must
be
found
to
r e s p o n d to c h a n g i n g c i t i z e n
needs
for
postsecondary education.
My
C o m m i s s i o n on H i g h e r E d u c a t i o n
has
com­
pleted
its
s t u d y of m a n y of the b a s i c i s s u e s
in
this area.
Its r e p o r t c a l l s for b a s i c r e s t r u c t u r ­
ing of our p l a n n i n g and c o o r d i n a t i o n m e c h a n i s m s to
improve
the
state's ability
to
anticipate
and
respond
to
changes
in
postsecondary
education
needs. I
c o m m e n d the f i n d i n g of this p a n e l
for
your c o n s i d e r a t i o n and a c t i o n .
I l o o k f o r w a r d to
working
with
the L e g i s l a t u r e in c o n s i d e r i n g
the
Commission
p r o p o s a l s and o t h e r u r g e n t
issues
in
the
f i e l d of p o s t s e c o n d a r y e d u c a t i o n .
I believe
t h e r e are i n e q u i t i e s w i t h i n the s t a t e
scholarship
and
tuition
grant
program.
Because
of
the
f i n a n c i a l - n e e d s test, the e x i s t i n g p r o g r a m s do not
recognize
the
h ar d- working student from
middlelncome
families.
S t u d e n t s are r u l e d
ineligible
without
regard
to t heir
academic
standard.
I
believe
the
remedy
to
this
problem
is
in
legislation
which
w o u l d giv e g r e a t e r
weight
to
a c a d e m i c a b i l i t y in a l l o c a t i n g funds.
I
will
propose additional funding
to
deal
specifically
w i t h the p r o b l e m of
tuition
grants
and
scholarships
to
s t u d e n t s of
middle
Income
families,
While
I r e c o g n i z e the d e s i r e to
extend
the
h i g h e r e d u c a t i o n o p p o r t u n i t i e s to s t u d e n t s of l o w i n c o m e f a m i l i e s , I b e l i e v e the state s h o u l d r e c o g ­
niz e
and e n c o u r a g e s c h o l a r s h i p by not
penalizing
students
because their family's Income failed
to
m e a s u r e up —
or d o w n —
to a s t a n d a r d . 11
Onc e
major
the

again

theme

of

the

Commission

added

support

made

in

Th e

St at e

for

of

Governor's

the

current

operate

second

of

issue

on H i g h e r

the

universities

11.

the

the

policy

yea r
of

State Message

of

planning

The

findings

position

operations

item

and

statements.

Education

f r o m one

major

coordination

that

is

a

existence

of

now

changes

how

provide
must

be

colleges

and

was

the

to a n o t h e r .

this m e s s a g e

1975.

that

students
means

of m i d d l e

for

a

proposal

college

to

fun d

scholarships
1975

Budget

suc h

for

the

economy
the
and,

thus

The

as

shaken

in

and

million

departments,

a d m i n i s t r a t i o n was
the

State

State

Michigan's
Board
has

colleges

advisory

coordination
The

of

s tate

state

the

cutbacks

in c u r r e n t
and

ruled

that

the

state

universities

according
powers

financial

the

to i n t e r f e r e

an d

college

in

and

to

with

the

situation

state.

state

of

faced

a

resulted

levels

to

The

Milliken

on O c t o b e r

28 w h i c h

of

doe s
with
an d

Regents

no t

have

that

to

the

v.
the

the o p e r a t i o n s

the M i c h i g a n

university

the

austerity

situation

cas e

regard

and

Department

funding

setback

to

in a d d i t i o n ,

institutions.

another

Court

This

state's

the

were,

that

did

elimination

of

the

no

to r e t u r n

billion

economy

of

deficit.

Message

Governor

government

discovery

contained

job

a $3,041

in m i d - O c t o b e r

authority

of E d u c a t i o n ,
only

declining

dealt

Michigan

constitutional

the

The

declining

and

the

families.

expected

The

passed

agencies

Supreme

of

skil l s .

budget

order

are

and

of

Budget

dollar

executive

state

new

by

the

made

and

Budget

by

financial

tuition

however,

The

caused

for

income

Governor,

funding.

the

Governor

program

of u n e m p l o y m e n t

of

problems

Management
$298

because

need

Th e

individuals

presented

budget

severely

the

more

a result

also

of m i d d l e

problems

seeking

Legislature
budget

of

program

that

classroom

special

students

current

and

families

education.

a

Message

proposed

address

income

of

State

Constitution,
planning

and

functions.

showed

little

improvement

59
in

1976.

The

State

included

a lengthy

of w h i c h

included:

of

section

the

State Message

on h i g h e r

for

education,

that
the

year

contents

HIGHER EDUCATION
T he
S t a t e of M i c h i g a n has l o n g
been
recog­
nized
for its l e v e l of s u p p o r t to b o t h p u b l i c and
Independent
colleges
an d
universities.
For
example,
for
the p ast 10 y e a r s s t a t e
appropria­
tions to p u b l i c b a c c a l a u r e a t e s i n c r e a s e d 148% f r o m
$ 1 6 4 . 6 m i l l i o n to $ 4 0 8 . 6 m i l l i o n .
O v e r the
same
period,
enrollments
increased
only
43%
from
144,770
to 2 0 7 , 5 0 4 f i s c a l y e a r e q u a t e d
students,
and
the C o n s u m e r P r i c e I n d e x i n c r e a s e d o n l y
71%.
Hence,
w h i l e s t a t e s u p p o r t has l e v e l e d off in the
l ast
two
ye a r s ,
appropriations
ove r
the
last
d e c a d e h a v e e x c e e d e d b o t h the i n c r e a s e in
student
e n r o l l m e n t s and the C o n s u m e r P r i c e Index.
It
has
been a good
investment.
But
many
f a c t o r s , i n c l u d i n g the c u r r e n t e c o n o m i c c o n d i t i o n ,
make
it n e c e s s a r y for us to e x a m i n e h o w the m o n e y
Is b e i n g spent.
The
e c o n o m i c s i t u a t i o n has m a d e us a l l
more
keenly
aware
of the
security
which
employment
brings.
At one time,
a college degree virtually
assured
the
security
of
employment;
however,
recently,
more
and m o r e g r a d u a t e s of our
higher
education
s y s t e m e i t h e r c a n n o t find w o r k
or
are
working
at
jobs b e l o w t h e i r l e v e l s of
training.
T h e r e is a r eal p r o s p e c t that this s i t u a t i o n
will
continue
unless
we
look more carefully
at
the
imbalance
b e t w e e n jobs and job s e e k e r s
and
take
s t e p s to dea l w i t h the s i t u a t i o n .
F o u r y e a r s ago, I e s t a b l i s h e d a C o m m i s s i o n on
Higher
E d u c a t i o n to h e l p d e a l w i t h p r o b l e m s w h i c h
detrimentally
a f f e c t M i c h i g a n ' s a b i l i t y to
main­
tai n a h i g h q u a l i t y s y s t e m of h i g h e r e d u c a t i o n .
I
c h a r g e d the C o m m i s s i o n to:
1)
determine
and
make appropriate
recommendations
concerning
needed
procedures
and s t r u c t u r e s for the
proper
governance,
planning,
and
coordinating
higher
education
in
Michigan;
2)
determine
and
make
recommendations
on the m e a n s r e q u i r e d to
provide
the
m o s t e q u i t a b l e f i n a n c i n g of h i g h e r
education
in M i c h i g a n in the y e a r s to come.
Th e
C o m m i s s i o n c o n c l u d e d that the
Constitu­
tional
ambiguity
regarding
the
relationship
between
the
S t a t e ' s u n i v e r s i t i e s and
the
State
Board
of E d u c a t i o n c o u p l e d w i t h the I n a b i l i t y
of
the S t a t e B o a r d to m a i n t a i n e f f e c t i v e p l a n n i n g and
coordination
d e m a n d e d the c r e a t i o n of a
separate

60
S tate

B o a r d of H i g h e r E d u c a t i o n .
On O c t o b e r 28,
1975, the S tate S u p r e m e C o u r t
addressed
the
i s s u e of
institutional
autonomy.
The
decision
of the C o u r t u p h e l d
the
Constitu­
tional
a u t o n o m y of the
State's
universities
in
the
management
and
control
of
t heir
internal
affairs.
H o w e v e r , the C o u r t a l s o g ave s u p p o r t for
the
f irst
time
to the
necessity
for
improved
s t a t e - l e v e l p l a n n i n g and c o o r d i n a t i o n by the S t a t e
Board
of E d u c a t i o n t h r o u g h its a d v i s o r y r e s p o n s i ­
b i l i t i e s in the r e v i e w of n e w p r o g r a m s p r o p o s e d by
colleges
and
universities
together
with
their
financial requirements.
I
hav e d e a l t w i t h the q u e s t i o n
of
improved
p l a n n i n g and c o o r d i n a t i o n r a i s e d by the G o v e r n o r ' s
Commission
on H i g h e r E d u c a t i o n s e p a r a t e l y t h r o u g h
the p r o p o s a l of a c o n s t i t u t i o n a l A m e n d m e n t
creat­
i ng a s e p a r a t e S t a t e B o a r d of H i g h e r E d u c a t i o n , to
be
appointed
by
the
Governor.
HJR-Y AND SJR-L
w o u l d put this on the ball o t .
I
also
continue
to
favor
gubernatorial
appointment
of the State B o a r d of E d u c a t i o n (SJR-

J).
However,
t here
are
issues
which
must
be
a d d r e s s e d now, suc h as: 1) w h i c h p r o g r a m p r o p o s a l s
s u b m i t t e d by the c o l l e g e s and u n i v e r s i t i e s
should
be
approved
b a s e d on the s t a t e ' s p r o j e c t e d
man­
p o w e r needs; 2) the d e v e l o p m e n t of a fai r and m o r e
equitable
funding
formula
for
operating
and
c a p i t a l o u t l a y tha n e x i s t s w i t h p r e s e n t
decision­
making processes.
In
v i e w of the r e c e n t
Supreme
Court decision,
I am c h a r g i n g the S tate B o a r d
of
Education
w i t h the r e s p o n s i b i l i t y to a d v i s e me on
the
f o l l o w i n g s p e c i f i c p r o b l e m s w i t h i n this
next
year:
- The nee d for a n o t h e r l a w s c h o o l in M i c h i g a n , and
if so, at w h a t l o c a t i o n .
- The
n e e d for a d d i t i o n a l p r o g r a m s in the
fields
of
n u r s i n g and a l l i e d h e a l t h ,
working
in
co­
operation
w i t h the D e p a r t m e n t of M a n a g e m e n t and
B u d g e t (D M B ).
- The
n e e d for the p r e s e n t p r o g r a m
offerings
in
adult
education
at the h i g h e r e d u c a t i o n
level
which
1
shall consider along
with
a
similar
a n a l y s i s at the K-1 2 level.
- The
a v a i l a b i l i t y of p r o g r a m o f f e r i n g s by
level
of
i n s t r u c t i o n at eac h
s tate c o l l e g e and
uni­
v e r s i t y (to be d e t e r m i n e d by a s t a t e w i d e review)
with
the
o b j e c t i v e of a d v i s i n g me as
to
wha t
rol e
each
institution
Is in
fact
performing
v e r s u s w h a t eac h role s t a t e m e n t I n d i c a t e s .
- Th e
n e e d for a u n i f o r m f u n d i n g f o r m u l a and
one
statewide
management
information
system
for
colleges
and
universities
which
will
link

61
program
o f f e r i n g s at a l l l e v e l s of
Instruction
with statewide manpower projections,
w o r k i n g in
cooperation with D M B .
I s h a l l c a r e f u l l y c o n s i d e r the S t a t e B o a r d of
Education's
r e c o m m e n d a t i o n s in t h e s e a r e a s
as
I
d e v e l o p m y o w n a n n u a l a p p r o p r i a t i o n s p r o p o s a l s for
operating
and c a p i t a l o u t l a y f u n d i n g ;
and I urge
the
L e g i s l a t u r e to do the s a m e as it
deliberates
over my proposals.
In
t h i s way,
we can most
effectively
move
together
in the n e a r f u t u r e t o w a r d the
statewide
system
w h i c h w i l l h e l p to i n s u r e that
Michigan's
total
needs
are
met,
and
existing
quality
standards
are
m a i n t a i n e d n o w an d for the
future
g e n e r a t i o n s of the S t a t e ' s c i t i z e n s .
Scholarships
I
believe
there are i n eq ui ti es
within
the
state
scholarship
and
tuition
grant
programs.
B e c a u s e of the f l n a n c i a l - n e e d s test,
the e x i s t i n g
p r o g r a m s do n o t r e c o g n i z e the h a r d - w o r k i n g s t u d e n t
from middle-lnc ome families.
Students are
ruled
ineligible
w i t h o u t r e g a r d to t h e i r a c a d e m i c s t a n ­
d ard.
I b e l i e v e the r e m e d y to this p r o b l e m is In
legislation
which
would give greater
weight
to
a c a d e m i c a b i l i t y in a l l o c a t i n g fu n d s .
While
I r e c o g n i z e the d e s i r e to
extend
the
higher
e d u c a t i o n o p p o r t u n i t y to s t u d e n t s of
lowincome
families,
1
believe
the
state
should
recognize
a n d e n c o u r a g e s c h o l a r s h i p by not p e n a l ­
izing
students
because
their
family's
income
f a i l e d to m e a s u r e up —
or d o w n —
to a s t a n d a r d .
Currently
before
the L e g i s l a t u r e is a
bill
(HB
5411)
which
deals
specifically
with
the
problem
of
t ui tion grants and
scholarships
for
these
middle-income
families.
My
budget
will
c o n t a i n f u n d s for thi s p r o g r a m . 12
The
effort
in

Governor

on

the

higher

finding

He

12.

subject

hi s

of

the

Higher

of

the

devotes

statewide
He

Education

the p r o p o s e d

State

Message

a substantial

planning

includes

State Supreme

also a nn o un c ed

State

of

education.

of

decision

once again

and

reference

amount

of

coordination

again

to

the

Commission

and

to

the

regarding

this

Court

legislation

1976.

HJR-Y

and

issue.
SJR-L

62
to

create

a new

to

allow

for

Board

State

the

Board

of H i g h e r

gubernatorial

Education,

appointment

and

of

SJR-J

the

S tate

current

State

of E d u c a t i o n .
On

Board

the
of

subject

Education,

when

the M i c h i g a n

Runs

Out

restructuring

of

the

it

last

as

an

Democrat

on E l e c t i o n

a statement

of

by M o r l e y

surfaced

ran an a r t i c l e

Reform,"

the

article

issue

entitled
goes

on

in

1973

"Milliken
to e x p l a i n

Winograd:

By
p u b l i c and p r i v a t e i n s t i t u t i o n s
and
in­
decision
(Milliken)
has m a d e it c l e a r
that
the
proposed
r e f o r m s w i l l not r e c e i v e his u n q u a l i f i e d
su p p o r t .
Therefore,
he has left his p a r t n e r s in
the n e g o t i a t i o n s ;
two h o n o r a b l e g e n t l e m e n , R e p u b ­
lican
P a r t y C h a i r m a n Bill M c L a u g h l i n
and
Repub­
lican
Party Secretary W el do n Yeager,
h o l d i n g the
b a g . 13
On e
State

Winograd,

the

reforms

of

Richard

the

platform

the

was,

Education

members

Michigan

However,
that

the

Board

appoint

the

of

of

Democratic

Democratic
planks,

one

to

cour s e ,
allow

the

Austin,

Michigan

of

Kelly

Party

Democrat

State

the

Board
and

reported

in

Committee

included

the

of

the

Governor

to

of

other

supported

Control

of w h i c h

for

State

Frank

restructuring

this

Education.
officers

revision.

February
approved

following:

We a f f i r m s u p p o r t for a c o n s t i t u t i o n a l a m e n d ­
ment
providing
that
a Governor shall
fill
an y
v a c a n c y on e l e c t e d g o v e r n i n g b o a r d or
the S t a t e
B o a r d of E d u c a t i o n by a p p o i n t m e n t , not for the u n ­
expired term
as at
p r e s e n t but u n t i l suc h
time
only
as a s u c c e s s o r may be n o m i n a t e d and
elected
by and in the m a n n e r p r e s c r i b e d by law at the next
g e n e r a l e l e c t i o n . 14

13.
14.

Michigan
Michigan

Democratic
Democratic

Act.
Feb.

1973.
1976.

of

1976
two

63
T hi s
very

provision

much

publicly
T his

of

natorial
The
within
the

Higher
for

State

mention

a

on

of

State

of

Education

policy

by

the

the

issue

occurs

State

concept

the

S tate

platform

position

after

the

his

Board

Message

Governor

support

funding

incorporating

appropriations

act

(Act

Mod e l .

higher

education

Thi s

in

the

guber­

No.
as

when

i nto

the

250 P u b l i c

Acts

the

funding

financial

formula

at a time

and

Funding

the

of E d u c a t i o n .

comes

known

and

of

for

developing

process

is

leadership.

of r e s t r u c t u r i n g

of e q u i t a b l e

funding

plank

taken

Democratic

announces

the

the

was

new

documenting

of

Democratic

the

1973

Message

appointment

education

1976)

in

of E d u c a t i o n

the

his

1976

tha n

in p o l i c y

Legislature

higher
of

supported

Board

S tate

the

different

change

State

in

Owen-Huffman

model

needs

provided

based

on,

1)
a f o u n d a t i o n of s u p p o r t d e r i v e d f r o m s t a t e w i d e
performance
expectations;
2) an a d d e d cost i n d e x
to
recognize
institutional
rol e
and
mission
differences;
and
3) s p e c i a l g r a n t s to a c c o m o d a t e
unique
p r o g r a m s not r e c o g n i z e d by the
other
two
f a c t o r s .15
The

differences

Huffman model
may

be d e f i n e d
The
1.
2.

15.

and

DMB

the

between

the

executive

Legislature
office

supported

formula

funding

Owenmodel

as:

Formula:

Defines
f i n a n c i a l n e e d in t e r m s
of
e x p e n d i t u r e level.
Is
based primarily upon system-wide
costs.

current
average

Recommendations
for R e v i s i n g the O w e n - H u f f m a n
Invest­
men t
N e e d s M o d e l 1 9 7 9 - 8 0 Vol. 11, M a y 1979, H o u s e F i s ­
cal A g e n c y and S e n a t e F i s c a l A g e n c y S t a t e of
Michigan.

64
3.

Generally
assumes
that c o s t s w h i c h
deviate
from
the a v e r a g e are not j u s t i f i e d for
pur­
po s e s of s t a t e f u n d i n g .
Encourages
system-wide
financial
leveling
o v e r time.
Is
simple
to u n d e r s t a n d ;
d o e s not
require
complex
analytical
techniques
or
applica­
tions.
Requires
a
uniform
program
classification
s t r u c t u r e , and d ata r e p o r t i n g system.

4.
5.

6.

The

Investment

1.

Defines
f i n a n c i a l n e e d In t e r m s of r e l a t i o n ­
ships between program objectives,
functions,
a c t i v i t i e s , and r e s o u r c e r e q u i r e m e n t s .
Is b a s e d u p o n s i m u l a t i o n a n a l y s i s of I n s t i t u ­
ti o n a l o p e r a t i o n s .
Recognizes
factors
which
result
in
cost
variations among institutions.
Differentiates
financing levels
based
upon
role, m i s s i o n an d s e t t i n g .
Requires
advanced analytical techniques
and
applications.
Requires
a
uniform
program
classification
s t r u c t u r e , and dat a r e p o r t i n g s y s t e m . 16

2.
3.
4.
5.
6.

Th e

Owen-Huffman

allocate

funding

institutions
Th e

of

formula

based

struggle

between

several

process

is

on a s y s t e m - w i d e
which

higher

Model

recognizing

education

an d

education

their

average
be

c ost

was

needs.

allocation
analysis.

primary

to

among

special

the

the

budgets

attempts

differences

basically

system will

last

with

item

the

of

the

question

families.

He

announces

Legislature

and

much

16.

by

Ne e d s )

one

to c o n t i n u e

of
The
used
for

years.

The
deals

(Investment

higher

funding

determine

Model:

resources

resources

to

Needs

I b i d . , p . 31

of

1976
of

the

S tate

of

the

scholarships

H.B.

5411

language

for

which
of

State

this

Message

middle-income

was

before

section

of

the
the

65
State
of

of

the

the

State

S tate

Include

Message

Message.

the

However,

recommended

Governor's

was

the

funding

Achievement

sam e

In

the

Governor

for

Awards

as

the

1975

this

time

program

program)

in

S tate
does

(Michigan

hi s

Budget

Message:
I
am r e c o m m e n d i n g the e s t a b l i s h m e n t
of
the
Michigan
Governor's
Achievement Awards
program.
T his p r o g r a m w i l l m a k e a w a r d s of $50 0 per y e a r for
f ou r y ears to 2 , 0 0 0 s t u d e n t s .
The p r o g r a m w i l l be
phased
in
w i t h 500 f r e s h m e n r e c e i v i n g a w a r d s
in
1976-77.17
1976
Task

wa s

Force,

formed

at

Inc.

the

objectives
branches
cost
on

of

als o

y ear w h e n

presented

request

were

of

to

its

the

Governor

examine

government.

a section

authority

The

entitled

the

for

higher

establishment

for

an d

and

find

the

The

task

of

w ays

was
its

three

reduce

the

recommendations

Several
of

and

the

supported

Board

force

the

to

establishment

State

Efficiency

Legislature;

provided

Education.

education

of a n e w

Michigan

operations

tas k force

Higher

called

the

findings.

of M i c h i g a n g o v e r n m e n t

recommendations

the

the

of
a

their

planning
concept

of F o s t s e c o n d a r y

of

Edu­

cation .
In
William
higher

his

1977

Milliken
education

Specifically,

this

State

of

devotes
to the

the

a l arge
i ssue

section

State
portion

of p l a n n i n g

Message,
of

his

and

Governor

section

coordination.

included:

In
the a r e a of p o s t s e c o n d a r y
education,
we
f ace
many challenges.
C o s t s c o n t i n u e to
mo u n t ,
e n r o l l m e n t s ar e t a p e r i n g off,
and n e w
approaches

17.

Governor's

Budge t

Message

1976.

on

66
to
respond
to n e w t r a i n i n g n e e d s
are
required.
Michigan's
generally
effective system
of
post­
secondary education institutions,
b o t h p u b l i c and
private,
must
be m o r e s h a r p l y h o n e d to m e e t
the
present
and f u t u r e n e e d s and d e m a n d s for a d v a n c e d
education.
Greater
a t t e n t i o n m u s t be
given
to
statewide
planning
to
achieve
improved
c o o r d i n a t i o n of e f f o r t s of the n u m e r o u s e d u c a t i o n ­
al i n s t i t u t i o n s .
M o r e c o s t - e f f e c t i v e w a y s m u s t be
found
to
r e s p o n d to c h a n g i n g c i t i z e n
needs
for
p osts ec ond ar y education.
I c o n t i n u e to b e l i e v e that t here is c o n s t i t u ­
tional
ambiguity
regarding
the
relationship
b e t w e e n the s t a t e u n i v e r s i t i e s and the S t a t e B o a r d
of
Education,
e v e n in l ight of the S tate S u p r e m e
Court
d e c i s i o n in 1975 r e g a r d i n g the a u t o n o m y
of
our
state i n s t i t u t i o n s and the r ole of the
State
B o a r d of E d u c a t i o n .
As a result, the S t a t e B o a r d of E d u c a t i o n has
been
unable
to
provide effective
planning
and
coordination
as
i n t e n d e d by
the
Constitutional
Convention.
To r e s o l v e this d i l e m m a , I am
again
c a l l i n g for i m p r o v e d p l a n n i n g a n d c o o r d i n a t i o n
by
creating
a s e p a r a t e S t a t e B o a r d of H i g h e r
Educa­
tio n
through a constitutional
amendment.
Under
this
proposal,
members
of
the b o a r d
would
be
a p p o i n t e d by the G o v e r n o r , s u b j e c t to c o n f i r m a t i o n
by the Senate.
T his
recommendation,
originally
made
by
m y C o m m i s s i o n on
Higher
Education,
is
receiving
increased
recognition
as
the
most
appropriate
w a y to b r i n g m o r e e f f e c t i v e
planning
c o o r d i n a t i o n into h i g h e r e d u c a t i o n .
1
believe
it
is a lso t i m e l y to
urge
con­
sideration
of
a
constitutional
amendment
to
p r o v i d e for a p p o i n t m e n t by the
Governor,
subject
to
c o n f i r m a t i o n by the Senate,
of the m e m b e r s of
the t h r e e u n i v e r s i t y g o v e r n i n g b o a r d s wh o n o w hold
office
by e l e c t i o n .
The appointive
system
has
worked
w e l l in the s e l e c t i o n of b o a r d m e m b e r s
of
the o t h e r 10 s tate c o l l e g e s and u n i v e r s i t i e s .
1
am
pleased
by the
progress
being
made
toward
a d o p t i n g a f o r m u l a s y s t e m of a p p r o p r i a t i n g
funds
to
ou r
public
institutions
of
higher
education.
A
g reat a m o u n t of p r o g r e s s has
bee n
made
in i d e n t i f y i n g the p r o b l e m s
and
developing
methods
to
resolve
those
problems.
In
that
rega r d , s p e c i a l c r e d i t m u s t go to p e r s o n n e l of the
Senate
and
House
Fiscal
Agencies
and
the
Department
of
Management
and
Budget
who
have
worked
together
on
a tas k f o r c e
to
develop
a
pr o p o s a l .
M y b u d g e t r e c o m m e n d a t i o n s for the n e x t
fi s c a l yea r w i l l m o v e in this d i r e c t i o n .

67
Regional
Approach
to
Higher
Education
—
Last
summer,
the
Midwestern
Governors
Conference
observed:
Long-term
trends
In
higher
education
e n r o l l m e n t s , the h i g h
cost of m a i n t a i n i n g a l r e a d y
existing
programs
at
postsecondary
education
I n s t i t u t i o n s in
the
midwest,
the
cost
of
the
numerous
new
h i g h - c o s t p r o g r a m s w h i c h are
being
p r o p o s e d ( p a r t i c u l a r l y at the p r o f e s s i o n a l level),
and
the p r o j e c t e d f u t u r e l o n g - t e r m g r o w t h of
the
region's
e c o n o m y all s u g g e s t that a n e w
approach
may
be r e q u i r e d to the p l a n n i n g and f i n a n c i n g
of
h i g h e r e d u c a t i o n a m o n g M i d w e s t e r n states.
The
governors,
at
my
urging,
agreed
to
explore
the
possibility
of
establishing
more
systematic,
Interstate,
and r e g i o n a l
approaches
to
new p r o g r a m r e v i e w an d a p p r o v a l ,
cost sharing
and c o n t r a c t i n g r e g i o n a l l y , and the use of f e d e r a l
funds
to
f a c i l i t a t e the n e c e s s a r y
planning
for
suc h a r r a n g e m e n t s .
Th e
C o u n c i l of S t a t e G o v e r n m e n t s
is,
I
am
pleased
to say,
p u r s u i n g this r e g i o n a l a p p r o a c h .
I
w i l l be m a k i n g s p e c i f i c r e c o m m e n d a t i o n s
as
to
ho w M i c h i g a n may b e n e f i t f r o m such an
arrangement
when
the
C o u n c i l of S t a t e
Governments,
working
wi t h
the
Midwestern
Governors
Conference,
c o m p l e t e s its work.
COMMUNITY

COLLEGES

B e c a u s e of the b e n e f i t s a c h i e v e d by
adoption
of
the e q u a l y i e l d c o n c e p t in the f u n d i n g of
our
K-1 2
schools,
I am r e c o m m e n d i n g the e qual
yield
principle
a l s o be a p p l i e d to the f u n d i n g of
com­
munity
colleges
and that it be p h a s e d in o ver
a
p e r i o d of time.
I
believe
the e q u a l
yield
concept
is
desirable
because
it
will
compensate
those
community
college districts lacking
an
adequate
property
tax base,
m a k i n g it d i f f i c u l t to
raise
the local s hare of c o m m u n i t y c o l l e g e f u n d i n g .
The
phase-in will
be c o n d u c t e d in suc h a w a y that
it
will
no t
present a hardship
to
those c o m m u n i t y
c o l l e g e s w h i c h h a v e l a r g e r p r o p e r t y tax bases.
In
an
e f f o r t to I m p r o v e the
effectiveness,
efficiency,
and f u n d i n g of our c o m m u n i t y
college
system,
I
s u p p o r t the c o n c e p t of
redistricting.
However,
redistrlcting
does
no t
require
the
creation
of a d d i t i o n a l c o m m u n i t y c o l l e g e s in
the
s t a t e .18

18.

State

of

the

St at e M e s s a g e

1977.

Th e
issues
1978

Governor

related
and

to

Democrats
ing

was
Phil
have
the

16

years

(formed

by D u d l e y
Thi s

relevance

only

W.

to

for

Party

in

the

appear

to s t u d y

question

on

thiB

of

the

of

question
on

the

The
form­

Constitu­

aid e

to U.S.

education;

year
a new

by

The

two

in

ballot.

1976).

(former

commission made

Interested

the u p c o m i n g

Commission

in M a r c h
Buffa

to h i g h e r

person

thereafter

began

Democratic

Convention

Ha r t ) .

the

constitution,

had already

headed

not

C o n v e n t i o n was

a Michigan

tional

the

every

Constitutional

was

commission
Senator

recommendations

that

the

with

first

dealt

executive:
Under
the
present constitution,
not
every
department
hea d
is d i r e c t l y
accountable
to the
Governor.
T h e D i r e c t o r of the D e p a r t m e n t of A g r i ­
culture,
for e x a m p l e , is r e s p o n s i b l e to a C o m m i s ­
sion,
the
members
of
which
are
themselves
appointed
by the
Governor.
T his s e r v e s o n l y
to
confuse
the I s s u e of u l t i m a t e
r e s p o n s i b i l i t y . It
is
our
o p i n i o n that e v e r y e x e c u t i v e d e p a r t m e n t
should
be h e a d e d by a s i n g l e
p e r s o n a p p o i n t e d by
and d i r e c t l y a c c o u n t a b l e to the G o v e r n o r . 19
However,

Department

when

it

cam e

of E d u c a t i o n ,

the

to the

question

commission

of

the

State

recommended:

On
the p r i n c i p l e that e d u c a t i o n is the
most
important
f u n c t i o n of g o v e r n m e n t and that g o v e r n ­
m e n t to be free m u s t be r e s p o n s i v e ,
we
recommend
the
a b o l i t i o n of the S t a t e B o a r d of E d u c a t i o n and
the d i r e c t e l e c t i o n of a S u p e r i n t e n d e n t of
Educa­
tion.
That superintendent,
moreover,
s h o u l d be
given
primary administrative
responsibility
for
all p u b l i c e d u c a t i o n .
Four-year institutions
of
higher
l e a r n i n g s h o u l d c o n t i n u e to be g o v e r n e d by
b o a r d s w i t h p o w e r s as d e f i n e d by l a w . 20
One

19.
20.

falls

to

see

Michigan Democrat
I b i d ., p . 3.

the l o g i c

August

1977.

in

the

aboliton

of

an

69
elected

board

responsible
of

one

also

and

person

The

less

formula

to

system

h o w he

of m o r e

by

In his
the

of

the

1977

progress

to use
The

refinement

of

the

Owen-Huffman

submitting

a

"white

this m o d e l

in

T hus,

developmental

of
of

the

budgeting

also

Midwestern
toward
equal

1978
the

was

who

onc e

Governor.

again

attend
this

it w a s
The

institutional
equal

(used

the

to his

single

election

State

Message,

the K - 1 2

adoption

for h i g h e r
In m a k i n g

tas k

force

his

Model
of

appropriation

forward

in

proposals

and

system

Needs

Model

1977.

The

before

the

approach

coordination
to

was

process.

a regional

system)

on

using

formula

Investment

a

budget

working

Needs

the

of

education

consideration

seeking

planning

in

the

between

s tep

Conference

Message

While

Message,

and

less

of

the

funding

of

colleges.

State

students
tion.

concept

the

conflict

financing,

the

Investment

too k a n o t h e r

Governors

yield

system

Legislative

reference

of

f unds

for

Governor

made

improving

community

and

the

the L e g i s l a t u r e

Governor

of

of

1978-79

the

being

commission.

Legislative

paper"

person,

than

towards

this

recommendations.

one

State

appropriating

intends

the

tha n

representative

as a d v o c a t e d

Governor,

refers

and

comprised

included

private
i ssue

included
is s u e s

of

autonomy,

yield

an e l e c t i o n

appeared

institutions

the

in
1977

the

onc e

funding,

again.

the
for

of

1978

of

State

grants

higher

State

Budget

constitutional

formula

and

a provision

is n e w
in

yea r

educa­

the

Message

ambiguity
Midwestern

to

State
of

the

regarding
compacts

70
HIGHER EDUCATION
Michigan's
c o l l e g e and u n i v e r s i t y s y s t e m
is
one
of
the
f i n e s t in A m e r i c a .
It
is
one
of
Michigan's greatest resources.
Changing
enrollments
an d
limited
finances
p r e s e n t a c h a l l e n g e to h i g h e r e d u c a t i o n .
L i k e an y
resource,
prudent
m a n a g e m e n t and
inter-institu­
t i o n a l c o o r d i n a t i o n is n e c e s s a r y .
Board

of H i g h e r

Education

I c o n t i n u e to b e l i e v e that the c o n s t i t u t i o n a l
ambiguity
regarding institutional
autonomy,
the
r ole
of
the S t a t e B o a r d of
Education
and
sub­
sequent
c o u r t d e c i s i o n s h ave r e s u l t e d in i n e f f e c ­
t ive
p l a n n i n g and c o o r d i n a t i o n in
higher
educa­
tion.
No
m e a n s r e a l l y e x i s t s to e x p l o r e c h a n g e s
and
develop better institutional cooperation
and
statewide
planning.
I a g a i n cal l for a s e p a r a t e
S t a t e B o a r d of H i g h e r E d u c a t i o n as r e c o m m e n d e d
in
1974
by m y C o m m i s s i o n of H i g h e r E d u c a t i o n .
This
r e c o m m e n d a t i o n h a s r e c e i v e d the e n d o r s e m e n t of the
four-year
college
presidents
and
the
Michigan
A s s o c i a t i o n of G o v e r n i n g B o a r d s .
Funding Formula
Progress
was
made
in 1977
in
refining
a
formula
to a p p r o p r i a t e f unds to
public
institu­
tions
of h i g h e r e d u c a t i o n .
I b e l i e v e an
equit­
a ble f o r m u l a has b e e n d e v e l o p e d and my b u d g e t
for
1 9 7 8 - 7 9 w i l l use this f o r mula.
Midwest

Education

Compact

Inter-institutional
cooperation
extends
beyond
state boundaries.
The M i d w e s t
Education
Compact
offers
the
opportunity
to
explore
interstate
and r e g i o n a l a p p r o a c h e s
to
programs,
c os t- sh ar i ng and regional contracting.
Th e
Midwest Education Compact
is
partially
the
result
of a p o l i c y
statement I endorsed
at
the
1976
Midwestern Governors
Conference.
This
c o m p a c t w i l l a l l o w s t a t e l e g i s l a t o r s and g o v e r n o r s
to
evaluate
t heir stat e s '
respective
education
needs
in l i g h t of the a v a i l a b l e r e s o u r c e s in
the
midwest,
and
project
program growth
in
nearby
states.
I
r e c o m m e n d that M i c h i g a n a d o p t the
Midwest
Education Compact agreement.
Private
I

Higher
believe

Education
that

private

higher

education

71
should
continue
to be an a l t e r n a t i v e
to
public
higher
education.
High
tuition
at
private
colleges
closes
that
o p t i o n to
many
students.
Therefore,
X
support
the
Tuition
Differential
Grant
program
now
under
consideration
by
the
Legislature.
This
program would provide a basic
g r a n t a w a r d to e a c h M i c h i g a n r e s i d e n t a t t e n d i n g an
approved
M i c h i g a n i n d e p e n d e n t c o l l e g e or
univer­
s i t y as a f u l l - t i m e s t u d e n t s t a r t i n g w i t h f r e s h m e n
e n r o l l e d in 1978-79.
Community

Colleges

Michigan's
29
c o m m u n i t y c o l l e g e s hav e
been
i n v a l u a b l e in the e d u c a t i o n a l d e v e l o p m e n t of
many
Michigan residents.
T h e s e c o l l e g e s are g o v e r n e d
and
supported
by the l o c a l c o m m u n i t i e s a n d
they
h av e
the f l e x i b i l i t y to r e s p o n d q u i c k l y to
local
nee d s , in l i b e r a l arts, o c c u p a t i o n a l e d u c a t i o n and
community education.
I r e c o m m e n d a p h a s e - i n of e q u a l y i e l d f u n d i n g
for c o m m u n i t y c o l l e g e s .
It w o u l d c o m p e n s a t e those
community
college districts lacking
an
adequate
property
tax
base.
To
provide
each
Michigan
r e s i d e n t w i t h a c c e s s to a c o m m u n i t y c o l l e g e and to
i m p r o v e the e f f e c t i v e n e s s ,
e f f i c i e n c y and f u n d i n g
of
our
c o m m u n i t y c o l l e g e syst e m ,
I s u p p o r t the
c o n c e p t of r e d i s t r i c t i n g ,
although
redistrlctlng
d oes
not
require
the
creation
of
additional
c o m m u n i t y c o l l e g e s in the s t a t e . 21
Governor
State

of

included

the

Milliken
State

a small

won

Message

section

re-election
in J a n u a r y

on h i g h e r

HIGHER

and
1979.

delivered
The

message

education

EDUCATION

I b e l i e v e it is t i m e l y to u r g e
consideration
of
a
constitutional
amendment
to
p r o v i d e for
a p p o i n t m e n t by the G o v e r n o r ,
s u b j e c t to c o n f i r m a ­
t ion
by the Sena t e ,
of the m e m b e r s of the
t hree
u n i v e r s i t y g o v e r n i n g b o a r d s wh o n o w h o l d o f f i c e by
election.
The
a p p o i n t i v e s y s t e m has w o r k e d w e l l
in
the s e l e c t i o n of p o l i c y b o a r d m e m b e r s
of the
o t h e r 10 s t a t e c o l l e g e s and u n i v e r s i t i e s .
In
1974,
my C o m m i s s i o n on H i g h e r
Education
recommended
a
separate
State Board
for
Higher
Education.
I s t r o n g l y s u p p o r t e d this r e c o m m e n d a ­
tion b e c a u s e I was c o n v i n c e d that the a m b i g u i t y of

21.

S tat e

of

the

State

Message

1978.

his

72
the
c o n s t i t u t i o n r e g a r d i n g the rol e of the
State
B o a r d of E d u c a t i o n t e n d e d to r e s u l t in i n e f f e c t i v e
p l a n n i n g and c o o r d i n a t i o n .
I hav e d e t e r m i n e d that we h a v e the c a p a b i l i t y
to p r o v i d e the n e c e s s a r y c o o r d i n a t i o n and p l a n n i n g
f u n c t i o n for h i g h e r e d u c a t i o n . An e x p a n s i o n of the
rol e
of
the e d u c a t i o n a l a n a l y s i s
staff
in
the
Department
of M a n a g e m e n t and B u d g e t w i l l serve to
advise
me and p r e p a r e my r e c o m m e n d a t i o n s
to
the
Legislature.
Michigan
has one of the f i n e s t h i g h e r e d u c a ­
tio n s y s t e m s in the n a t i o n ,
but the h a r d fact
is
that
e n r o l l m e n t is d e c l i n i n g and w i l l c o n t i n u e to
decline.
I n s t i t u t i o n s are p r o l i f e r a t i n g p r o g r a m s
to c o m p e t e for f e w e r n u m b e r s of s t u d e n t s .
T h i s is
an i n e f f i c i e n t us e of p u b l i c funds.
I a l s o am c a l l i n g for all p r i v a t e and
public
two-year
and f o u r - y e a r c o l l e g e s and
universities
to
p a r t i c i p a t e in r e g i o n a l c o n f e r e n c e s to d e v e l o p
program
c o o r d i n a t i o n a m o n g the
various
institu­
tions,
Only
through
a cooperative
effort
can
institutions
hope
to a v o i d a g r e a t e r
degree
of
state
intervention,
or d i s l o c a t i o n s of a s e r i o u s
n a t u r e , i n c l u d i n g the p o s s i b l e c l o s i n g of s e l e c t e d
i n s t i t u t i o n s .22
Although
education,
In

a

this

addition

Education,

message

to his
the

members

largest

calling

of

the

role

in

the

Budget

active

r ole

The

22.

State

in

1980

of

the

a new

him

boards

State

Board

by h a v i n g

power

of

Michigan's

and

coordination
S tate

1979.

and

a

t hree
a

more

of h i g h e r
of

to a s s u m e

Message

of

appoint

take

the D e p a r t m e n t

planning

State M e s s a g e

to

to

coordination

s taff

the

of H i g h e r

the

itB

of

points.

consideration

als o m o v i n g
an d

on h i g h e r

significant

increase

State

the

is

planning

m ent

statement

several

to g i v e

He

institutions

usual

requesting

governing

education
and

for

is

amendment

universities.

active

t han

included

Governor

constitutional
the

shorter

Manage­
a

more

process.
included

the

73
longest
ever

and m o s t

presented

comprehensive
by

Governor

gav e

education

plan-ning

Management

and

the

the

section

Governor.

primary
and

Budget.

This

occurred

responsibility

coordination
Th e

on h i g h e r

entire

education
after

for

higher

to the D e p a r t m e n t

section

is

included

follows:
HIGHER EDUCATION
No t ask is as c h a l l e n g i n g or r e w a r d i n g as our
efforts
to m a i n t a i n M i c h i g a n ' s c u r r e n t
level
of
excellence
in the f ield of h i g h e r e d u c a t i o n .
We
ca n be p r o u d of our reco r d .
Higher
e d u c a t i o n has a d i r e c t e f f e c t on
the
quality
of lif e for all M i c h i g a n
citizens.
The
p u r s u i t of e x c e l l e n c e at our c o l l e g e s and
univer­
si t i e s p r o v i d e s a r e s o u r c e that is i n v a l u a b l e .
Higher
e d u c a t i o n is the o p p o r t u n i t y to
have
visions,
not just goals; to hav e dreams, not just
wishes;
an d
to e n c o u r a g e the p u r s u i t of t r u t h -not
just
popular
solutions
which
are
short­
sighted .
Leadership

in S c i e n c e

and

the

Technology

In
the
last
20
years,
the
portion
of
Michigan's
economy
devoted
to
high
technology
i n d u s t r i e s has d e c l i n e d r e l a t i v e to the g r o w t h
of
these
I n d u s t r i e s in o t h e r states.
These
indus­
tries
include chemical manufacturing,
machinery,
e l e c t r i c a l and c o m m u n i c a t i o n e q u i p m e n t ,
aerospace
and s c i e n t i f i c and t e c h n i c a l i n s t r u m e n t s .
It
is in o u r I n t e r e s t to a t t r a c t and
retain
h ig h
technology
i n d u s t r i e s for M i c h i g a n
because
they m e a n l o n g - t e r m e c o n o m i c
growth,
good-paying
jobs and e n v i r o n m e n t a l l y n e u t r a l plants.
I n n o v a t i o n h e l p s f o s t e r n e w i n d u s t r i e s and is
n e c e s s a r y for the c o n t i n u e d h e a l t h of older i n d u s ­
tries.
Michigan's
c o l l e g e s and u n i v e r s i t i e s are
the m a i n s t a y of this s t a t e ' s r e s e a r c h and d e v e l o p ­
ment effort.
We m u s t c o m m i t o u r s e l v e s to a s s u r i n g
higher
education
in M i c h i g a n has a
healthy
and
growing research capacity.
I
w i l l d i r e c t the D e p a r t m e n t
of
Management
and
B u d g e t to w o r k w i t h our c o l l e g e s and
univer­
s i t i e s to I n i t i a t e a c t i o n to a t t r a c t and e n c o u r a g e
g r o w t h in h i g h t e c h n o l o g y i n d u s t r i e s in M i c h i g a n .

of
as

74
Planning
Finances

an d

Coordination

of

Programming

and

J u s t as the s c h o o l p o p u l a t i o n d e c l i n e s of the
1970's
severely
affected K-12
education,
these
e f f e c t s w i l l be felt in p o s t s e c o n d a r y I n s t i t u t i o n s
in the 1980 ' s .
W i t h i n c r e a s i n g c o m p e t i t i o n for a
diminishing population,
m a n y i n s t i t u t i o n s w i l l no
longer
be
abl e
to
justify
expenditures
for
p r o g r a m s in e v e r y area.
M i c h i g a n has one of the f i n e s t h i g h e r
educa­
tio n
s y s t e m s in the n a t i o n .
T h e r e are t h o s e who
c l a i m that the S t a t e of M i c h i g a n has d e c r e a s e d its
level
of s u p p o r t for our
institutions,
but
the
r e c o r d s h o w s that the s t a t e has d e v e l o p e d , t h r o u g h
the
yea r s ,
a
solid
b ase
of
higher
education
activities
that c a n n o t be m a t c h e d ,
or s u r p a s s e d ,
by mos t states.
M i c h i g a n has c o n t i n u e d to a p p r o ­
priate
f u n d s to m a i n t a i n a f u l l and c o m p r e h e n s i v e
selection
of
programs
at
the
undergraduate,
g r a d u a t e and p r o f e s s i o n a l l e v e l s of t r a i n i n g .
We are n o w b e g i n n i n g a p e r i o d of
uncertainty
which
is
not u n i q u e to M i c h i g a n .
Other
states
a l s o are e x p e r i e n c i n g d e c l i n i n g e n r o l l m e n t s ,
high
r a t e s of I n f l a t i o n and d e c r e a s i n g r e s o u r c e s .
I am
committed
to
s p e n d i n g our d o l l a r s as
wisely
as
possible,
even
if
it
means
consolidation
of
institutional
endeavors
to a s s u r e
that
quality
d oes not suffer.
I am p r e p a r e d to r e c o m m e n d s e l e c t i v e
funding
for
t h o s e p r o g r a m s that X c o n s i d e r m o s t
crucial:
instruction,
research,
financial
an d and n e c e s ­
sary o p e r a t i o n a l r e q u i r e m e n t s .
Selective programs
w i t h i n p u b l i c s e r v i c e and s t u d e n t s e r v i c e s m a y
be
r e q u i r e d to bear an i n c r e a s i n g s h a r e of the cost.
The
state
has
l i t t l e or
no
control
over
higher e ducation curriculum.
E v e n the D e p a r t m e n t
of
Education's
attempt
to
provide
program
c o o r d i n a t i o n has b e e n i n e f f e c t i v e .
In m y 1979 S t a t e of the S t a t e M e s s a g e , I said
I
intended
to
increase my
involvement
in
the
coordination
and p l a n n i n g of h i g h e r e d u c a t i o n
in
Michigan.
I e x p a n d e d the rol e of the e d u c a t i o n a l
a n a l y s i s s t a f f in the D e p a r t m e n t of M a n a g e m e n t and
B u d g e t in a d v i s i n g me and in the p r e p a r a t i o n of m y
recommendations
to
the
Legislature
on
these
matters.
In k e e p i n g w i t h this b e l i e f , I h a v e c r e a t e d a
special
advisory
committee
to
investigate
the
present
and f u t u r e c a p i t a l e x p e n d i t u r e n e e d s
for
our p u b l i c i n s t i t u t i o n s of h i g h e r e d u c a t i o n .
T his
is
p r o p e r a n d n e c e s s a r y if we are to s pend
state
r e s o u r c e s t h o u g h t f u l l y and p u r p o s e f u l l y .
I
h a v e d i r e c t e d this c o m m i t t e e
to
validate

75
anticipated
e n r o l l m e n t t r e n d s and t h e i r
expected
i m p a c t on the i n s t i t u t i o n s ;
to i n v e n t o r y e x i s t i n g
s p a c e an d the c o n d i t i o n of tha t space;
to e x a m i n e
the d e m o g r a p h i c p a t t e r n s of M i c h i g a n s t u d e n t s ;
to
c o m p i l e a lis t of c a p i t a l o u t l a y r e q u e s t s ;
and to
recommend
to
me
steps to
maintain
the
multibillion
dollar
investment
that this
state
has
already m a d e .
Furthermore,
I h a v e s u p p o r t e d the D e p a r t m e n t
of M a n a g e m e n t and B u d g e t
staff in the d e v e l o p m e n t
of a n e w a c t i v i t y c l a s s i f i c a t i o n s y s t e m for the 29
community
colleges.
T his
will
permit
the
c o l l e c t i o n of m o r e c o m p a r a b l e and, h o p e f u l l y , m o r e
accurate
information
r e g a r d i n g the o p e r a t i o n
of
these
institutions
permitting
increased
sensi­
tivity
in
program funding
nee d s .
The
present
a c c o u n t i n g m a n u a l for the c o m m u n i t y c o l l e g e s
will
be
revised
and
will
improve
the
quality
of
reporting
by the i n s t i t u t i o n s to b o t h
my
office
and the L e g i s l a t u r e .
While
the s tate s h o u l d not h a v e c o n t r o l o v e r
the c u r r i c u l u m at e a c h i n s t i t u t i o n ,
it d o e s
have
an
obligation
to e n c o u r a g e c o o p e r a t i o n and
dis­
cussion
a m o n g p u b l i c and p r i v a t e
i n s t i t u t i o n s to
reduce
overlapping
jurisdictions
an d
programs.
The
success
of
inter-institutional
cooperation
will
d e p e n d u p o n the c o m m i t m e n t of e a c h
institu­
tion.
1
will encourage regional conferences
on
h i g h e r e d u c a t i o n d u r i n g 198 0 to p u r s u e this goal.
I
continue
to a r g u e p a s s a g e of
a constitu­
tional
amendment
to
provide
for
gubernatorial
appointment
of
the
three
university
governing
boards
which
are
now
elected.
(SJR - F )
The
a p p o i n t i v e s y s t e m has w o r k e d w e l l in the s e l e c t i o n
of
b o a r d m e m b e r s of the o t h e r 10
state
colleges
and u n i v e r s i t i e s .
U t i l i z a t i o n of H i g h e r E d u c a t i o n R e s o u r c e s
The p r o b l e m s of s o c i e t y are b e c o m i n g i n c r e a s ­
ingly
complex.
P r e s e r v a t i o n of the e n v i r o n m e n t ,
toxic substance control,
agricultural production,
h e a l t h care, t r a n s p o r t a t i o n and e n e r g y all r e q u i r e
that
we
be abl e to d r a w u p o n
the
knowledge
of
f a c u l t i e s in our p o s t s e c o n d a r y i n s t i t u t i o n s .
The
f a c u l t i e s and s taff of our
Institutions
of h i g h e r
education must become more involved with
the p r o b l e m s of the w o r l d o u t s i d e the c a m p u s .
For
example,
local
governments
need assistance
and
training
in g o v e r n m e n t a l a c c o u n t i n g .
I am
also
e n c o u r a g e d by i n c r e a s i n g p a r t i c i p a t i o n by i n s t i t u ­
t ions
of h i g h e r e d u c a t i o n in i n - s e r v i c e
training
for t e a c h e r s .
Som e
c o l l e g e s and u n i v e r s i t i e s ar e
involved
in
efforts
to
offer
the
talent
and t e c h n i c a l

76
expertise
of their
f a c i l i t i e s to
benefit local
business
and
industries.
Many companies
have
a d d e d jobs
in M i c h i g a n c o m m u n i t i e s
b e c a u s e al o c a l
i n s t i t u t i o n of h i g h e r e d u c a t i o n o f f e r e d a s s i s t a n c e
w h e n it was n e e d e d .
T h i s is a v a l u a b l e r e s o u r c e .
In
the 19 8 0 ' s we m u s t r e c o g n i z e and fun d the
institutions
of
higher
e d u c a t i o n as
the
total
s tate and c o m m u n i t y r e s o u r c e s the y h a v e b e c o m e .
I
h av e a s k e d the D e p a r t m e n t of M a n a g e m e n t an d B u d g e t
to w o r k c l o s e l y w i t h the L e g i s l a t u r e to
establish
a
method
to r e s p o n d to c o l l e g e and
university
contributions
and
involvement
in
research
and
com m u n i t y service.
Minority
sities

Students

in M i c h i g a n

Colleges

and

Univer­

The
S t a t e B o a r d of E d u c a t i o n
recently
pub­
l i s h e d " M i n o r i t y S t u d e n t s in M i c h i g a n C o l l e g e s and
U n i v e r s i t i e s ."
Michigan's
colleges
and
universities
hav e
demonstrated
a c o m m i t m e n t to a f f i r m a t i v e
action.
Despite
this,
the
report indicates
that
equal
access,
retention
and a c h i e v e m e n t h a v e n o t
been
reached.
Th e b o a r d has r e c o g n i z e d the n e e d for a joint
e f f o r t on the p art of c o l l e g e p r e s i d e n t s , a f f i r m a ­
tive
a c t i o n o f f i c e r s an d o t h e r s
responsible
for
the r e c r u i t m e n t and r e t e n t i o n of m i n o r i t i e s .
T h i s p r e s e n t s a c h a l l e n g e , e s p e c i a l l y In v i e w
of the d i m i n i s h e d a v a i l a b l e f i s c a l r e s o u r c e s .
But
I
am s t r o n g l y c o m m i t t e d to a f f i r m a t i v e a c t i o n and
I h a v e a s k e d the L i e u t e n a n t G o v e r n o r ,
as c h a i r m a n
of
the
Michigan
Equal
Employment
Opportunity
Council,
to
work
with
the b o a r d
to
make
the
c o m m i t m e n t to a f f i r m a t i v e a c t i o n a r e a l i t y . 23
The
Budget

Governor
to

increase
science

insure

23.

with

and

through
equal

State

of

more

involved

research

St ate

and

of

the

He a l s o

opportunity

the

Department

within

technology.

to b e c o m e

the

institutions

opportunities

colleges
society

work

directed

Message

higher

education

Michigan

economy

called

on u n i v e r s i t i e s

in

complex

public

in

of M a n a g e m e n t

the

service.

higher

1980.

and
to
for
and

problems
Th e

education

need
was

of
to

also

77
addressed.
as
to

head

The

of

make

Governor

the M i c h i g a n

affirmative

Education

and

the

Joint

Task

Force

which

submitted

opportunities
Th e

on

planning

in

August

complete

action

these

office

selected

a lso

created

outlay

process.
of

Employment

1979

analysis

of

later

Council

Board

of

established
an d

the

Handicapped
education

groups.
a special

committee

presented
this

State

improving

expenditures

Thi s

but

The

for

Governor

Opportunity

Females

recommendations

for

the L i e u t e n a n t

a reality.

executive

capital

the

Equal

on Minorities,

Governor

to f o c u s

requested

advisory

and

was

improvements

actually

its

findings

is

included

report

committee

in

in

appointed
1980.

within

A
this

dissertation.
Th e
ti o n a l
the

Governor

amendment

governing

these

o nce

to

again urged

provide

boards

of

the

for

passage

of

gubernatorial

three

a

constitu­

appointment

universities

who

now

of

elect

officials.
198 0

process
Faust

by

a lso
the

stated

State
that

rubber

s tamp

poi n t "

section

reference

to

saw an

Senate.

the

process
of

higher

attack

advise

on

the G o v e r n o r ' s

Senate
and

an d w r i t i n g
the

Michigan

Majority

appointment

Leader

consent

process

in

"Leadership

the

Democrat

he

was

William
not

View­

stated

education:

One
legislative
prescription
that
I
have
introduced
to e x t e n d the S e n a t e ' s a d v i s e and c o n ­
s ent
review
p r o c e s s is S e n a t e
Joint
Resolution
"18"
which would make gubernatori al
appointments
to v a c a n c i e s on the g o v e r n i n g b o a r d s of the
three
major
universities
s u b j e c t to
Senate
approval.
Th e G o v e r n o r ' s r e c e n t a p p o i n t m e n t of G e o r g e R o m n e y
to
the W a y n e S t a t e U n i v e r s i t y B o a r d of G o v e r n o r s ,

a

in

78
and the c o n t r o v e r s y a c c o m p a n y i n g that
underscores
the
n e e d for the S e n a t e
v o i c e in this a r e a . 24
Th e
ti o n a l
to

amendment

review

actually
ties
the

Governor

to

all
wanted

support

ball o t .

has,

which

over
would

appointees
this

power.

Sena t e ,

Constitution,

already

institutions

having

have

has

ye a r s ,
given

to t h e s e

to h e l p

boards

place

such power
to

a constitu­

Senate
had

plenty

under Section

authority

sought
the

T h e y had

legislation

Th e

the

appointment,
to
h ave
a

the

Senate

question

the

concerning
grant

power

of o p p o r t u n i ­

this

6 of

the

on

Michigan
all

other

baccalaureate

degrees.
The
new

1981

concepts

education

the

State
or

of

the

policy

Governor

State

Message

initiatives.

included

In r e l a t i o n

only
to

a. few
higher

stated:
HIGHER EDUCATION

N e a r l y two d e c a d e s ago G o v e r n o r G e o r g e R o m n e y
appointed
a special Citizens Committee
to
study
higher
e d u c a t i o n in M i c h i g a n .
The f i n d i n g s
and
recommendations
of that c o m m i t t e e w ere
extremely
h e l p f u l in s e t t i n g g u i d e l i n e s for d e c i s i o n s on the
direction
and
level
of
support
for
higher
education
in
M i c h i g a n and in b u i l d i n g
a
better
p u b l i c u n d e r s t a n d i n g of its role.
Now
the times h ave d r a m a t i c a l l y c h a n g e d
the
o u t l o o k for h i g h e r e d u c a t i o n .
Many
members
of
the
higher
education
c o m m u n i t y fea r t h e y are r e a c h i n g a c r i t i c a l
point
in
being
abl e
to a t t r a c t and
retain
the
most
talented
individuals available.
T h e y fear
they
are
losing
g r o u n d in s e c u r i n g s t a t e
support
in
relation
to
o t h e r s tate a g e n c i e s
serving
other
human needs .
Higher
education
r e m a i n s one of
Michigan's
m ost v i t a l asse t s .
Our c h a l l e n g e in s tate g o v e r n ­
ment
is to m a i n t a i n and i m p r o v e
our
exceptional

24.

Michigan

Democrat

January

1980.

79
higher
education
cons t r a i n t .

system during

a period

of

fi s c a l

Policy
There
is
a
clear
partnership
between
development
of
p r o g r a m s and the
budget.
There­
fore,
I am d i r e c t i n g the D e p a r t m e n t of M a n a g e m e n t
and
Budget
to
take
responsibility
for
policy
f o r m a t i o n in h i g h e r e d u c a t i o n and a d v i s e me in the
preparation
of my r e c o m m e n d a t i o n s to
the
Legis­
lature
on
these matters.
In a d d i t i o n ,
1
will
increase
my i n v o l v e m e n t in f o r m u l a t i n g p o l i c y
by
I n t e g r a t i n g m o r e c l o s e l y the e f f o r t s of m y
execu­
tive
program
s taff in h i g h e r e d u c a t i o n w i t h
the
resources
of
the D e p a r t m e n t
of
Management
and
Budget.
G o v e r n o r 1s R o u n d t a b l e
To
h e l p a s s u r e the best p o s s i b l e a c t i o n s
in
relation
to
higher education,
I will
create
a
Governor's
R o u n d t a b l e c o n s i s t i n g of c o m m u n i t y and
e d u c a t i o n a l l e a d e r s in M i c h i g a n .
I w i l l as k
the
roundtable
to
r e v i e w the c r i t i c a l i s s u e s
facing
higher
e d u c a t i o n s uch as
declining
enrollments,
l i m i t e d s t a t e r e s o u r c e s , the nee d for e qual a c c e s s
to
e d u c a t i o n a l o p p o r t u n i t i e s and the
maintenance
of e x c e l l e n c e .
The
r o u n d t a b l e d i s c u s s i o n s w i l l r e a c h out to
the
u n i v e r s i t i e s and c o l l e g e s and the
public
to
discuss
how
Michigan
can b u i l d and
maintain
a
s t r o n g e d u c a t i o n a l futu r e .
I
wil l
direct my program
advisor
and
the
director
of
the
Department
of
Management
and
Budget
to w o r k w i t h the G o v e r n o r ' s R o u n d t a b l e
in
the d e v e l o p m e n t of h i g h e r e d u c a t i o n policy.
Technology

Partnership

Even
while
Michigan struggles
through
its
worst
recession
in
50 years,
our goa l
in
the
remainder
of
this c e n t u r y s h o u l d be
a
Michigan
which will provide adequate
housing,
challenging
occupations
and c a r e e r s ,
an d i n c r e a s e d c o m m u n i t y
and
leisure
activities.
To a c h i e v e
this
will
r e q u i r e i n v e s t m e n t t oday in our c o l l e g e s ' and u n i ­
v e r s i t i e s ' r e s e a r c h c a p a b i l i t i e s to a t t r a c t g r o w t h
in h i g h t e c h n o l o g y .
B u s i n e s s an d h i g h e r e d u c a t i o n
must
establish
a partnership
to
diversify
our
economic
base.
A
promising initiative 1 b
dis­
c u s s e d in the E c o n o m i c D e v e l o p m e n t and
Employment
s e c t i o n of thiB m e s s a g e .

80
Higher
mittee

Education

Capital

Investment

Advisor

Com­

I
hav e
received
the r e p o r t of
the
Higher
Education
Capital Investment
Advisory
Committee
i n d i c a t i n g that h i g h e r e d u c a t i o n in H i c h i g a n lacks
sufficient
planning
for c a p i t a l
investment
and
that
little,
if any,
Institutional
cooperation
exis t s .
The c o m m i t t e e r e p o r t i n c l u d e d the f o l l o w ­
ing f i n d i n g s :
- The c u r r e n t a g g r e g a t e p l a n t c a p a c i t y is p r o b a b l y
sufficient
to m e e t M i c h i g a n h i g h e r
education's
future n e e d s .
- The n u m b e r of s t u d e n t s w i l l p r o b a b l y d e c l i n e 20%
by
1995.
Private,
l i b e r a l a rts
institutions
will
e x p e r i e n c e the m o s t
significant
decline.
Specialized
technical
and
health-oriented
i n s t i t u t i o n s m a y f are well.
Declining
enroll­
ments
are not n e c e s s a r i l y d e s t r u c t i v e if
anti­
c i p a t e d and r e a s o n a b l y u n i f o r m .
- Improvements
in
the c a p i t a l b u d g e t i n g
process
are
necessary, including
a time l i m i t
on
the
process
from
initiation
to
construction
and
tighter
control
of
the
approval
of
capital
projects
until
a
strategic
plan
for
higher
e d u c a t i o n is in place.
I w i l l w o r k w i t h the L e g i s l a t u r e to i m p l e m e n t
recommendations
made
by
the
Higher
Education
Capital
I n v e s t m e n t A d v i s o r y C o m m i t t e e to s t r i c t l y
limit
further
capital
expenditures
until
a
s t r a t e g i c p l a n for h i g h e r e d u c a t i o n is in place.
I
will
encourage representatives
from
all
institutions
to
m e e t on a r e g u l a r b asis in
each
academic
discipline
to p r o m o t e d i s c u s s i o n
of
m u t u a l n e e d s and p r o b l e m s .
T h e c o m m i t t e e ' s w o r k was an e x c e p t i o n a l
con­
tribution
to
public
policy.
Institutions
of
higher
learning
in
Michigan
are
largely
autonomous,
as t h e y s h o u l d be.
H o w e v e r , in these
times
of
l i m i t e d r e s o u r c e s and
soaring
capital
costs, we m u s t d e m a n d that c a p i t a l o u t l a y s be m a d e
in
the
context
of
interests
of
the
entire
educational
community
r a t h e r tha n
the
narrower
i n t e r e s t s of the i n d i v i d u a l i n s t i t u t i o n s .
Governing

Boards

I
continue
to
urge
passage
of
a
constitutional
amendment
to p r o v i d e
for
guber­
natorial
a p p o i n t m e n t of the m e m b e r s of the
three
u n i v e r s i t y g o v e r n i n g b o a r d s w h i c h are no w e l e c t e d .

81
Higher

Education

Faculty Excellence

Several
college
an d
university
presidents
have
indicated
that
M i c h i g a n is
losing
highly
qualified
f a c u l t y to o t h e r st a t e s b e c a u s e of
the
fiscal situation.
T h e c o n c e r n is t hat the q u a l i t y
of
the
programs
is
being
affected
adversely.
A l t h o u g h it is v e r y d i f f i c u l t to m e a s u r e
quality,
efforts
should
continue
to
develop
acceptable
s t a n d a r d s to m e a s u r e f i s c a l i m p a c t on q u a l i t y .
Minorities
Last
year,
I
called
for a tas k
force
to
r e v i e w a c c e s s , r e t e n t i o n and c u r r i c u l a for m i n o r i ­
ties
and
w o m e n in h i g h e r
education.
The
tas k
force
has n e a r l y c o m p l e t e d its w o r k ,
and I
look
f o r w a r d to its r e p o r t and r e c o m m e n d a t i o n s .25
Th e

Governor

Management
policy

and

with

restates

Budget

in

the a d d e d

the

the

r ole

of

formation

inclusion

the

Department

of h i g h e r

of his

of

education

executive

program

staff.
The

Governor

Education
he

is

Capital

waiting

minorities
Director
St a t e

of

State

25.

again

the

Budget

of

Council

from

tas k

University

proposed

of

Governor

to a l l o w

governing

St at e

Advisor

T his
and

findings

the

force
and

his

and

indicates

task

was

Higher

force

on

headed

by

the

the P r e s i d e n t

of

the

of E d u c a t i o n .

board
and

A partnership
als o

the

report

wo m e n .

amendment

the

the

of M a n a g e m e n t

Once

on

Investment

for

and

Board

ti o n a l

reported

the

passage

of a

gubernatorial
S tate

University

between

St at e

the

of W a y n e

the

within

the

for

urges

appointment

University,

Michigan

of M i c h i g a n ,

business

and

economic

development

Message

constitu­

1981.

higher

education

is

section

of

82
this m e s s a g e .
people
nology

were

delivered

three

special

to w o r k

to

group

find w a y s

of

educators

and

of d e v e l o p i n g

business

high

tech­

in M i c h i g a n .

Th e

the

T his

1982

of

by G o v e r n o r

message

the

a short

universities

declining

State Message

Milliken.

began with

largest

regarding

State

in

Th e

was

the

las t

educational

historical
Michigan

portion

reference
and

to be

a

to

of
the

concern

enrollments:

There
is no q u e s t i o n that M i c h i g a n ' s
higher
e d u c a t i o n s y s t e m is e x c e p t i o n a l .
The
recognized
q u a l i t y of the s y s t e m
is
a
reflection
of
the
competence,
dedication
and
commitment
of its f a c u l t y an d r e s e a r c h e r s .
This
c orps of i n d i v i d u a l s has few e q u a l s .
Ou r
campuses
house
some
of
the
finest
instructional
and r e s e a r c h f a c i l i t i e s f ound
any­
wh e r e .
The c o m b i n e d c a p a b i l i t i e s of the t h o u s a n d s
of i n d i v i d u a l s in t hese f a c i l i t i e s is e s s e n t i a l to
fostering academic achievement.
The
u n i q u e n e s s of the
governance
structure
has
p e r m i t t e d the i n s t i t u t i o n s u n d e r the
leader­
s hip
of
appointed
and
elected
boar d s ,
to
be
responsible
to
lo c a l , state,
national and
even
w o r l d w i d e needs.
High academic standards have been a
hallmark
of the
M i c h i g a n s y s t e m and m u s t
be m a i n t a i n e d .
Individuals
are
a b l e to
choose
from a
broad
v a r i e t y of o u t s t a n d i n g c u r r i c u l u m o f f e r i n g s .
The U n i v e r s i t y of M i c h i g a n ,
for e x a m p l e ,
is
recognized
as
a
w o r l d c e n t e r of
excellence
in
m e d i c a l s e r v i c e s and t r a i n i n g .
S c h o l a r s f r o m all
ove r
the U n i t e d S t a t e s and the w o r l d
attend
the
university
to
learn from
the
bes t
in
their
respective disciplines.
The U n i v e r s i t y of M i c h i ­
gan
c o n t i n u a l l y r a n k s a m o n g the top
universities
in the
nation
in
business,
l a w and
other
disciplines.
M i c h i g a n S t a t e U n i v e r s i t y , the n a t i o n ' s f irst
L a n d G r a n t C o l l e g e e s t a b l i s h e d in 1855,
is r e c o g ­
nized
w o r l d w i d e for its
r e s e a r c h in food p r o d u c ­
tion, d i a g n o s i s and p r e v e n t i o n of a n i m a l d i s e a s e s ,
and r e s e a r c h in the p r o p e r t i e s of p h y s i c a l m a t t e r .
Michigan
S t a t e has c o l l e g e s b o t h
of
osteopathic
and
a l l e o p a t h i c m e d i c i n e w h i c h hav e e s t a b l i s h e d a
successful cooperative working relationship.
Michigan
a l s o is m o s t f o r t u n a t e to h a v e
one

83
of the n a t i o n ' s l e a d i n g u r b a n u n i v e r s i t i e s ,
Wayne
State
University.
Wayne
State
has
excellent
r e s e a r c h c e n t e r s in m e d i c i n e a n d e n g i n e e r i n g .
It
p r o v i d e s a b r o a d r a n g e of e d u c a t i o n a l s e r v i c e s
to
a
large
metropolitan
area,
making
it
a
very
special institution.
In
addition,
an o u t s t a n d i n g s y s t e m of s t a t e
colleges
and u n i v e r s i t i e s p r o v i d e s
comprehensive
c u r r i c u l u m o f f e r i n g s at b o t h the u n d e r g r a d u a t e and
graduate l e v e l s .
Michigan's
student
body
is
changing
with
declining
overall
enrollments,
more
women
and
minorities,
an o l d e r p o p u l a t i o n (the a v e r a g e
age
exceeds
27 ye a r s ) and a r a p i d r ise in the
number
of
part-time students.
But the q u a l i t y
remains
high.
Graduates
of
the M i c h i g a n
postsecondary
system
are l e a d e r s In t h e i r o c c u p a t i o n s and
pro­
fessions.
T h e y s e r v e t heir c o m m u n i t i e s , the state
and the w o r l d w i t h d i s t i n c t i o n ,
More
t h a n 95% of our c i t i z e n s r e s i d e
within
reasonable
commuting
distance
of
a
public
or
i n d e p e n d e n t i n s t i t u t i o n of h i g h e r e d u c a t i o n .
The
fiscal
y e a r 1 9 8 0 - 8 1 a p p r o p r i a t i o n to
public
and
i n d e p e n d e n t c o l l e g e s t o t a l l e d $825 m i l l i o n ,
t hree
t i m e s w h a t it was in 1969.
Because
of f i s c a l c o n s t r a i n t s s t e m m i n g
fro m
the long and dee p r e c e s s i o n , we are m o r e t h a n ever
before
c o n f r o n t e d w i t h the c h a l l e n g e of m a i n t a i n ­
ing
the s y s t e m ' s e x c e l l e n c e .
The s y s t e m m a y
be
too
l a r g e an d c o m p l e x to m a i n t a i n
g ood
programs
w i t h i n a v a i l a b l e r e v e n u e s , e s p e c i a l l y at a time of
a s i g n i f i c a n t d e c l i n e in e n r o l l m e n t s .
College
and
u n i v e r s i t y p r e s i d e n t s ar e
con­
cerned —
and r i g h t l y so —
that w e m a y be
unable
to c o n t i n u e to a t t r a c t h i g h q u a l i t y f a c u l t y ;
that
tuition
and
fee s
for p u b l i c
institutions
are
higher
tha n n e a r l y all o t h e r states;
that
vital
e q u i p m e n t is b e c o m i n g e v e n
more costly;
and that
essential
building ma i n t e n a n ce projects are being
deferred.
We
must
proceed
cautiously,
but
with
thoughtful
determination,
to
a s s u r e an
orderly
transition
from
an
era
of
growth
to
one
of
r e t r e n c h m e n t and r e a l l o c a t i o n .
I am a s k i n g i n s t i ­
tutional
b o a r d m e m b e r s an d p r e s i d e n t s to put
the
welfare
of
the
state
system
as
their
f irst
priority.
We
must
recognize
that
we
cannot
main ta in uniformity among institutions.
E a c h has
a
uniqueness,
and just as i n s t i t u t i o n s m u s t m a k e
internal choices,
so
must
state
government.
Establishing
priorities
b e c o m e s the k e y to
pre­
s e r v i n g the best.
P r o g r a m s and s e r v i c e s s h o u l d be
consolidated
w h e r e they w i l l i m p r o v e q u a l i t y
and
greater operational efficiency.

84
At
the
s ame time we are
consolidating,
we
must
he p r e p a r e d to r e s p o n d to d e v e l o p i n g
higher
education
c h a r a c t e r i s t i c s of the l a s t 20 y e a r s of
this
century.
These will include a higher
per­
c e n t a g e of o l d e r s t u d e n t s and m a n y m o r e
part-time
students.
S h o r t u p d a t i n g or r e f r e s h e r c o u r s e s in
many
disciplines
may become a vital
need.
Our
system
has
the
capability
to
meet
these
new
c h a l l e n g e s e v e n in times of l i m i t e d r e s o u r c e s .
The l e a d e r s h i p at p o s t s e c o n d a r y
institutions
w i l l be c r i t i c a l d u r i n g the c o m i n g years.
I urge
the
s u p p o r t for the c o n s t i t u t i o n a l a m e n d m e n t p r o ­
viding
for
a p p o i n t m e n t of the
boards
of
Wayne
S tate, M i c h i g a n and M i c h i g a n S t a t e U n i v e r s i t i e s .
This
a m e n d m e n t w o u l d hel p a s s u r e the h i g h e s t
caliber
members
p o s s i b l e for
these
boards
and
would increase their accountability.
Fostsecondary

Education

and

the E c o n o m y

As
the n e e d g r o w s for M i c h i g a n to
diversify
and e x p a n d its e c o n o m i c base,
the c o l l e g e s ,
uni­
v e r s i t i e s and c o m m u n i t y c o l l e g e s w i l l be c a l l e d on
to
p l a y an e v e r - i n c r e a s i n g role.
Michigan's un­
employment
rat e is the h i g h e s t in the n a t i o n
and
we h ave m a n y p e o p l e w h o s e job sk i l l s nee d
upgrad­
ing
or
who
n e e d r e t r a i n i n g at a time
when
the
f e d e r a l g o v e r n m e n t is r e d u c i n g f u n d i n g for e m p l o y ­
ment training.
C o n s e q u e n t l y , we n e e d to do e v e r y ­
thing we can to i d e n t i f y n e w p r o d u c t s and
produc­
t i o n c o n c e p t s t h r o u g h r e s e a r c h e f f orts.
In m y 1 9 8 1 - 8 2 b u d g e t r e c o m m e n d a t i o n s , I a s k e d
the L e g i s l a t u r e for $ 1 5 8 , 0 0 0 to a s s i s t the U n i v e r ­
sity
of
M i c h i g a n in the e s t a b l i s h m e n t of
a
new
products
development
center.
I
believe
this
c e n t e r w i l l hel p e x p a n d our b u s i n e s s base.
I also
supported
an
a p p r o p r i a t i o n of
$1.5
million
to
se r v e as a c a t a l y s t for p r o p o s a l s s e e k i n g c r e a t i v e
way s
to
stimulate research development
in
high
technology.
Furthermore,
I s u p p o r t e d the i n c l u s i o n of $1
million
to a s s i s t c o m m u n i t y c o l l e g e s in p r o v i d i n g
learning
opportunities
for
unemployed
workers
r e c e i v i n g s u p p o r t f rom the T r a d e R e a d j u s t m e n t Act.
This
a l l o w e d m a n y i n d i v i d u a l s to b e g i n to u p g r a d e
s k i l l s or, p e r h a p s , to p u r s u e n e w c a r e e r s .
Formula

Funding

In 1974,
m y b u d g e t o f f i c e b e g a n the l o n g and
difficult
p r o c e s s of d e v e l o p i n g a m o r e
equitable
m e t h o d for a l l o c a t i n g f unds to s t a t e c o l l e g e s
and
universities.
In my 1976 S t a t e of the
State,
I
d i r e c t e d the S t a t e B o a r d of E d u c a t i o n to a d v i s e me

85
on "the nee d for a u n i f o r m f u n d i n g f o r m u l a and one
statewide
management
information
system
for
c o l l e g e s and u n i v e r s i t i e s w h i c h w i l l l i n k
program
o f f e r i n g s at
all l e v e l s of i n s t r u c t i o n w i t h
man­
power p r o j e c t i o n s . . . "
The
d e p a r t m e n t s of E d u c a t i o n and
Management
and
B u d g e t and the l e g i s l a t i v e
fiscal
agencies,
working
together,
have made major strides toward
developing a single statewide management
informa­
tio n
system.
D u p l i c a t e and u n n e c e s s a r y d a t a have
been
d e l e t e d and s t a t e c o l l e g e s and
universities
can
electronically
s end
budget
information
d i r e c t l y to s t a t e g o v e r n m e n t c o m p u t e r s w h e r e it is
a c c e s s i b l e to a l l s t a t e a g e n c i e s and i n s t i t u t i o n s .
This
has i m p r o v e d s tate l e v e l
analysis
and
evaluation
of
institutional
needs;
increased
overall
funding
l e v e l s for
state
colleges
and
universities;
recognized
that
funding
policies
have c r e a t e d d i f f e r e n t i a l s in f u n d i n g levels;
and
enabled
i n s t i t u t i o n s to i m p r o v e i n t e r n a l
manage­
ment decisions.
An
e f f o r t is u n d e r w a y to i n c l u d e the
public
community
colleges.
W i t h f i n a n c i a l s u p p o r t from
the
Legislature,
and
cooperative
efforts
from
state
agencies,
a
new
accounting
manual
for
uniform
financial
reporting
will
improve
the
reliability
of
the fi s c a l I n f o r m a t i o n
collected
for m a k i n g f u n d i n g r e c o m m e n d a t i o n s .
Furthermore,
the
c r e a t i o n of an
activities
classification
syst e m ,
in c o n j u n c t i o n
with
the
a c c o u n t i n g m a n u a l , w i l l p e r m i t the i n s t i t u t i o n s to
mor e
a c cu ra te ly portray their program
activities
and f i s c a l needs.
Financial

Aid

to

Students

In my 1969 S t a t e of the S t a t e M e s s a g e , I said
that
"we
must
be
v i g i l a n t in
our
efforts
to
maintain
diversification
in
education.
Strong
private
and
independent institutions
have
lon g
d e m o n s t r a t e d t heir v a l u e in all w a l k s of
American
life.
It w o u l d be tr a g i c if c i r c u m s t a n c e s s h o u l d
c a u s e the p r i v a t e s c h o o l s and c o l l e g e s , r e l i g i o u s affiliated
or o t h e r w i s e ,
to d e t e r i o r a t e and d i s ­
a p p e a r .”
As
more
an d
more
s t u d e n t s fro m
a
broad
economic
spectrum
sought higher
education,
the
n e e d for s t a t e s u p p o r t a l s o i n c r e a s e d .
In m y 1975
S t a t e of the S tate M e s s a g e I p o i n t e d to i n e q u i t i e s
in
the s t a t e s c h o l a r s h i p and t u i t i o n
grant
pro­
grams.
B e c a u s e of the f i n a n c i a l - n e e d s test,
the
existing
p r o g r a m s did not r e c o g n i z e
hard-working
s t u d e n t s fro m m i d d l e - i n c o m e f a m i l i e s .
I proposed
additional
funding
aid
to s t u d e n t s
of
middle-

86
income
families
through
tuition
grants
and
scholarships.
Financial
aid
now
exceeds
$70
million
annually.
In
a d d i t i o n to ai d g i v e n d i r e c t l y
to
students
in 1 9 8 0-81,
m o r e than 1 3 1 , 0 0 0
students
participated
in the g u a r a n t e e d a n d
state
direct
loan programs.
Because
tuition
at i n d e p e n d e n t c o l l e g e s
is
considerably
h i g h e r tha n at
the
state-supported
colleges
an d u n i v e r s i t i e s ,
I am p l e a s e d that the
tuition
differential
grant
program
has
helped
close
that
gap.
For
this
fiscal
year
the
a p p r o p r i a t i o n for this p r o g r a m is a s s i s t i n g n e a r l y
42,000
Michigan high
school graduates
who
are
e n r o l l e d In the i n d e p e n d e n t c o l l e g e s .
Fostsecondary

Facilities

The
c o s t of p r o t e c t i n g and
maintaining
our
physical
plan
I n v e s t m e n t is r a p i d l y
increasing.
Since
1969,
we
h ave
invested
more
tha n
$540
million
in
129 c o n s t r u c t i o n p r o j e c t s at
the
15
state
c o l l e g e s and u n i v e r s i t i e s and the c o m m u n i t y
colleges.
Two
major
considerations
will
influence
future
decisions.
The
f irst
is
the
need
to
r e f u r b i s h and u p g r a d e e x i s t i n g b u i l d i n g s .
A large
percentage
of
the
existing
space
is
energy
inefficient,
lacks
barrier-free
features,
is
aesthetically
unattractive
or,
in
some
cases,
la c k s fire s a f e t y f e a t u r e s .
Th e s e c o n d is r e l a t e d to the d e c l i n i n g 18- to
22-year-old population.
T h i s age g r o u p has
made
up
the b i g g e s t s e g m e n t of p o s t s e c o n d a r y e d u c a t i o n
enrollments.
By 1995 it is a n t i c i p a t e d that there
w i l l be 5 0 , 0 0 0 f e w e r 12t h g r a d e r s g r a d u a t i n g
from
p u b l i c and p r i v a t e h i g h s c h o o l s in M i c h i g a n .
In r e s p o n s e to these two c o n c e r n s ,
I created
a s p e c i a l a d v i s o r y c o m m i t t e e to s u r v e y the p r e s e n t
and
future
expenditure
needs
of
our
public
institutions
of
higher
education.
The
group
found, as I r e p o r t e d in m y 1981 S tate of the S t a t e
M e s s a g e , that our c u r r e n t a g g r e g a t e p lant c a p a c i t y
Is
p r o b a b l y s u f f i c i e n t to m e e t M i c h i g a n ' s
future
h i g h e r e d u c a t i o n ne e d s :
A second finding advised
t hat our l i m i t e d s t a t e r e s o u r c e s s h o u l d be u s e d to
repair
and m a i n t a i n e x i s t i n g
facilities,
rather
than for n e w c o n s t r u c t i o n .
I
will
r e c o m m e n d to the L e g i s l a t u r e
in
my
1 9 8 2 - 8 3 b u d g e t a s u b s t a n t i a l i n c r e a s e in f u n d s for
m a i n t e n a n c e , r e n o v a t i o n and r e m o d e l i n g .
Furthermore,
in
keeping
w i t h the
need
to
direct
resources
int o the u p g r a d i n g of
existing
facilities,
I h a v e a lso s u p p o r t e d r e p l a c e m e n t
of

87
inadequate
facilities
s uch
as
the
"Old
Main"
H o s p i t a l at the U n i v e r s i t y of M i c h i g a n .
The c o n ­
struction
of
the
"replacement
hospital"
will
enable
the u n i v e r s i t y to p r o v i d e the m o s t
up-todat e and best p o s s i b l e h e a l t h care,
research
and
medical
training
for
the
benefit
of
Michigan
r e s i d e n t s .26
The

Governor

amendment
stresses

for

appropriating
aid

financial
families,
Governor
need"

generated
mittees
the

higher

for

summarized

subject

of

the

that

has

Governor's

the

study

or

p ages

of

the

are

higher

by

moved

of

area

of

to

provide

middle-income
support
to an

education

the

chapter

task

of

the

"economic

1982.

initiatives

forces

executive

t hese

summarized.

St at e M e s s a g e

from
the

system

The

the e f f o r t s

and

assistance.

commissions

this

boards

funding

received

aid

supported

constitutional

education.

programs

the

a

governing

students

federal

recommendations

of

to

for

formula

including

financial

appointed

State

the

for

from

remaining

their

funds

since

Many

university
of

is

criteria

called

importance

assistance
a

again

appointing

the

financial

once

or

offi c e .

reports

along

com­
In
wit h

88

Equal

The
Higher

Governor's

Education

The

General

of

included
John

Mrs.
George

the T a s k

We l c h ,

office

lack
for

of

Milliken
27,

group

Govenor

and

further

Don

Mr.

John

Patrick,

Ozell
Habens,

and

Rep.
Sen.

members

1970

st a t e d

in M i c h i g a n ' s

Dr.

President

President

Company
of

Bonds,

met with
and

Vice

members

the
Mr.

Noah

James

W.

Charles

his

Colleges

the

CoForce

Brown,
Miller,

Ryan,

task

force
o ver

in
the

Universities

students.

went

on

to

present

the

charge

to

the

stated:

"Certainly,
decisions
on
enrollments
and
admissions
properly
belong
to
the
governing
b o a r d s of i n s t i t u t i o n s of h i g h e r l e a r n i n g .
Yet I
believe
that
State
g o v e r n m e n t has
a
responsi­
bility,
indeed
an
obligation,
to
assist
such
institutions,
as
w e l l as to p r o t e c t and
advance
the r i g h t s of al l our c i t i z e n s .
" Accordingly,
I h ave d e c i d e d to e s t a b l i s h a
s p e c i a l G o v e r n o r ' s T a s k F o r c e on E q u a l O p p o r t u n i t y
in H i g h e r E d u c a t i o n .
I am a s k i n g that T a s k F o r c e
to a c c e p t s e v e r a l r e s p o n s i b i l i t i e s :
1)

Mr.

Zollar.

concerns
and

of
and

as

Task

William

of

In

1970.

Telephone

Porter,

Wylie

Opportunity

27,

Smith,

Bel l

Dwight

Martha

opportunity

The
Force

Mrs.

Equal

on M a y

Other

Barich,

Dr.

on M a y

minority

and

Fo r c e .

Mr.

No n e n ,

Governor
his

Dewey

on

W i l l i a m T.

- Michigan

Chavis,

Ola

established

Incorporated

Dr.

Force

selected

Manager

Chairs

Task

was

Governor

New Detroit

Dr.

G o v e r n o r 's T a s k F o r c e on
O p p o r t u n i t y In H i g h e r E d u c a t l o n

To d e t e r m i n e p r e s e n t
c ommunity colleges,
in M i c h i g a n .

e n r o l l m e n t p a t t e r n s at all
c o l l e g e s and
universities

Task

89
2)

To r e v i e w a d m i s s i o n s
at
all
our
public
education.

3)

To r e v i e w t h e r e c e n t e v e n t s at the
University
of
Michigan,
and similar events elsewhere
to
see w h a t ca n be l e a r n e d f r o m them.

4)

To c o n s i d e r ,
evaluate,
an d r e c o m m e n d to me as
soon
as
possible,
suggested
programs
for
I n c r e a s i n g m i n o r i t y e n r o l l m e n t in h i g h e r e d u c a ­
tion, p r o v i d i n g n e e d e d a s s i s t a n c e to m e m b e r s of
minority
groups,
a n d p r o m o t i n g the
cause
of
e q u a l j u s t i c e for a l l . "27

Th e
Task

Governor

Force

by

requested

September

to

the

group

is

by

the

framework

tha t

presented

Task

by

Force

issue

in

the
did

colleges

and

some

issues

The

to

find

by

the

of

tees

with

27.

Govenor's
Education,

the

such
funds

charge

as,
ar e

that

of

but

from

the

were

also

the

state

limited

and

identified

as

campus

on h o w

to

opportunity.

problem

universities

raised

the

a concensus

unanimously

educational
work

wa s

equal

this

limitations

reality,

in

Force

to

report

slowly.

recommendations

being

higher

not

however,

solution

make

Task

relation

members,

of

not

of

Governor,

of

One

type

Certain

the

change

important

an y

by

institutions
item

some

1970.

explained
bound

an d s c h o l a r s h i p
programs
institutions
of
higher

agreed
must

students

would

this

Task

the m a j o r

The

Task

address

against

present

addressed

themselves.
that

The

The

that
be

unrest.

the

Force
part

of

by

the

Force

did

several

of

the

administrations

institutions.
Task

following

Force

wa s

assignment

divided

into

sub-commit­

areas:

Task
F o r c e on E q u a l O p p o r t u n i t y
S e p t e m b e r , 1970. p. 2

in

Higher

90
Th e
Th e
The
Th e
Th e

R ole
R ole
R ole
R ole

of
of
of
of

the
the
the
the

subcommittees

students

and

submitting

S tate
Institutions
Community
Students
met

members

its

f inal

with

Education

university

of o t h e r
report

of H i g h e r

constituency

to

the G o v e r n o r

administrators,
groups

before

on A u g u s t

20,

recommendations

were

1970.
In

the

final

report

the

following

presented:
That
State government clearly
and
unequivocally
r e a f f i r m its c o m m i t m e n t to e q u a l i t y of o p p o r t u n i t y
in all a r e a s , i n c l u d i n g h i g h e r e d u c a t i o n .
That
changes
be
e f f e c t e d in the
Michigan
Comp e t i t ive
Scholarship
Program
and
the
Michigan
Tuition
Grants
Program
so
that
an
i n c r e a s ing
number
and p e r c e n t a g e
of the a w a r d s w i l l
go
to
the d i s a d v a n t a g e d .
That
taged
grams

s p e c i a l at te m p t s be m a d e to i n f o r m d i s a d v a n ­
s t u d e n t s and t h e i r p a r e n t s of a v a i l a b l e p r o ­
and a s s i s t a n c e and o p p o r t u n i t y ■

That
the
S tate b u d g e t p r o c e s s
regarding
higher
education
include special c on sideration
for
the
n e e d s of the d i s a d v a n t a g e d .
That
the
Govenor
call to the a t t e n t i o n
of
the
institutions
of h i g h e r e d u c a t i o n
the
particular
houaing
n e e d s of d i s a d v a n t a g e d s t u d e n t s ;
that he
e n c o u r a g e the i n s t i t u t i o n s of h i g h e r e d u c a t i o n
to
take s p e c i a l a c t i o n to h elp m e e t t hese n e e d s .
We
also
recommend
that the i n s t i t u t i o n s
of
higher
education
s h o u l d m a k e s p e c i a l a t t e m p t s to
assist
the
disadvantaged
student
where
necessary
in
securing
p a r t - t i m e e m p l o y m e n t , e i t h e r on or
off
campus.
T hat
special
programs
advantaged
students
and
financial
support
for
developed.
T hat the r ight
the p r o c e s s of

be
developed
for
dis­
that the
State
provide
suc h
programs
when

of d i s s e n t be p r o t e c t e d , e v e n w h i l e
e d u c a t i o n is a s s u r e d .

91
T h a t p r o c e d u r e s be d e v e l o p e d w i t h i n e a c h
institu­
tion of h i g h e r e d u c a t i o n , and
at the
State level
g e n e r a l l y , to r e d u c e c a m p u s u n r e s t w h e n it o c c u r s ,
and to p r e v e n t it w h e r e v e r p o s s i b l e .
Tha t
the p r o c e s s of a c c r e d i t a t i o n of c o l l e g e s and
u n i v e r s i t i e s be e x p a n d e d to i n c l u d e
consideration
of the e x t e n t to w h i c h the i n s t i t u t i o n t r u l y seeks
to p r o v i d e e q u a l o p p o r t u n i t y for all p e r s o n s .
Tha t
the S tate p r o g r a m of N e i g h b o r h o o d
Education
C e n t e r s . p r e s e n t l y b eing e s t a b l i s h e d . w o r k c l o s e l y
with
the
institutions
of
higher
education
in
M i c h i g a n to m a k e c e r t a i n that p e r s o n s w h o c o m p l e t e
t r a i n i n g at N e i g h b o r h o o d E d u c a t i o n C e n t e r s w i l l be
a d m i s s i b l e to c o l l e g e s and u n i v e r s i t i e s .
That the S t a t e a s s u m e an i n c r e a a i n g r e s p o n s i b i l i t y
for
the
s u p p o r t of c o m m u n i t y c o l l e g e s
and
that
this
s u p p o r t be a p p r o p r i a t e d on a_ m o r e
equitable
basis.
That
all of the two- and f o u r - y e a r
colleges
and
universities
throughout
Michigan adopt
a_ c l e a r
s t a t e m e n t of t h e i r i n t e n t i o n s and t h e i r d e t e r m i n a ­
tion
to a s s i s t in a c h i e v i n g e q u a l o p p o r t u n i t y for
all.
We
b e l i eve th a t u n i v e r s i t ies a nd
c o l l eges
s h o u l d do m o r e tha n a d o p t s uch _a s t a t e m e n t ,
that
they
s h o u l d m o v e w i t h v i g o r o u s an d e f f e c t i v e p r o ­
g r a m s to e q u a l i z e and m a x i m i z e e d u c a t i o n a l
oppor­
tunities
for
both minorities
and
disadvantaged
students.
That
in a d d i t i o n to a c c e l e r a t i n g the
recruitment
of B l a c k . O r i e n t a l , A m e r i c a n - I n d i a n , an d M e x i c a n American
surnamed s t u d e n t s , vigorous efforts
be
made
by
all i n s t i t u t i o n s of h i g h e r e d u c a t i o n
to
i n c r e a s e the n u m b e r of q u a l i f l e d B l a c k , O r i e n t a l ,
American-Indian
and M e x l c a n - A m e r i c a n f a c u l t y
and
s u p p o r t i n g s taff m e m b e r s «
Tha t
u n i f o r m dat a r e g a r d i n g m i n o r i t y g r o u p
indi­
v i d u a l s be c o l l e c t e d by all i n s t i t u t i o n s of h i g h e r
e d u c a t i o n in the f o l l o w i n g c a t e g o r i e s :
That the g o v e r n i n g b o a r d and c h i e f
administrative
p e r s o n n e l of e ach c o m m u n i ty c o l l e g e , c o l l e g e . and
u n i v e r s i t y , together with their respective faculty
and
student leaders should begin work immedi a t e l y
to
establish
e n r o l l m e n t g o a l s for
minority
and
disadvantaged students.
That
faculties
at
systematic
e f f o r t s to

each
include

i nsti t u t i o n
the l e s s o n s

of

begin
the

92
Black
and o t h e r m i n o r i t y e x p e r i e n c e s In
each
the a c a d e m i c d i s c i p l i n e s w h e r e i n a p p l i e s .

of

That
colleges
and
universities
take
greater
initiative
through
t heir f a c u l t y ,
students
and
a d m i n i s t r a t i o n to b e c o m e m o r e f u l l y i n v o l v e d
with
the
students,
teachers,
adminsitrators
and
programs
of the ju n i o r and s e n i o r h i g h s c h o o l s in
t heir r e s p e c t i v e a r e a s .
T h a t i n s t i t u t i o n s of h i g h e r e d u c a t i o n In
Michigan
g iv e
evidence
of
their commitment
to
equalize
educational
o p p o r t u n i t i e s for m i n o r l t y
and
dis­
advantaged
students
by p r o v i d i n g . w i t h i n
their
respective
levels
of
financial
capabilities,
s u p p o r t i v e and c o m p e n s a t o r y p r o g r a m s .
T hat c o l l e g e s an d u n i v e r s i t i e s in M i c h i g a n r e f l e c t
their
a p p r e c i a t i o n and c o m p r e h e n s i o n of the
sig­
nificance
of m i n o r i t y e t h n i c g r o u p
achievers
by
appointing
such
persons
to
both
advisory
and
decision-making
c ommi t tees
and
by
bestowing
u n i v e r s i t y h o n o r s u p o n said i n d i v i d u a l s
including
distinguished alumni
awards,
a w a r d s of m e r i t and
honorary degrees.
That
a l l M i c h i g a n c o l l e g e s and u n i v e r s i t i e s
work
cooperatively
with
s tudents
to
establish
systematic
mechanisms
and/or
procedures
for
handling
s t u d e n t p r o b l e m s and g r i e v a n c e s as
wel l
as
for p r e s e n t i n g and r e s p o n d i n g to
programs
to
promote
e q u a l o p p o r t u n i t y . F u r t h e r , we s t r o n g l y
r e c o m m e n d that o nce s uch m e c h a n i s m s and p r o c e d u r e s
h ave
been
established.
administrations
should
u t i l i z e the m and s u p p o r t t h e m .
T hat
t ake
t ion

all M i c h i g a n c o l l e g e s and u n i v e r s i t i e s u n d e r ­
fi full r e v i e w of t h e i r t r a d i t i o n a l
examina­
and g r a d i n g s y s t e m s .

That
all
c o l l e g e s and u n i v e r s i t i e s
in
Michigan
make
an a p p r o p r i a t e f i n a n c i a l c o m m i t m e n t to
hel p
defray
the
c o l l e g e and
university
expenses
of
t h e i r m i n o r i t y or d i s a d v a n t a g e d s t u d e n t s .
T h a t i n t e r - i n s t i t u t i o n a l c o o p e r a t i v e a g r e e m e n t s be
worked
out
between
the
various
colleges
and
u n l v e r s i ties
to
facilitate
the
admittance
of
minority
an d d i s a d v a n t a g e d s t u d e n t
baccalaureate
g r a d u a t e s int o g r a d u a t e and p r o f e s s i o n a l p r o g r a m s .
T ha t
every
c o m m u n i t y in the State,
through
its
g o v e r n m e n t a l and e d u c a t i o n a l l e a d e r s , m a k e ji c l e a r
commitment
to e q u a l o p p o r t u n i t y in h i g h e r
educa-

93
tIon.
further

In o r d e r toa c c o m p l i s h
recommend:

this

objective,

we

T hat e v e r y c o m m u n i t y in the S t a t e , and e v e r y i n d i ­
v i d u a l r e s i d e n t of e a c h c o m m u n i t y ,
encourage
the
maBB
media
l o c a l l y to g ive b a l a n c e d c o v e r a g e
to
events
concerning
s t u d e n t s and
i n s t i t u t i o n s of
higher
education,
and
to e m p h a s i z e
positive
programs
contributing
to e q u a l
opportunity,
as
w e l l as the r e s u l t i n g b e n e f i t b to the c o m m u n i t y .
That
e v e r y c o m m u n i t y in the S t a t e w h i c h
contains
an I n s t i t u t i o n of h i g h e r e d u c a t i o n e s t a b l i s h
pro­
grams
w h i c h w i l l b r i n g t o g e t h e r " t o w n and
gown".
This
c a n be don e t h r o u g h suc h p r o g r a m s as " f o s t e r
f a m i l i e s " , in w h i c h ji f a m i l y " a d o p t s " a^ c o l l e g e or
u n i v e r s i t y s t u d e n t w h i l e he a t t e n d s s c h o o l in
the
communi t y ;
regular
exchanges
between
civic,
governmental
an d
other
community
leaders
and
c o l l e g e students-; and o t h e r s i m i l a r d e v i c e s .
That
S tate
government
take
the
lntiative
in
encouraging
local
communities
to
move
in
the
direction
of e q u a l o p p o r t u n i t y in
higher
educa­
t i o n . Thi s can be d o n e t h r o u g h d e v i c e s suc h a s ;
Tha t
s tudent
bodies,
s tu d e n t
g o v e r n m e n t s , and
s tudent
organizations,
m a k e c l e a r c o m m i t m e n t s to
the
a s s u r a n c e of e q u a l o p p o r t u n i t y for
a l l , and
that
all
such
groups
as
well
as
individual
s t u d e n t s h o n o r s uch c o m m i t m e n t s .
T h a t s t u d e n t s w o r k w i t h the a d m i n i s t r a t i o n of
the
institutions
of h i g h e r e d u c a t i o n in
establishing
systematic
mechanisms
and/or
procedures
for
handling
s t u d e n t p r o b l e m s and g r i e v a n c e s as
well
as
for p r e s e n t i n g and r e s p o n d i n g to
programs
to
promote equal o p p o r t u n i t y .
F u r t h e r , we s t r o n g l y
r e c o m m e n d that onc e s u c h m e c h a n i s m s an d p r o c e d u r e s
h ave
been e s t a b l i s h e d ,
s t u d e n t s u t i l i z e t h e m and
support t h e m .
We f u r t h e r r e c o m m e n d that s t u d e n t s
exert
their
influence
and
attempt
to
control
dissidents
and
s k e p t i c s in t h e i r ow n
ranks
who
might
see k
to
scuttle
or
circumvent
suc h
m e c h a n i s m s and p r o c e d u r e s .
Tha t
all
students
w h o are
committed
to
equal
opportunity
in
higher educati on form
a^ " c a m p u s
coalltion"
to
undertake activities
designed
to
p r o m o t e suc h e q u a l o p p o r t u n i t y .

94
G o v e r n o r 1s C o m m l a s i o n
The

report

on H i g h e r

of

the

Education

entitled

Education

in M i c h i g a n "

Governor

William

was

comprised

William

the

with

Associate
David

versity
for
of

Research

by

Senators

and

latu r e ,

assisted

were

a

of Law,

Advisory

Representatives
Advisory

of

Committee

of M i c h i g a n ,
Center,

Director,

Uni­
Center

University

Committee
the

with

Goals

Pierce,

commission also

13 m e m b e r s

Coordination,

c o m m i s s i o n was

December

of

1972

presented

his

final

and

of

Michigan
eight
and

was
five

Legis­

members,

a Task

Purposes,

a

Force
Econom­

and

established

on J a n u a r y

charge

to

the

by G o v e r n o r

24,

1973,

commission

Milliken

in

the

Governor

which

included

following:
1)

work

President

J.

Education,

The

L.

staff

The

Lederle,

Glenny,

consultants.

Committee with

and

director.

Studies

in H i g h e r

Chairman

William

to

commission

three

University

Population

Legislative

fiv e

staff

A.

by

employed

by J o h n W.

and Lyman

submitted

The

headed

of M a s s a c h u s e t t s ,

Development

wh o

as

Higher

Finance.

The

the

Beers

was

1974.

commission

on

of P o s t s e c o n d a r y

Report)

in O c t o b e r

Director,

Advisory

the F u t u r e

Seidman

Professor

a Faculty

on G o v e r n a n c e
an d

wa s

and

and

California

Student

L.

of M i c h i g a n ,

assisted

ics

The

University

Goldberg,

For

Commission

30 c o m m i s s i o n m e m b e r s

Richard

Dean

(The

Milliken

commission

Emeritus,

Governor's

"Building

Seidman.

persons
of

of

Education

To a s s e s s and,
when necessary,
r e d e f i n e the
g oals,
purposes
and the f u n c t i o n s of
postsecondary
education
in M i c h i g a n as w e l l
as
the
Instructional delivery systems
required

95
to c a r r y

out

purposes.

2)

To d e t e r m i n e and m a k e a p p r o p r i a t e r e c o m m e n d a ­
tions
concerning
needed
procedures
and
structures
for the p r o p e r g o v e r n a n c e ,
plan­
n i n g a n d c o o r d i n a t i o n of p o s t s e c o n d a r y e d u c a ­
tio n in M i c h i g a n .

3)

To d e t e r m i n e and m a k e n e e d e d
recommendations
on
the
means
required
to
provide
most
equitably
for
the f i n a n c i a l n e e d s of
post­
s e c o n d a r y e d u c a t i o n in M i c h i g a n in the
years
to c o m e . 28

In its

efforts

to

commission

divided

its

first

to

was

issues
wide

which

l imit
were

planning

and

a working

tation

the

of

on

the

the

usual

but

also

ter m

postsecondary

its

as

into

education

tasks.

of e d u c a t i o n
The

tas k

beyond

broader
The

developed

scope

specific
by

the

state­

the

which would

of

The

was

commission

i n s t i t u t i o n of h i g h e r

the

priority

effective

second

Education"

charge,

highest

for

The

education.

level.

two m a j o r

the n e e d

definition

a much

Governor's

to the

coordination.

granting

school

the

resources

"Postsecondary

included

to

efforts

ter m h i g h e r

degree

high

respond

defined

formulate

the

s uch

to

limi­

decided
include

education

learning

beyond

definition

of

c o m m i s s i o n was:

Postsecondary
e d u c a t i o n is a n y
instruction,
research,
pub l i c s e r v i c e or o t h e r l e a r n i n g o p p o r ­
t u n i t y o f f e r e d to p e r s o n s who hav e c o m p l e t e d t heir
secondary
education
or wh o are b e y o n d
the
com­
pulsory
s e c o n d a r y s c h o o l a t t e n d a n c e age (16)
and
who
are p a r t i c i p a t i n g in an o r g a n i z e d e d u c a t i o n a l
program
or
learning experience
administered
by
other
than
schools
whose
primary
r ole
is
e l e m e n t a r y and s e c o n d a r y e d u c a t i o n . 29

28.

29.

L.
William
Seidman,
B u i l d i n g For the F u t u r e of Pos ts e c o n d a r y E d u c a t i o n In M i c h i g a n , R e p o r t of the
Gover­
n o r ' s C o m m i s s i o n on H i g h e r E d u c a t i o n , O c t o b e r 1974.
Ibid.

96
Onc e
nition

the

of

establishment

postsecondary

mission

began

reports

and

tions
the

of

current

the

report,

was

commission were

based

planning

due

to

direct

authority

tion

the

coordination
boards

for
of

of

of

institutions.

planning

Education

does

power
On

this

h ave

efforts

to

for

the

the

that
post­

needs

of

commission

statements

contained

who

has

the

coordination.
the

a direct

conflict

on

the

function
the

The

B oard

of

education
and

of E d u c a ­

planning

enforcement

authority

which

control

the c o m m i s s i o n

Constitutional

recommenda­

and

supervise

point

com­

education

of h i g h e r
to

the

conclusion

to m e e t

coordination.

not

defi­

consultant

and

regarding

and

the

of h i g h e r

have

constitutional
but

of

Constitution

and

the

according

ambiguity

s uch

institutions

constitutional

adequate

institutions

of p l a n n i n g

has

the

Michigan

boards

subject

not

situation,

1963

Board

were

studies,

findings
on

and

completed,

coordination

T his

the

State

and

issues

staff
The

within

The

of

hearings.

education

state.

education was

series

public

the

secondary

the

of p r i o r i t y

to

h ave

the

their

own

recommended:

Elements

The
C o m m l s s i o n r e c o m m e n d s that the
Constitution
be
revised
to
provide
creation
by s t a t u t e of ji s e p a r a t e S tate
E d u c a t i o n of P o s t s e c o n d a r y E d u c a t i o n .

and

Michigan
for
the
Board
of

1)

It
is
recommended
that the
functions
and
responsibilities
of the p r e s e n t S t a t e
Board
of E d u c a t i o n s h o u l d be l i m i t e d
constitution­
ally
to
leadership,
general
supervision,
planning
and c o o r d i n a t i o n for e l e m e n t a r y and
s e c o n d a r y e d u c a t i o n only.

2)

It is r e c o m m e n d e d that the n e w
Postsecondary
Education
hav e

S t a t e B o a r d of
responsibility

97
for the g e n e r a l p l a n n i n g and c o o r d i n a t i o n
of
all
education
b e y o n d the
secondary
level,
with
advisory
rather
t han
mandatory,
authority.
3)

It
is
r e c o m m e n d e d that m e m b e r s of
the
new
State
Board
of P o s t B e c o n d a r y
Education
be
appointed
by the G o v e r n o r ,
w i t h the
advice
and c o n s e n t of the Senate.

4)

It is r e c o m m e n d e d that e x i s t i n g c o n s t i t u t i o n ­
al p r o v i s i o n s a s s i g n i n g s u p e r v i s o r y p o w e r s to
the
b o a r d s of p u b l i c b a c c a l a u r e a t e
institu­
tions be r e t a i n e d .

5)

It is r e c o m m e n d e d that b o a r d s of p u b l i c
com­
munity
and
junior c o l l e g e s be r e m o v e d
from
"general
s u p e r v i s i o n " c o n t r o l of
the
State
Board
of E d u c a t i o n and that the S t a t e
Board
fo r
P u b l i c C o m m u n i t y and J u n i o r C o l l e g e s
be
a b o l i s h e d .30

In

order

tions,

for

statutory

the

requirements

organizational

structure

ties,

of

the
be

and
time

30.

and

considered

pertaining
The

l ines

to

commission

and

reporting

effort
by

I m p l e m e n t a t i o n of
must

several

recommended

when

recommenda­

to e s t a b l i s h

duties,

authority.

the L e g i s l a t u r e

t heir

be me t

define

to d e f i n e

t hese

The

responsibili­
commission

features

which

took

should

drafting

legislation

constitutional

amendments.

recommended:

1)

A c l e a r d e f i n i t i o n of the t e r m " p o s t s e c o n d a r y
education"
and m e a n s for
distinguishing
it
f r o m " e l e m e n t a r y and s e c o n d a r y e d u c a t i o n . "

2)

An
indication
of the size of
the
proposed
board
( r e c o m m e n d e d to be no l ess tha n
seven
nor no m o r e than 15 m e m b e r s ) ,
the p r o c e s s of
selection
of
board members (appointment
by
the
Governor,
by
and w i t h the
advice
and
c o n s e n t of the S e n a t e ) ,
the p o l i t i c a l
party
balance
(recommended
that not m o r e
than
a
majority
be
representative
of
a
single
political
party),
and t e r m s of o f f i c e
(not

Ibid.

the

98
m o r e tha n fou r
p r o v i s i o n s for

y e a r s ) , together with adequate
the s t a g g e r i n g of s uch terms.

3)

The m e a n s
for s e l e c t i n g a
chief
executive
o f f i c e r ( d i r e c t o r ) an d s taff to c a r r y out the
policies
an d d i r e c t i v e s of the b o a r d and the
m a n n e r of o r g a n i z i n g the b o a r d itself.

4)

Th e b o a r d ' s
place
in
the
organizational
structure
of s t a t e g o v e r n m e n t ,
e i t h e r as
a
principal
department
or
as
an
autonomous
entity
within
the D e p a r t m e n t of
Education.
T h e d r a f t s t a t u t e i n c l u d e d in the a p p e n d i x to
this r e p o r t i l l u s t r a t e s b oth o p t i o n s .

5)

The l i s t i n g of the d u t i e s and
responsibili­
ties
of the board w h i c h s h o u l d
include,
at
the v e r y least, the f o l l o w i n g :
(a)

Collecting
essential
information
and
data
about postsecondary
education
in
M i c h i g a n , its a s s e s s m e n t and i n t e r p r e t a ­
tion.

(b)

Con du ct in g c om prehensive and continuous
planning
an d a s s e s s m e n t s t u d i e s of
all
a s p e c t s of p o s t s e c o n d a r y e d u c a t i o n .

(c)

Advising
the
G o v e r n o r and
the
lature
as to the f i n a n c i a l
and
n e e d s of p o s t s e c o n d a r y e d u c a t i o n .

(d)

Advising
the
G o v e r n o r and
the
Legis­
lature
on the r oles
an d
missions
of
individual
institutions,
their
educa­
t i o n a l p r o g r a m s , n e e d s for n e w p r o g r a m s ,
c e n t e r s , s c h o o l s , or d e p a r t m e n t s .

(e)

Providing
a s s i s t a n c e in the d e v e l o p m e n t
of
cooperative
relationships
among
I n s t i t u t i o n s and b e t w e e n the s e c t o r s
of
postsecondary education.

(f)

Th e a u t h o r i t y to n a m e a p p r o p r i a t e a d v i s ­
or y
c o m m i t t e e s and c o u n c i l s ,
at
least
one
of
w h i c h w o u l d be
broadly
repre­
s e n t a t i v e of p o s t s e c o n d a r y e d u c a t i o n
in
general,
for
the p u r p o s e of
assisting
the
board
in c a r r y i n g out
is
defined
responsibilities.

(g)

P r o v i d i n g , fro m time to time, s u c h o t h e r
advice
and
counsel
concerning
post­
secondary
education
as
either
the

Legis­
other

99
Governor

Requiring
Institutional
operation with
the
n e w b o a r d in the g a t h e r i n g of n e e d e d i n f o r m a ­
tio n
and data,
the p r e p a r a t i o n of
planning
s t u d i e s , and in r e l a t e d a c t i v i t i e s .31
the
of

s ion

recommendations

coordination

basis

considered

as

the

in

questions

tinuation

of
of

more

that

the

mended

of

from

mendations
Michigan

the

that
State

membership

in

Ibid.

the

to

education
any

serving
the

boards

and W a y n e

appointed.
make

An

education

the

of

State

the

an d

University

terms

a

that

of

boards

however,
of

of
con­

boards

these

when

became

boards

of

the y

recom­

would

l imit

they made

University

additional

up and

whether

membership

boards

has

independence

independent

barriers

n ext

commis­

recommended

institutions

s uch

commission

commission,

the

legal
on

the

constitu­

higher

to

constitution
The

equal

estab­

Th e

commission
of

the

control.

of wha t

system

regard

of

political

follows:

by

higher

removal

students

The

present

on an

of

in p art

or a p p o i n t e d .

specific

control

due

regarding

governance

the v a l u e

control.

so d e f i n e d

elected

planning

of b o a r d s

M i c h i g a n was

boards

control

and

completed

institutional

concluded

become

31.

require.

7.

tional

ing

may

The
assignment
of r e s p o n s i b i l i t y for a d m i n i ­
s t e r i n g s p e c i a l p r o g r a m s in s u p p o r t of
post­
secondary
e d u c a t i o n w h i c h m a y be c r e a t e d
by
f e d e r a l or s t a t e s t a t u t e s (i.e.,
state
stu­
d en t s c h o l a r s h i p and t u i t i o n p r o g r a m , f e d e r a l
c o ns t r u ct i o n grants).

lishment

were

the L e g i s l a t u r e

6)

With

the

or

of

should

Michigan,
hav e

recommendation
of m e m b e r s h i p

recom­

their

regard­
were

as

100
1)

That
each
of
the
eight-member
boards
of
control
of p u b l i c b a c c a l a u r e a t e i n s t i t u t i o n s
be e x p a n d e d to n i n e m e m b e r s .

2)

Tha t no m o r e tha n five of the n i n e m e m b e r s o f
each
b o a r d be r e p r e s e n t a t i v e of
any
single
p o l i t i c a l party.

3)

That
the
t erms of o f f i c e of
these
several
b o a r d s of c o n t r o l be r e d u c e d f r o m e i g h t y e a r s
to six y e a r s . 32

In

an

stantive

effort

is s u e s

outside

and

coordination,

to

have

Involve
help

the
the

the

proposed

academic

develop

education.
policy

to i n c l u d e

the
The

issues

the

commission
new board

goals

commission
should

not

direct

community

basic

which

and

of

and

a

the

public

included

in

planning

education

in g e n e r a l

of

submitted

a lis t

this

32.

Insuring
cation .

2)

Maximizing Individual choice
of
appropriate
educational
opportunities.

3)

Granting
educational
and g r o u p s p r e v i o u s l y

4)

Insuring opportunity
ted to the p r o cess.

5)

Expanding lifelong
the
reintegration
experiences.

6)

Assessing
the o v e r a l l c o s t s
postsecondary education.

7)

Building

ibid.

equal

access

of u r g e n t

effort;

tuition

to p o s t s e c o n d a r y

edu­

in the s e l e c t i o n
objectives
and

j u s t i c e for i n d i v i d u a l s
d i s c riminated against.
for

success

o nce

admit­

l e a r n i n g o p p o r t u n i t i e s and
of l i f e / w o r k and
learning

policies

and

to

to

postsecondary

were:

1)

sub­

recommendation

postsecondary

purposes

t hen

other

association with
included

and

be

to i g n o r e

benefits

of

appropriately

they

101
balance
between

of

education

Improving
programs
assistance.

9)

A s s e s s i n g the n e e d s and p u b l i c p o l i c y i m p a c t s
of
I n d e p e n d e n t c o l l e g e s and u n i v e r s i t i e s and
p r i v a t e t rade and b u s i n e s s s c h ools.

11)

student

financial

Assessing
alternatives
or
improvements
local
p r o p e r t y t a x e s as a s u p p o r t
bas e
p u b l i c c o m m u n i t y and j u n i o r c o l l e g e s .

to
for

D e v i s i n g m o r e e q u i t a b l e f o r m u l a s for a l l o c a t ­
ing
available
resources among
the
various
institutions
and
sectors
of
postsecondary
education.

12)

Projecting
manpower
l a t e d t h e reto.

13)

Forecasting

1A)

Reviewing
needs,
search programs.

15)

Determining
n e e d s for c o m m u n i t y s e r v i c e
and
a s s i s t a n c e in s o c i a l p r o b l e m s o l v i n g by p o s t ­
s e c o n d a r y e d u c a t i o n I n s t i t u t i o n s .33

Th e

33.

c o s t s of p o s t s e c o n d a r y
I n d i v i d u a l and s o c iety.

8)

10)

that

the
the

commission

dealt with

the

future

a lso

needs

and

enrollment
costs

and

Identified

environment

training

re­

trends.
impacts

several

of

re­

concerns

of l e a r n i n g :

1)

Developing
greater flexibility
In
instruc­
t i o n a l p r o g r a m s and i n c r e a s e d d i v e r s i t y a m o n g
institutions.

2)

Preserving
pendence .

3)

Achieving
secondary

A)

Improving inter-institutional cooperation
joint
s y s t e m p l a n n i n g a m o n g all s e g m e n t s
postsecondary education.

5)

Insuring
institutional
excellence
in
the
quality
of i n s t r u c t i o n ,
r e s e a r c h and p u b l i c
service.

Ibid.

the

values

of

institutional

comprehensiveness
of
educational enterprise.

the

inde­

post­

and
of

102
6)

Developing
adequate
accountability.

7)

Creating
periodic
review
of
roles
and
services,
as w e l l as g o a l s and o b j e c t i v e s to
i n s u r e r e s p o n s i v e n e s s to c h a n g i n g needs.

8)

Achieving
greater efficiency
limited resources.

9)

Encouraging
alternate
delivery
n e w a p p r o a c h e s to l e a r n i n g .

public

in the

use

systems

of

and

Developing
s y s t e m s for dat a and
information
n e e d e d in p l a n n i n g and m a n a g e m e n t .

11)

Projecting long-range funding
a t i o n s and f a c i l i t i e s .

12)

Facilitating
institutions
education.

13)

Fostering regional,
s t a t e w i d e and i n t e r s t a t e
cooperative relations among institutions.

14)

A s s e s s i n g the e f f e c t of c o l l e c t i v e b a r g a i n i n g
by
academic
employees
on
institutional
g o v e r n a n c e and f a c u l t y t e n u r e . 34
commission

statement

as

Legislature
secondary

to

adopt

and

year.

the L e g i s l a t u r e
commission

Ibid.

the
the

failure
concept

because

the

fact

They
and

findings

subsequently

movement
of
and
sectors

concluded

Education

report

election

34.

of

10)

The

the

systems

of
of

that

stated

suggested

did w i t h i n

a new

State

several

lateness

it wa s

to

in

for

to the
of

of

the
Post-

submitting
during

an

study

by

further

include

Legislature
the

summary
have

Board

the G o v e r n o r

State

a

submitted

need

that

oper­

with

efforts

the

in a m e s s a g e

report

its

the

for

students
between
of
postsecondary

Its
of

needs

State

which

the
he

Messages.

103
Higher

Education

The

Capital

report

of

the

Investment
Higher

Advisory

Education

Capital

Committee

was

Milliken

in

Th e

Governor

appointed

to s t u d y

and m a k e

recommendations

August
the

of

1979

budgetary

student

system

population

Specifically,

this

the

of h i g h e r

declining
education.

included.

3)

An
analysis
requests;

4)

R e c o m m e n d a t i o n for a l l o c a t i n g c a p i t a l
d i t u r e funds to i n s t i t u t i o n s . . ."35
committee

in

planning

within

state
makes

enrollment
not

of

of

institutions

to

needs

concluded

assessment

to its

capital

the m a i n
charge

within Michigan
government,
it

the

and

impossible

Th e

patterns

going

and

of c u r r e n t

relationship

restructuring

35*

cos t

committee

continue

cooperative
of h i g h e r

as

the

that

higher

lack

to

make

of

be

dealt
was

wa s

in the
was

system

lasting

that

a total

needed
of

future.

the
past
Some

between

future

Capital

as

the

needed
to

no

long-range

any

reported

relative

Report
of
the
Higher
Education
A d v i s o r y C o m m i t t e e , 1980.

to

t here

allocations
r ule

expen­

educational

this

coordination
education

expenditure

mindset"

budgetary

of c a m p u s

problem

was

a lso

"educational
and

in

regarding

A v a l i d a t i o n of f u t u r e e n r o l l m e n t s at
state,
community
and ju n i o r c o l l e g e s an d
universi­
ties;

recommendations.

type

charge

rising

given

committee

2)

thinking

were

the

education

the

William

"A n
inventory
facilities;

strategic
or

and

Governor

1)

The
with

of h i g h e r

to

Investment

Advisory

1980.

submitted

Committee

planning

I nves t ment

104
and

without

this

that

many

The

committee

accomplishment

pending

projects

stated

coordination

and

goal-setting

f o r u m and

The
bility

classrooms

to
and

declines

(instruction)
facilities

may

population

shifting

of

students

old

of

students

different
T he
the

typ e

tion

could
these

creation
outlay
p la n

as

be m o n i t o r e d
declining
report
of

future

enrollments

from

one

future

type

of

and

that

the

possi­

of

excess

classroom
these

needs

of

the

In a d d i t i o n

enrollment

traditional

older

to

patterns

18-25

students

did

however,
not

year

seeking

tha t

changes

necessarily mean

education.
if e d u c a t o r s

of

the

committee

screening

as w e l l

aB

and

uniform

evaluation

The

summary

of

follows:

the

a

The
were

due

all

to
bad

quality

of

to

and manage

plan

educa­

enrollments.

a state

requests

with

service.

Btate,

higher

achieve

to e x p l o r e .

fro m

part-time

to

an a p p r o p r i a t e

of M i c h i g a n .

changing

in e n r o l l m e n t s

a plan

provide

to mee t

the

of e d u c a t i o n a l

for M i c h i g a n

The

State

population,

n ews

for

the

did

draft

(laboratory)

in

to mor e

be d e f e r r e d .

would

change

abl e

committee

decline

to

be

be

construction

In s t u d e n t

another

would

recommended

concerned

not

shifts

the

n eed

to

but

als o

committee

not

directions

was

the

new

It w o u l d

planning,

committee
du e

for

the

the

the

a lso

committee

recommended
to

development

criteria

for

recommendations

screen
of

s uch
of

the

a

the

capital
strategic

requests.
committee

are

105
Overview

of

Findings

and

Recommendations

T h e r e is no s i g n i f i c a n t s t r a t e g i c p l a n n i n g in
Michigan's
higher
education system
on
the
part of i n s t i t u t i o n s or s t a t e g o v e r n m e n t .
Solving
higher
education's
problems
will
r e q u i r e a r e s t r u c t u r i n g of the t o t a l
mindset
toward
budgetary
l i m i t a t i o n s and
increased
institutional cooperation.
Planning
survival

and c o o p e r a t i o n are
of h i g h e r e d u c a t i o n

the k eys to
in M i c h i g a n .

the

Government
should establish a
heterogeneous
screening
panel
to r e v i e w c a p i t a l
requests
an d
provide expertise
in
planning
and
analysis
to i n s t i t u t i o n s
and
government
officials.
Higher
e d ucation e n r ol lments will level
off
in
the
nex t c o u p l e of
years
and
decline
thereafter.
In
addition
to the
d e c l i n e , - the
interests
of s t u d e n t s w i l l c o n t i n u e
to m o r e t e c h n i c a l d i s c i p l i n e s .
Government
should
consider
limiting
e n r o l l m e n t at som e
make
the d e c l i n e of s t u d e n t
manageable.
Current
plant
postsecondary
to m e e t h i g h e r

academic
to shift

a
program
of
Institutions
to
population
more

capacity
at the
l e v e l s Is p r o b a b l y
education's future

second
and
sufficient
needs.

G o v e r n m e n t s h o u l d s t r i c t l y l imit its a p p r o v a l
of
capital requests
until a strategic
plan
for h i g h e r e d u c a t i o n is in place.
Repair
an d m a i n t e n a n c e of
existing
facili­
ties,
rather
tha n
expansion
or
new
con­
struction,
must
become
a
priority
con­
sideration .
T h e r e sho u l d be a l i m i t a t i o n on the
duration
of the c a p i t a l b u d g e t i n g p r o c e s s f r o m i n i t i a ­
t ion
of
the r e q u e s t to the c o m m e n c e m e n t
of
con s true t i o n .
Facility

Inventory

Suc h

inventory

and
is

Needs

Assessment

effective

only

if

106
c o n d u c t e d w i t h o v e r a l l e d u c a t i o n a l g oals in
mind.
This
process
must
include
primary
and
secondary
educational facilities,
m a n y of
w h i c h a r e u n d e r u t i l i z e d or a b a n d o n e d .
Sufficient
physical
capacity
probably
existB
for
higher
education
but
it
is
g e a r e d i m p r o p e r l y to m e e t f u t u r e needs.
Validation

of

Future

Enrollments

Validation
i t s e l f is i m p o s s i b l e g i v e n
the
s t a t e of the art in e n r o l l m e n t p r o j e c t i o n .
Headcount
enrollment 1 b most likely
f irst
to
level
o f f and then to d e c l i n e
on
the
o r d e r of 16Z by 1995.
This
d e c l i n e is due l a r g e l y to a
signifi­
can t
r e d u c t i o n in the n u m b e r of p e o p l e
in
the 1 8 - 2 5 y e a r old c a t e g o r y w h i c h w i l l
not
be
f u l l y o f f s e t by the i n c r e a s e d
academic
p a r t i c i p a t i o n of o l d e r s t u d e n t s ,
w o m e n and
minorities .
Private,
liberal
arts
institutions
will
probably
experience
the m o s t
significant
decline.
Declining
e n r o l l m e n t s a r e not
necessarily
destructive
if
the y ar e
anticipated
and
r e a s o n a b l y u n i f o r m in impact.
Analysis

of

Current

Capital

Requests

It
is
i n e f f e c t i v e to
examine
these
re­
quests
without
an o v e r a l l s t r a t e g i c
edu­
cational
plan
d e v e l o p e d by
all
affected
constituencies.
Most
current
requests need
detailed
re­
examination
by g o v e r n m e n t a n d
the
insti­
tutions
s ince
they
are
predicated
on
assumptions
w h i c h r e f l e c t the pas t not the
future.
Allocation

of F u t u r e

Capital

Expenditures

There
m u s t be g r e a t e r c o o p e r a t i o n as
well
as
more
s h a r i n g of i deas
an d
facilities
among institutions.
The f u t u r e w i l l r e q u i r e m o r e d i s c i p l i n e and
c r i t i c a l t h i n k i n g a bout a l t e r n a t i v e s
prior
to r e q u e s t s for c a p i t a l e x p e n d i t u r e s .
R e p a i r a n d m a i n t e n a n c e of e x i s t i n g
facili­
ties m u s t be a m u c h h i g h e r p r i o r i t y tha n in
the past.

107
Recommendations
Improvements

in

the

Planning

Process

P r i v a t e and p u b l i c r e s o u r c e s m u s t be d e v o t ­
ed
to
u p g r a d i n g the p l a n n i n g p r o c e s s
and
i n c r e a s i n g its s o p h i s t i c a t i o n .
Each
institution
should have
a
planning
d e p a r t m e n t or o f f i c e r .
On
a
statewide
ba s i s ,
there
should
be
g r e a t e r u n i f o r m i t y in the e l e m e n t s u s e d
to
project enrollments.
Improvements

in E n r o l l m e n t

Projects

Aggregate
enrollment
dat a
is
not
suf­
ficient.
It m u s t als o be c o m p i l e d by a c a ­
demic discipline.
There
should
be m o r e
specialization
and
less
c o m p e t i t i o n for s t u d e n t s by the
aca­
demic institutions.
O f f i c i a l s m u s t c o n s i d e r the c o m p e t i t i v e n e s s
of the o u t - o f - s t a t e s t u d e n t fee s t r u c t u r e .
State
g o v e r n m e n t m u s t l o o k at
the
possi­
bility
of l i m i t i n g e n r o l l m e n t at or w i t h i n
certain institutions.
At the same time,
the y s h o u l d l o o k at c u r ­
rent
operating
fund s u p p o r t
formulas
in
v i e w of their d e p e n d e n c e on e n r o l l m e n t .
Improvements

in

the

Capital

Budgeting

Process

M ic hi ga n needs project evaluation
criteria
which
are b e t t e r d e f i n e d ,
future oriented
an d c o n s i s t e n t a c r o s s i n s t i t u t i o n s .
Institutional
l e a d e r s nee d to take a total
cost a p p r o a c h to c a p i t a l b u d g e t i n g .
Building
m a i n t e n a n c e and its f u n d i n g
must
be
taken
m o r e s e r i o u s l y by
academic
and
g o v e r n m e n t l e a d e r s in o r d e r to r e d u c e
con­
s t r u c t i o n costs.
There
n e e d s to be a l i m i t on the
duration
of the c a p i t a l b u d g e t a p p r o v a l p r o c e s s f r o m
i n i t i a t i o n to c o n s t r u c t i o n .
Government
should
tightly
control
its
approval
of
capital
projects
until
a
strategic
p l a n for h i g h e r e d u c a t i o n is
in
place.
Improvements
in
Review Process

the

Structure

of

the

Capital

State
g o v e r n m e n t needs a s c r e e n i n g c o m m i t ­
tee
for
the r e v i e w
of
higher
education

108
capital requests.
Thi s c o m m i t t e e s h o u l d be c o m p o s e d of p u b l i c
officials,
academic
representatives,
and
m e m b e r s of the g e n e r a l public.
It
should
w o r k w i t h the
institutions
to
develop
a s t r a t e g i c p l a n for h i g h e r e d u c a ­
tion,
p r o v i d e e x p e r t i s e to l o c a l
planning
e f f o r t s , and m a k e r e c o m m e n d a t i o n s r e g a r d i n g
specific capital requests.
Improvements

in I n s t i t u t i o n a l

Cooperation

Representatives
from
institutions
should
meet
in
g r o u p s by a c a d e m i c d i s c i p l i n e
to
promote
discussion
of
mutual
needs
and
p r o b l e m s on a r e g u l a r b a s i s .
Logistical
b a r r i e r s to i n c r e a s e d
coopera­
tio n s h o u l d be r e m oved.
State
government
must play
an
effective
role in e n c o u r a g i n g this c o m m u n i c a t i o n
and
c o o p e r a t i o n . 36

Ibid .

109
Joint
T a s k F o r c e on M i n o r i t i e s . F e m a l e s
M i c h i g a n 1s C o l l e g e s an d U n i v e r s i t i e s .
Th e

S tate

entitled

Board

"Minority

U n i v e r s i t i e s ," and
Governor
t ask

and

and

force

college

the
to

Students
based

State

review

preparation,

program

handicapped
t ions

of E d u c a t i o n

students.

Governor,

presidents.
of

Ma s o n ,

person,

(the

mostly

from

persons

Th e

colleges

assigned

Department

(De t r o i t ,

and

to

The
Grand

a survey

handicapped

regarding

assist
and

to

students

and

recommenda­
Board

of

college

and

Dr.

Gerald

an d

Budget

Budget

of

There
force

and

held

services

other

represent

tas k

Lansing,

support

and

of M a n a g e m e n t

comprised

the

t ask f o r c e

females

to m a k e

the

the

Barbara

co-chair-

Michigan
23

State

individuals

were

six

from

staff

both

Department

f our p u b l i c

and

for m i n o r i t i e s ,
institutions

the
of

hearings

and M a r q u e t t e )

at M i c h i g a n

K-1 2
aid,

appointed

B o a r d as

a

financial

the S tate

universities.

Rapids,
of

the

f orce wa s

and

to

the

formed

of E d u c a t i o n s e l e c t e d

selected

of M a n a g e m e n t

Education.

ducted

t ask

was

and

report,

jointly

minorities,

Governor

Board

P r e s i d e n t of

University).

to

committee

Th e

was

that

the L e g i s l a t u r e ,

T he

author

of

In

a report

Colleges

retention,

the D e p a r t m e n t

co-chairperson.

produced

information

be s u b m i t t e d

university

Robert

findings

of E d u c a t i o n

related
The

the

as

Board

would

Director

the

1979

Michigan's

recruitment,

Education,

Miller,

In

existing

selection

which

on

In

an d H a n d i c a p p e d

con­

females
of h i g h e r

education.
Th e
K -12

first

students

section
for

of

college

the
and

report

dealt

universities.

with
The

preparing
main

area

110
of

concern

was

the

post-secondary
courses

study

needed

to

recommendations
toward
and

funded

by

The

prepare

the

of

the

of

Department

second

a rea
The

regarding

enrollments

institutions

of

according

the

higher

relatively

the

report

efforts

indicated

were

almost

seemed

agencies,

2)

to

already

been

admissions
On

that

regarding

recruitment

included

activities

for

the

peak

year

since

that

time

at

this

social
or

3)

or

of w o m e n ,
increas­
area

recruitment
for

handi­

rehabilitation
by a h a n d i c a p p e d

university.
students

tas k

have

of h a n d i c a p p e r s ,

Recruitment

of

four-year

part

education

the

nontradi-

the

in

subject

1)

of

universities

enrollment

handicapped

the m a i l i n g

an d

programs

that

educa­

the m o s t

program,

from

was

in h i g h e r

and

The

at a c o l l e g e

Recommendations

programs,

projec­

to d e c l i n e

the

from

expressed.

directed

the

1976 w a s

higher

needs

enrolled

data

that

students,

has

force

to r e c r u i t

education.

come

force's

were

by r e v i e w i n g

nonexistent.

a special

for m o r e

noted

successful.

cappers

student

and

task

colleges

continued

report,

recruitment

been

need

hav e

task

orientation

enrollments

that

of m i n o r i t y

enrollments

concerning

development

the

new efforts

It w a s

for

Education.

understanding

student.

as

career

declining

to d e v e l o p

The

section

an d

began

nee d

ing

this

f orce

will

to

to

task

the

these

college.

by

the

preparation

information

for

study

and

for

proper

of

tio n

tional

academic

recruitment

establishment

recruitment.
tions

and

relative

improving

the

insufficient

force

brochures

by

wa s

The
a lso

regarding
colleges

Ill
and

universities

special

groups,

alumni

as

programs

for

that

area

minority

however,

students

force

providing

noted
access

handicappers

recommended:

were

legislation

to d e v e l o p
and

begin

dropping
Th e

out

handicapped
showed
range

that
of

that

the M i c h i g a n

programs

students
these

academic

job o p p o r t u n i t i e s

during

data
and

been

The

made

The

out

why

women

task

f orce

freshman

adjustment

Department

in

period,

program

of

in

Education

students

are

universities.

selected

were

of

by m i n o r i t i e s ,

concern

because

selected

are a s ,

often where

most

lower

retention

opportunity

individuals

an d

promote

on-going

this

to f i n d

to

minorities,

a special

an e d u c a t i o n a l

colleges

of

but

that

services.

ha d

a

backgrounds;

student

progress

of

actually

organized

support

to

discoverd

realized

under-enrolled.

assist

collecting
of

type

to

of

education

still

development
program

should

f rom a l a c k
major

was

disadvantaged
not

report

effort

soo n

universities

were

other

force

the m a j o r

handicapped

to h i g h e r

task

opportunity

from

and

and

teachers.

the

after

and

cam e

that

orientation

Michigan,

wa s

The

came m os t ly

and

these

students,

education many

institutions

success.

problems
task

in h i g h e r

of

conferences

of r e t e n t i o n ,

Colleges

these

academic

conduct

later

members

faculty,

counselors

thought

door.

attract

minority

14 y e a r s

the y

revolving

and

the

minorities

what

many

school

now

to

and

high

that

include

utilizing

recruiters,

Within
stated

designed

salaries.

programs

women

and

statistics
a

narrow

there were

limited

Women,

in

for

example,

112
selected

programs

in c l e r i c a l ,

teaching,

or h e a l t h

The

stated

report

65%

of

were

that

minority

found

in

only

colleges

The

and

and

represented,

more

local

universities,

in

students

to

in-service

training

from

encouraging
more

ai d

was

diverse

capped

students

as

recommendations,
collection
the

of dat a

expansion

students
The
submitted
never

the

who

of

receive

report
to

current

the

submitted

of

the

S tate
to the

who

of w o r k

programs

programs

school

from
where

are

under­
between

colleges

and

counselors,

and

business/industry

women

and

handicapped

women

the

task

affecting
and

which

dealt

some
with

financial

increase

handi­

force.

included

receives
to

factor

the

In
20
the

aid

and

number

of

aid.

task

Board

the w o r l d

and

report

of

programs

financial

by

the

majority

regarding

program

education

by m i n o r i t y ,

aid,

regarding

students

critical

determined

financial

employees

careers.

the m o s t

education

female

service

and

minorities,

to h i g h e r

to

for

community

access

government

academic

districts

physicians.

civil

to

in c a r e e r

secondary

state

outreach

handicapped

school

Financial

reference

students,
In

as

possible

exposure

cooperation

explore

of the

the

greater

an d

involvement

sectors

69%

in

recommendations

universities
women

between

of

secondary

minorities,

more

2 .2%

and

and

careers

of al l m i n o r i t i e s

Included:

by e l e m e n t a r y

excluding

employees

classifications.
selection

fields

elementary

force

was

completed

and
was

of E d u c a t i o n

in

198 0

S tate L e g i s l a t u r e

or

the

but

Governor.

113
There

have

Department
force

for

been
of

discussions
Education

submission

to

(Sept.

to u p d a t e

1984)

within

the r e p o r t

the L e g i s l a t u r e

and

the

of

the

S tate

the

task

Governor.

114
SUMMARY

The

policy

(1969

to

mainly

related

Initiatives

1982)

within

to

Governor's

office

or d e s i r e s

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115
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116
developed

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academic

institutions

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off

1972,

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auto

college

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technology

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117
help

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118
SUMMARY

Interviews
positions

in

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the

higher

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higher

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Milliken

to

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stration with
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sented

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pre­

119
In

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did G o v e r n o r W i l l i a m G. M i l l i k e n
hav e a n y p e r s o n a l c o n v i c t i o n s that f o u n d t heir w a y
int o h i g h e r e d u c a t i o n p o l i c y ?
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were

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120
Che

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121
education
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122
study
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tion
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123
Department

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124
wa s

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Quincy
the

explained,

University

of a t t e n t i o n

from

according

to

education

in

the

in

the

futu r e .

education;

Michigan;

private

as

the

Milliken

an

college

hallmarks

of M i c h i g a n

the

higher

the

of

the

of

as

syst e m ,

opportunity were

14 y e a r s

of h i g h e r

the U n i v e r s i t y

of

because

impact

quality

educational

Dr.
that

of

the

the

lasting

impact

funding,

in

quality
a

the

to

of h i g h e r

Dr.

as

ove r

a dismantling
the

passed

overall

caused

h ave

to

stated

recession
t hese

on

Governor

little

he

In

made

a b ill

of p r o v i d i n g

school

hav e

Office

did

the

Ferris

Babcock, w e n t

Th e

by Mr.

at

that w o u l d

The

a university.

was

Thi s

created

a bill

t han

administration

Optometry

Mr.

a university.

to b e c o m e

In

legislature

h ave m o r e

education

impa c t .
the

College

of

opposition.

the G o v e r n o r

college

higher

the

Governor's

Grand Valley
a

But

of a S c h o o l

of

the

others

have

received

a

administra­

tion.
Mr.
other

Rustem

research

funding
education
colleges

for

added

provided

private

poli c y .
was

that

new

a lasting

colleges
He

a personal

funding

als o

were

stated

conviction

mark

for

high

t ech

and

that

g ains

a major
that
of

the

and
in

step

in

higher

funding

for

private

Governor.

Support

125
for

e qual

opportunity

long

ter m

Impacts

of

area

where

gains

were

tio n

among

and

for

community

the M i l l i k e n

colleges

not m a d e
and

colleges

were

administration.

is

in

the

universities,

area

als o

The

of

one

coordina­

according

to

Mr.

Rus tern.
Mr.

Doug

education

Smith

and

Milliken

equal

coordination

tried

on

several

presidents
Issu e s ,

ove r
the

to

at
the

find

discuss

y ears

to

and

Governor

their w a y

Governor

did

own personal
Mr.
members

were

the

The

of

the

fact

that

administration

a forum

coordination

the

higher

Impacts

discussed

This,

of

among
of

of

college

educational

course,

administration
through

was

ha d

an

tried

legislation,

restrictions.

interviews,
several

higher

influence

personal

education

higher

the

conclusion

is

convictions

policy

education

and

policy

as

made

that

did

s uch

the

through

his

Ideology.

Babcock,
of

the

Indicated
items

had

into

responsibility
tion,

the

lasting

coordination

budgetary

quality

achieved.

Smith.
onc e

force

the

to c r e a t e

the

to Mr.

summarizing

the

never

coordination

courts,

that

was

as

the

He a l s o

occasions

according

In

access

administration.

better

effort

identified

in

Dr.

Quincy,

Governor's
the

important

to

staff

Governor's

in q u e s t i o n
the

Mr.

R u s t e m an d Mr.
wh o

office

number

one

had

the

Smith,
primary

for

higher

that

the

educa­

following

Governor:

Research
I n d e p e n d e n t but C o o r d i n a t i o n
Private College Funding
Community Colleges

Higher

Education

System

126
Equal Opportunity
Q u a l i t y of H i g h e r
In

the

members

f inal

question,

indicated

administration

Education

that

the

former

the

following

as

items

had

a lasting

impact

Milliken
of

staff

the

Milliken

on h i g h e r

education

policy:
Research
Q u a l i t y of H i g h e r E d u c a t i o n
Community Colleges
Equal Access
Private College Funding
Each
failure

of
of

the

the

Thus,

wha t

one

of

former

staff

did

the

not

one

as

former

Governor
member

to a c c o m p l i s h

be n o t e d
always

that

hav e

the y did

s taff

also

in

member

in h i g h e r

identified

some

the

the

related

the

degree

of

individuals

who

same

policy

I tems

question

number

four.

saw as a p e r s o n a l

education

policy,

as a l a s t i n g

con­

another

accomplishment

the G o v e r n o r .
The

a

should

number

viction

of

It

interviewed

in q u e s t i o n

interviewed

administration

coordination.
were

individuals

one

Milliken

policy

objective

institutions
Mr.

funding

conviction
coming
private

into

subsequent

and

clearly

state

identified

funding

there

Policy

clearly

and

the G o v e r n o r .

colleges

of

is

former

very

colleges

office

that

as

for

private

Advisor

and

education.

stated

private
of

that

Milllken's

frie n d ,
for

was

of h i g h e r

Rust e m ,

personal

initiative

universities

In a d d i t i o n ,
was

no

suc h

universities.

administration,

in his

funding

interview
was

prior

support

private

a personal
to M i l l i k e n

for

Currently,
for

that

funding
under

the

colleges

Is

127
being

eliminated.
On

this

one

universities,
can

and

did

The

in

was

to

the

also

higher

clarified

office
The

collecting

point

these

say

that

outside
office
focal

of

was

one

letter

S tate

of

the

of

of

the

series

of

State

interviews,
s teps

State

within

of

policies.

higher
was

the

is

not

This
not

within

originate

the

Message

staff
worked.

Message

did

were

former

process

by

policy

the

the

this

the

however,

of

from

all

the

proposed

of

new

possible

issues.

would

sen d

policy

the

Governor's

that

was

the

to all

its

internal

agencies

select

i tems

inclusions

Policy

State

initiatives
Each

issues.

identification

In O c t o b e r

Message.

universities

Governor's

wa s

State

policy

would

process

policy

Office

seeking

State

and

of

Governor

policies

development

proposed

process,

education

Executive

staff

the

education

the

each

or

of

and

point.

higher

for

higher

this

it

S tep

the

for

system

State

office

education

as

colleges

policy.

provided

for

policy.

private

the

on h o w

information

education

to

holds

higher

a definite

Governor's

for

education

background

the

existed

funding

which

provided

According

of

person who

influence

implemented

there

the

way

members

issue

for

to
in

would
Advisor

forward
the

to

State

submit

the

of

items

on E d u c a t i o n ,

the

year,

Departments

a

up-coming

would

bureaus

Departmental

each

the

department
an d

of

of

a

compile
list

of

executive

office

Governor's

office

State.

directly
The

Colleges
to

power

the
elite

128
(business
t heir

leaders,

recommendations

organizations
policy

s end

advisor

Ste p
assigned
cas e

industrial

Tw o
to

of

appropriate
education

the

of

returned
departments

budget

the

universities

used

posed

to

budget

followed

the

Michigan

State,

met

Governor

with

advisor

on

the

advisor.
it

education

policy

In
wa s

the
the

education.

for

Budget.

program

c o l l e c t e d and

initiatives

and

The

and

revi e w .

sen d

If

the

it

would

be

sent

The

initiatives

were

advisor

once

the

comments.

appropriation
another

the

were

initiatives,

implications,

made

annual

policy

of E d u c a t i o n

Management

hav e

policy

compile

Department

to

program

policy
would

initiatives

send

Constituent

appropriate

policy

t hem

Department

the

the

advisor

had

to

of

program

Initiative

items

legislators)

directly.

G o v e r n o r ’s staff.

education

(The

policy

Governor

the

higher

to

the

and

on

the

Governor's

to

he a d s ,

process.

Department

appropriation
Wayne

budgets
They

of M a n a g e m e n t

and

prior

three

in

process

Governor's

policy

council

proposals

which

and

Th e

the

Milliken

colleges

submitted

process.

State,

for

their

pro­

Budget

and

President

University

to the

and

of

of M i c h i g a n

formulation

of

t heir

b u d g e t s .)
S te p

were

analyzed

areas

or

fit w i t h

had

as

conflict
the

to

the

advanced
how

with

overall

wh o

was

the

reviewed

the

to

this

t hey w o u l d

other

policy

objectives

higher

level.

Impact

pending

meeting

Th e
on

the

the

education
proposals

otherprogram

proposals
of

of

an d h o w

Governor.

they

to

the

129
Ste p
to

the

the

fou r

was

the

Governor

for

approval

State

the

five

State

of

State
the
to

the
of

the

State

grew

stituent

of

to

Include

in

initiatives

the

State

of

draft

of

in D e c e m b e r

and

all

priority

an d

of

inclusion

or

their

lack

of

judged

State

of

t heir

inclusion within

messages
the

State
con­

colleges

importance
Governor

the

State

the
with

Lobbyists,

groups,

w i t h the

items

in s p e c i a l

areas.

minority

issues

only major

annual

program

others

administration,

coming

the

first

year.

included

time

organizations,

universities,

eac h

items

the

prepared

the M i l l i k e n

program
In

was

of

State Message

specific

was that

Message

in J a n u a r y

legislature.

Message

policy

to be I n c l u d e d

process

beginning

the

more
the

in the

delivered

In

the

Message.

S tep

finally

s u b m i s s i o n of

of

or

and
the

by

their

the

State

Mes s a g e .
The
of

Governor

policy
als o

interviews

and

how

provided

identified

and

of

Milliken
that

this
in

study helped

the

p o l i c y was

a written

record

implemented

formation

to

of h i g h e r

implemented.
of h o w

higher

clarify

The

the

education
interviews

the G o v e r n o r ' s

education

r ole

policy.

office

CHAPTER V

CONCLUSION

In
and

this

f inal

the

Conclusions

are

enumerated

the

influence

discussed.
This

and

study was

impact

higher

of

longest

on

the

States

a year,

delivers

on

the

policies

Specifically,

of W i l l i a m G.

message

provides

policies

called

of

coming

Governor

the

historical

G.

of

the s t u d y

Milliken,

interviews

were

the

Governor's

for

the

each

the

State

year
The

of

and

State
the

Michigan's

analysis

their

of

the

of

the

to g a i n
effects

who

a direct

implementation

tor e v i e w
for
of

basis

for

for

the

insight

into

higher

had

and

the

a greater

office

development

as

This
This

Messages

initiatives

on

United

policies

S tate

individuals

who

Governor

new

conducted with
and

the

Message.

selected
the

in

Legislature.

S tate

for

were

In o r d e r

state

to o u t l i n e

S tate

Milliken

policy

and

to

of

opportunity

past

to 1982.

policies

Governor

the

the

year.

William

1969

the

a message

is

these

Governor

Michigan.

policies

message

years

in

of

to d e t e r m i n e

serving Governor.

O nce

the

undertaken

the o f f i c e

education

centered

an

chapter,

education,
were

within

responsibility

of h i g h e r

education

policy.
This
standing
office

study
and

of

attempted

the w r i t t e n

the G o v e r n o r

to i n c r e a s e
record

in the
130

of

the

the k n o w l e d g e ,
r ole

formation

and

of

the

under­

executive

implementation

131
of

public

policy

attempted
Milliken

to
that

within

higher

identify

an y

may

found

hav e

education.

personal

T his

convictions

their way

study

also

of

Governor

i nto h i g h e r

education

as

of M i c h i ­

policy.
The

te n u r e

gan

provided

the

executive

that

the

an u n u s u a l

14

ample

tim e

policy

agen d a .

office
y ears

1922,

Normal

School

father
the

understand

higher

The

education
Th e
objective
were

bor n

provided

fact

that

which

implemented

policies

to i n c r e a s e

for m i n o r i t y
in

March

of M i c h i g a n

S tate

The
five

t erms

in

experience

in

politics

by

the G o v e r n o r

to

of
state

for

his

Governor's

in

Michigan.

a t t e n d e d Y ale,
personal

a

views

identified

equal

in

opportunity

this
in

study
higher

students.
1970

produced
o ver

education

on

education

form

fact

policies.

education

Governor

to

the

of

provided

C ity

C i t y and

higher

of

higher

University).

combination

impact

office

William Milliken

helped

education

efforts

President

a foundation

facing

in
his

and

the

because

in T r a v e r s e

of T r a v e r s e
Thi s

issues

higher

with

was

administration

university,

towards

began

the

additional

private

implement

Michigan

Senate.

family

spent

and

was

Governor

to a n a l y z e

education

Milliken

as M a y o r

educational

Milllken's

The

(Central

Michigan

higher

that

grandfather

served

Milliken

on h i g h e r

Milliken

his

G.

opportunity

to e s t a b l i s h

Governor
26,

of W i l l i a m

created

a series

the

years.

of

a t ask

force

on

recommendations
These

policy

this
which

efforts

132
produced

a

Michigan's
The
number
for

colleges

Milliken

the

state's

college

system

developed
for

the

for

four

University

was
both

the

and

thus

and

how

university

attending

and

objective
and

years.

as

provided
Pat

important
funding,

treatment
was

funding

legislative

were

for

as
the

in s t a t e

viewed

leading

Babcock when

was

as w e l l

(except

state's
special

also

community

formulas

system

of M i c h i g a n

the

funding

wa s

The

Funding

special

the

universities

universities
got

to i n c r e a s e

by i n c r e a s i n g

college

University

i n t e r v i e w w i t h Mr.

and

expanded.

which

was

sought

colleges

community

colleges

The

students

T his

the M i l l i k e n

administration

appropriations
college

s c h ools.

a lso
the

also

in M i c h i g a n

private

of M i c h i g a n

institution
In

for

during

yea r

Milliken

of m i n o r i t y

universities.

medical

appropriations).
the

and

doctors

Funding

implemented

number

administration

of m e d i c a l

achieved.
a ls o

greater

by

research
s u p port.

discussing

the

support

for

was

he e x p l a i n e d :

"Except
for the U n i v e r s i t y of M i c h i g a n ,
w h i c h is
a l m o s t in a c lass by itself,
the l e v e l of
fiscal
s u p p o r t w h i c h e q u a t e s int o p r o g r a m s d e p e n d s on the
presence
of
a
powerful
legislator
on
a
c o m m i t t e e ."1
Dr.
Michigan,

Ronald

Quincy,

in

reference

to the U n i v e r s i t y

of

stated

The
M i l l i k e n a d m i n i s t r a t i o n and the
Governor
in
particular
recognized
the
greatness
of
the
U n i v e r s i t y of M i c h i g a n .
On a n u m b e r of o c c a s i o n s
he d i f f e r e n t i a t e d b e t w e e n the U n i v e r s i t y of M i c h i ­
gan
and a l l the s t a t e i n s t i t u t i o n s b a s e d
on
the

1.

Interview
with
c o m p l e t e text.

Mr.

Pat

Babcock,

see

appendix

for

133
world
class
M i c h i g a n .2
Mr.
opinion

Doug
of

the

status

Smith

as

also

University

the

University

confirmed

the

of M i c h i g a n

of

administration's

by s t a t i n g :

"I
t h i n k he ( M i l l i k e n ) a l s o v e r y h o n e s t l y
recog­
n i z e d the s t a t u r e w i t h i n the q u a l i t y i s s u e that we
ha d
the U n i v e r s i t y of M i c h i g a n ,
really
a
world
class
institution,
and to that e x t e n t n e e d e d
to
m a k e , to the e x t e n t p o s s i b l e , m a j o r I n v e s t m e n t s in
the U n i v e r s i t y of M i c h i g a n 3
These
the

quality

treatment
Milliken
for

statements

of

of
the

One

of

of

last

f irst

Message

Mr.

of M i c h i g a n .

equated

was

into

regarding

T his
a policy

financial

special
of

the

support

programs.

policy

failed

Initiatives
was

the

in p r o g r a m s

of

effort
among

the
to

the

Milliken
achieve

colleges

a
and

in M i c h i g a n .

the

universities
su b j e c t ,

which

coordination

universities
From

that

testimonials

of M i c h i g a n

development

the m a j o r

administration

the

University

and

tha n

University

administration

research

degree

the

are m o r e

wa s
Pat

in
a

State
1982,

of

State Message

coordination

Milliken

Babcock

the

policy

among

in

197 0

colleges

objective.

On

to
and
this

stated:

"He
had a s t r o n g s u p p o r t of the
independence
of
the
universities
except
he a l s o
fel t
that
we
should
h ave
a better coordination system
rather
t han h ave eac h u n i v e r s i t y c o m p e t e w i t h o t h e r s t a t e
u n i v e r s i t i e s for g r a d u a t e p r o g r a m s and f u n d i n g . . . .
On
the
p oint
of c o o r d i n a t i o n we
had
the
most
frustration.
We
could never break
through
the

2.
3.

I n t e r v i e w w i t h Dr. R o n a l d Quin c y ,
p l e t e text.
Interview
with
Mr.
Dou g
Smith
c o m p l e t e text.

see

appendix

- see

for

com­

appendix

for

134
constitutional
independence
as
that
translated
int o
competition
b e t w e e n u n i v e r s i t i e s .... at
the
e nd
of the term,
e x c e p t for some m i n i m a l
budget
items,
c o o r d i n a t i o n wa s as w e a k as it was in
the
b e g i n n i n g of his t e r m . "4
On
Smith

this

subject

of

coordination

between

colleges,

Mr.

Doug

stated:
"I t h i n k g e n e r a l l y the s e n s e of the a d m i n i s t r a t i o n
wa s
throughout
the
administration
that
the
diversity
of c o l l e g e s was a s o u r c e of s t r e n g t h of
higher
education
a l t h o u g h at
this
point
there
needed
to
be
better
coordination
among
the
i n s t i t u t i o n s a n d we s o u g h t time and time to try to
get
the
institutions
together
to
see
if
we
couldn't
get
more
of
that
informal
kind
of
coordination.
We w e r e a l w a y s d i s a p p o i n t e d 5

Mr.

Bill

Rustem

on c o o r d i n a t i o n ,

"1
t h i n k he w a s
always concerned about
the n e e d
for
c o o r d i n a t i o n in h i g h e r e d u c a t i o n .
Something
that
he
wa s n e v e r a ble to f u l l y a c h i e v e
to
the
extent
he w o u l d h a v e li k e d .
I t h i n k his
belief
wa s
t hat we c o u l d h ave a b e t t e r s y s t e m of
higher
e d u c a t i o n in M i c h i g a n if we had a m o r e s t r e a m l i n e d
system
and
e l i m i n a t e d some
of
the
duplication
between
universities
and
between
colleges
and
focused
our
a t t e n t i o n on the o v e r a l l
system
of
e d u c a t i o n r a t h e r t h a n i n d i v i d u a l u n i t s . "6
Th e

issue

education

was

of

on

the M i l l i k e n

of

his

t erm

on

the

coordination

was

never
The

played
higher

4.
5.
6.

in o f f i c e .

The

among

agenda

impact

of M i c h i g a n ' s

institutions
fro m

of

the

very

the o f f i c e

colleges

and

of

of h i g h e r
beginning
Governor

universities

achieved.
economy

an

coordination

was

Important

education

another

part

policy

on

the

of

the

major

formulation

initiatives.

I n t e r v i e w w i t h Mr. Pat B a b c o c k .
I n t e r v i e w w i t h Mr. D o u g S m i t h
I n t e r v i e w w i t h Mr. B i l l R u s t e m

factors
of

that

the M i l l i k e n

Th e n a t i o n a l

recession

135
fueled

by

inflation

Michigan,
other
The

The

program

policy

policy
areas

agenda

Superintendent

was

having

initiatives

as w ell)

was

depression

that

of P u b l i c

had

of h i g h e r

given way

of s u r v i v a l .

Instruction,

affects

in

education

(and

to b u d g e t

Mr.

Phi l

cuts.
Runkel,

stated:

"If y o u l o o k at the t o t a l o v e r a l l e d u c a t i o n p o l i c y
nobody
e x p e c t e d that w h a t h a p p e n e d in 198 0
would
be so d eep and as lon g c u t t i n g as we
experienced.
We n e v e r ha d a n y t h i n g l ike this,
we had a r e v o l u ­
tionary
change
in the a u t o m o b i l e
industry.
We
hav e
to
be c a r e f u l that we d o n ' t
remember
Bil l
M i l l i k e n by the las t two ye a r s .
He was
Governor
for 14 y e a r s and a s t r o n g a d v o c a t e of e d u c a t i o n . . .
a
lot
of
different
kinds
of
social
policies
developed
that
d r a i n e d r e s o u r c e s ... we w e r e
just
hanging
on
to
our s h i r t s in
the
las t
of
the
M i l l i k e n y e a r s . "7
Th e

higher

the

recession

r ol e

of

research

were

had m i n i m u m

impact

the

hav e

Equal

during

opportunity

education,

doctors

in M i c h i g a n

implemented,

viduals
certain

7.

or

or

special

the

while

in o f f i c e
higher

expansion
some

of

Mr.

new

being

were

education

of

the

policy

during

education.

students,

the

important

colleges,

interest

Interview
with
c o m p l e t e text.

on

promoted

jobs

The

through

promoted.

administration

for m i n o r i t y

were

specific

higher

initiatives

14 y e a r s

impact

were

to c r e a t e

the M i l l i k e n

his

a broad

private

were

of

policy

that
on

in h e l p i n g

o nly

policies

implemented
not

policies

the u n i v e r s i t y

Th e

did

education

that

minor.

were
They

in g e n e r a l .
funding

number

for

of m e d i c a l

initiatives

to

specific

groups,

t hese

policies

only

that
indi­

assisted

groups.

Phi l

Runkel

- see

appendix

for

136
The

major

coordination,
or

were

S tate
never
The

the

creation

appointment

Wayne

policy

of

and

the

the

initiatives

of

a State

Board

Board

University

implementation

of

its

educ at io n was
former

due

education

role

as w e l l

in

as

major

to m a n y

Milliken

Department

major

wide

Education,

by the

State,
Governor

achieved.
the M i l l i k e n

The

state

of M i c h i g a n

of M i c h i g a n

of

higher

as

of H i g h e r

of T r u s t e e s

Inability

the

suc h

policy

On

and

implementation

this

and

subject,

the

the

explained

interviews

being

and

Smith

of

to h a v e

education

colleges
Dou g

with

fragmented.

appeared

of h i g h e r

Mr.

in h i g h e r

implementation

as

Budget

the

to a c h i e v e

initiatives

In

staff,

of M a n a g e m e n t

the L e g i s l a t u r e

themselves.

policy

factors.

p o l i c y was

the

administration

a

policy

universities

stated:

" . . . 1 t h i n k mos t of the p o l i c y in h i g h e r e d u c a t i o n
was
originally
made
and then it was
after
the
State
of the S tate and the b u d g e t s w e r e d one
the
implementation
was in the b u d g e t and we w e n t
out
a nd
a r g u e d in the L e g i s l a t u r e for the p a s s a g e
of
the
Governor's
budget.
Tha t
really
waB
the
primary
r e s p o n s i b i l i t y of M a n a g e m e n t an d
Budget.
We had to some l e s s e r d e g r e e r e s p o n s i b i l i t i e s
for
a ny
bill
that was not b u d g e t a r y ,
but in
higher
e d u c a t i o n it wa s a l m o s t all b u d g e t a r y b i l l s . "8
Mr.
of

the

Pat

Babcock,

initiatives

Department

of

responsibility

in his

were

related

Management
for

Interview,
to

and

implementation.

the

Budget
Mr.

explained
budget
had

and
the

Babcock

that

most

that

the

primary
went

state:
"The
the

8.

impact
amount

on the q u a l i t y of e d u c a t i o n o t h e r than
of d o l l a r s a l l o c a t e d wa s
minimal....!

Interview with

Dou g

Smith

on

to

137
don't
years
policy
This
former

statement

Chief

respected

by Mr.

Pat

Babcock,

Policy Advisor,

and

currently

administrators

fitting
G.

think
the e x e c u t i v e b r a n c h d u r i n g
the
14
did
very
m u c h to s h a p e
higher
education
in this s t a t e . "9

end

Milliken

to

this

study

on h i g h e r

In c o n c l u s i o n ,
Governor

William

victions
Message

and

viction
also
a

was

a finding

affected

and

of

policies

this

into

Th e

that

study

the

State

the

provides

Governor,

a

William

that

personal
of

of s u c h

of

con­

the

S tate
a

education.

office

most

indicate

education

funding

the

1982.

have

impacted

additional

to

did

private

higher

of

Governor

An example

that

citizens.

of

1969

indeed

for

study

on m a j o r

provided

impact

policy.

funding

this

all

implement

groups

of

Impact

findings

one

Governor's

government

f rom

t heir w a y

public

of

the

Milliken

f ound

that

of

education

the

G.

into

minimal

that
to

that

in s t a t e

the

con­
It was

Governor

policy

had

Issues

however,

was

able

on

special

Interest

for

the U n i v e r s i t y

of

Michigan,
Governor
attempts
of

to

William

achieve

coordination

the

his

among

constitutional

universities

by

G.

the

one

priority,

colleges

and

universities,

status
people

of a u t o n o m y

limited

policy

initiatives

to

Interview with

prevented

number

degree

9.

M i l l i k e n wa s

the

Pat

provided

of
the

the

Babcock

Michigan

State

formation

budget

which

process.

in

his

was

that

because

c o l l e g e s and

of M i c h i g a n .
of h i g h e r
Thi s

of

This

education

limitation

of

138
policy

initiatives

Department

policy

the

of M a n a g e m e n t

implementation
The

to

of h i g h e r

budget

became

formation

an d

budget

and

Budget

education
the

process

f ocal

the

granted

lea d

agency

the

in

the

policy.
point

implementation

for

higher

during

education

the

Milliken

years.
The

constitutional

universities
of

higher

although
years,

have

challenged

Implications

the

developing

future

that

and

system

independence,

administration

for

14

number

of

Research
of

this

which could

to p i c s

was

education.
this

other

the

of

study

s erve

research,

N ine

states

Michigan

other
Wha t

in

office

has

trustees.

Governor's
universities

first state

autonomy

area.

Governor's

of

independent

and

the M i l l i k e n

raised

consitutional

2)

and

colleges

as

som e

a
the

of

basis
the

for

questions

follows:

Michigan

in

by

completion

were

1)

a strong

in M i c h i g a n ,

Future

questions

as

of M i c h i g a n ' s

unchanged.

for

During

are

provided

education

remained

autonomy

states

followed

has

been

the

to

whose

has
on

been
the

board

the

h ave

higher

Michigan's

education

who

grant

of

of

cooperation

these
the

policy?

elected

board
of

colleges

trustees

lead

with

Influence

remaining
of

to

experience

higher

universities

office

nation

institutions

regarding

What

the

to its

reference

t hre e

in

have

the
and
b een

139
appointed
could

3)

4)

To

by

the G o v e r n o r ?

be

utilized.

what

extent

have

colleges

compromised

their

conditional

appropriations?

While

this

Michigan's

constitutional

study

relationship

between

with

history

an d

Governor

other

of

by

on

Governor's

accepting

the

W i l l i a m G.
higher

approach

universities

autonomy

concentrated

institutions

experience

An o r a l

policy

Milliken

and

education,

of M i c h i g a n

the

should

be

examined.

5)

Within

this

relating

to

and

Budget

the

policy

needs

study
the
in

role

the

agenda

further

administration

several
of

the

for

other

ha d

Department

establishment
higher

examination
and

references

both

an d

of

been

made

Management

implementation

education.
within

gubernatorial

Thi s
the

of
role

Milliken

administrations.

BIBLIOGRAPHY

BIBLIOGRAPHY

An g e l ,
Dan.
Mich.:

W i l l i a m G. M l l l l k e n : A T o u c h
P u b l i c A f f a i r s Press, 1970.

Caruthers,
Kent
an d
Or w i g ,
Education.
Washington:
H i g h e r E d u c a t i o n , 1979.

of S t e e l .

Warren,

Melvin,
B u d g e t i n g in
Higher
American
Association
for

Faverman,
G e r a l d Ald e n .
" H i g h e r E d u c a t i o n in M i c h i g a n 1958
to
1970.
Volume
1,
2,
3.”
Ph.D.
dissertation,
M i c h i g a n S t a t e U n i v e r s i t y , 1975.
Ferguson,
Leroy
Problem
of
Cooperative

Craig.
How
S tate L e g i s l a t o r s
School N e e d s .
U.S.
Office
of
R e s e a r c h R e p o r t , P r o j e c t No. 532,

View
the
Education
1960.

Governor's
Annual
Budget
Message
preesnted
to
the
Legislature.
1970 to 1982.
by W i l l i a m G. M i l l i k e n .
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C o m m i s s i o n on H i g h e r E d u c a t i o n .
the
F u t u r e of P o s t - S e c o n d a r y E d u c a t i o n
Final Report.
L a n s i n g , Mi c h , , O c t o b e r ,

"Building
for
in
Michigan."
1974.

Governor's
Task
Force
on
Equal
Opportunity
E d u c a t i o n f i n a l r e p o r t , M a y 1970.
Hall,

Richard.
Englewood

Organizations:
Structure
and
C l i f f s , N J : P r e n t i c e - H a l l , 1972.

Mason,
Miller
Repo r t .
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Females
and
Handicapped
U n i v e r s i t i e s , 1980.
Michigan
Democrat,
L a n s i n g , Mich.

Michigan

Michigan
Supreme
Michigan
v.
O c t o b e r 1975.
M oos,

Higher

Process,

Task Force
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Minorities,
in M i c h i g a n ' s
Colleges
and

Democratic

Michigan
Historical Commission Messages
Michigan.
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1933.
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S t a t e of the
M i l l i k e n , 1970 to

in

Party

1973-1976.

of the G o v e r n o r s of
Commission Lansing,

State Message,
Governor
William
1982, S t a t e C a p i t o l L a n s i n g , Mich.

Court,
State

of

Regents
of
Michigan,

the
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Docket
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54966.

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F r a n c e i s E.
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Baltimore:
The J o h n H o p k i n s Press, 1959.

Phillips,
1970,

G.

The

A l l e n , A M a s t e r T h e s i s - The M a k i n g of a G o v e r n o r
S u b m i t t e d to M i c h i g a n State U n i v e r s i t y 1971.
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Report
of The H i g h e r E d u c a t i o n
C o m m i t t e e . 19 8 0 .

Capital

Investment

Advisory

Russell,
John
Dale.
The
F i n a l R e p o r t of the
Survey
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In M i c h i g a n .
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S t u d y C o m m i t t e e on H i g h e r E d u c a t i o n .
Lansing,
Mich.,
1958.
.
Staff
M i c h i g a n . By

Study
No. 1.
The Community
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June, 1957.

College

in

.
S t a f f S t u d y No. 2. G e o g r a p h i c O r i g i n s of M i c h i g a n
College
Students.
By J o h n D a l e R u s s e l l and O r v i n
T.
Richardson.
Augu s t , 1957.
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S t u d y No.
N u r s i n g In M i c h i g a n .
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3.
E d u c a t i o n in M e d i c i n e
and
By Dr.
W. T. Sang e r .
December,

.
S t a f f S t u d y No. 4.
P h y s i c a l P lant N e e d s in the
State-controlled
Institutes
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Michigan.
By E a r l W.
A n d e r s o n and E l d e n R. S e s s i o n s .
J a n u a r y , 1958.
.
S t a f f S t u d y No. 5.
Student Personnel
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the
Publicly
C o n t r o l l e d C o l l e g e s and U n i v e r s i t i e s
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F e b r u a r y , 1958.

in
in

.
Staff S t u d y No. 6.
Instructional programs
in
Michigan
Institutions
of H i g h e r E d u c a t i o n .
By
John
D ale R u s s e l l , J o h n X. J a m r l c h , and O r v i n T. R i c h a r d s o n .
M a r c h , 1958.
.
Staff S t u d y No. 7.E x t e n s i o n and F i e l d S e r v i c e s
in
the S t a t e - c o n t r o l l e d C o l l e g e s and
Universities
in
Michigan.
By J u l i u s M.
N o l t e and R o b e r t Bell Browne.
Ap r i l , 1958.
.
Staff S t u d y
No.
8.
Financial Assistance
to
Students
in M i c h i g a n I n s t i t u t i o n s of H i g h e r
Education.
By J o h n X. J a m r i c h .
May, 1958.
.
Staff
of
Phy B ical
Education.
June, 1958.

S t u d y No.
9.
S p a c e U t i l i z a t i o n and V a l u e
P l a n t s in M i c h i g a n I n s t i t u t i o n s of
Higher
By J o h n D ale R u s s e l l and J o h n X.
Jamrich.

.
Staff
Institutions
J u n e , 1958.

S t u d y No.
Higher

10.
F a c u l t i e s in the M i c h i g a n
Education.
By J o h n X. J a m r i c h .

Staff S t u d y No.
11.
I n s t i t u t i o n a l P l a n n i n g for
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E d u c a t i o n in M i c h i g a n .
By J o h n D a l e
Russell.
July, 1958

142
__________ .
S taff S t u d y No. 12.
C o n t r o l and C o o r d i n a t i o n of
Higher
E d u c a t i o n in M i c h i g a n .
By J o h n D a l e
Russell.
July, 1958.
Schlafmann,
Norman
J.
"An
Examination
of
the
State
Legislature
on
the
Educational
Policies
of
the
C o n s t i t u t i o n a l l y I n c o r p o r a t e d C o l l e g e s and U n i v e r s i t i e s
of M i c h i g a n t h r o u g h E n a c t m e n t of P u b l i c A c t s fro m
1851
through
1970."
Ph.D.
dissertation,
Michigan
State
U n i v e r s i t y , 1971.
Seidman,
William
L.
Building
For
the
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of
Postsecondary
Education
in
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Report
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Commission
on
Higher
Education,
October
1974 .

APPENDICES

Transcript - Interview With
Pat B a b c o c k 1 0 / 2 9 / 8 5

B.C.

Th e
first
q u e s t i o n I w a n t e d to a s k is if
you
would
identify
the
p o s i t i o n that you h e l d in the
Milliken
administration.

P.B.

I
held
several.
I
was D i r e c t o r of the
Office
of
Substance Abuse Services during 1972-73,
Director
of
the O f f i c e on A g i n g f r o m 1 9 7 3 - 7 4 ,
Executive Assistant
to
the G o v e r n o r in 1975,
and S p e c i a l C o u n s e l to
the
Governor
in
1976-77
and that wa s
basically
legis­
lative
liaison,
Secretary
Director
of
the
Policy
Staff.
T h e n I was D i r e c t o r of the D e p a r t m e n t of L a b o r
fro m 1 9 7 8 - 8 1 , an d a lso was the D i r e c t o r of the D e p a r t ­
ment
of
Mental
Health
for the
last
year
in
the
Milliken administration.

B.C.

In
your
p o s i t i o n as S p e c i a l C o u n s e l and D i r e c t o r
of
P o l i c y , you had an o p p o r t u n i t y to o b s e r v e p o l i c y as It
was
b e i n g i d e n t i f i e d and I m p l e m e n t e d In the
Milliken
administration.

P.B.

Yes,

B.C.

In that role,
in y our o p i n i o n ,
have
any
personal convictions
i nto h i g h e r e d u c a t i o n p o l i c y ?

P.B.

I t h i n k he had a g e n e r a l c o m m i t m e n t t o w a r d s s u p p o r t i n g
higher education,
b o t h in the r e s e a r c h as w e l l as
in
the
arts.
Jus t a g e n e r a l v i e w and s t r o n g B u p p o r t of
the i n d e p e n d e n c e of u n i v e r s i t i e s e x c e p t he a l s o
felt
that we s h o u l d hav e a b e t t e r c o o r d i n a t e d s y s t e m r a t h e r
t han
having
each state university literally
compete
with
o t h e r u n i v e r s i t i e s for
graduate
programs,
for
f u n d i n g , that we s h o u l d h a v e a c o o r d i n a t e d syst e m .
At
one
time we had t a l k e d a b o u t h a v i n g a board,
central
university
board.
T h e r e is a p r o v i s i o n in
the
law
that
the
constitution
provides
the
Department
of
Education
a n a d v i s o r y r o l e and we d e b a t e d g o i n g to
a
constitutional
amendment
for
a
policy
board.
The
G o v e r n o r fel t s t r o n g l y for p r i v a t e e d u c a t i o n ,
private
higher
education,
and d u r i n g the las t f our y e a r s
of

tha t ' s

right.

Fat B a b c o c k is c u r r e n t l y
of M e n t a l H e a l t h .

Director

143

of

did
that

Governor Milliken
f ound
their
wa y

the M i c h i g a n

Department

144
his
administration,
fou r
to
five
years,
he
put
forward
and
s u c c e s s f u l l y w a s a b l e to pas s
a
strong
system
of
t u i t i o n s u p p o r t as w e l l as
subsidies
for
g r a d u a t e s of c e r t a i n p r o f e s s i o n a l s c h o o l s ,
dentistry,
law,
and w h a t h a v e you.
Som e of those w e r e i n i t i a t e d
outside
the
a d m i n i s t r a t i o n but he
always
supported
t h e m so t h e y w o u l d be i n i t i a t e d .
On the f i r s t
p oint
on
the
coordination,
he
probably
ha d
the
most
frustration
because
we
simply
could
never
break
through
the i n d e p e n d e n c e ,
the c o n s i t u t i o n a l i n d e p e n ­
de n c e ,
and
the n
i t's
translated
i nto
competition
between universities.
At one point,
as a m a t t e r
of
fact,
he
vetoed
a b i l l to m a k e G r a n d
Valley
State
C o l l e g e as a u n i v e r s i t y b e c a u s e of that i s s u e l a r g e l y ,
his
f e e l i n g w a s that we w o u l d be p r o v i d i n g u n i v e r s i t y
s t a t u s w h i c h s h o u l d be m o r e t han just p a s s i n g a
piece
of l e g i s l a t i o n or l o b b y i n g l e g i s l a t u r e to do so.
I'd
say
o v e r a l l at the end of the terra the
coordination,
o t h e r t h a n som e m i n i m a l b u d g e t i s s u e s , wa s p r o b a b l y as
w e a k as it wa s at the b e g i n n i n g of the term.
I think
t h a t ' s s t i l l the c ase today.

B.C.

You
f eel
coordination
status?

that
was

lack
of
the
ability
to
obtain
due p r i m a r i l y to the
constitutional

P.B.

I t h i n k so. I t h i n k it is.
Th e i n d e p e n d e n t u n i v e r s i t y
system
is
really a hallmark
of
our
constitutional
syst e m .
Tha t and c i v i l s e r v i c e .
It goe s t h r o u g h the
extreme
of h a v i n g the e l e c t e d b o a r d s of G o v e r n o r s and
trustees
for
the
three
largest
universities.
In
effect,
any e n c r o a c h m e n t on that is v i e w e d w i t h g r e a t
I t h i n k g r e a t a l a r m by the u n i v e r s i t y c o m m u n i t y .
But
the
irony
is that the l a c k of c o o r d i n a t i o n tends
to
hurt
the u n i v e r s i t y c o m m u n i t i e s .
We're
now
seeing
that in 1 985 and we saw it d u r i n g the r e c e s s i o n .

B.C.

We
can
go
to the s e c o n d q u e s t i o n .
education
policy initiative had been
w h a t p r o c e s s did this i n i t i a t i v e f i n d
S t a t e of the S t a t e M e s s a g e ?

P.B.

W ell,
it
cam e in in a n u m b e r of
areas.
First
the
I n i t i a t i v e s w e r e r e f i n e d o v e r years.
In o t h e r words,
it t o o k a time in e i t h e r of t h o s e two i n i t i a t i v e s ,
in
coordination
or in the s u p p o r t of p r i v a t e
education,
first
initiative
was
refined
to
r e a l l y ...... the
greatly
by
the
time the end of
the
administration
occurred,
so
t h e r e had b e e n a l o n g s e r i e s of
dialog
b e t w e e n the G o v e r n o r ' s E d u c a t i o n A d v i s o r ,
key m e m b e r s

Onc e
a
higher
Identified,
by
its w a y int o the

145
of the B o a r d
of E d u c a t i o n , and to some d e g r e e m e m b e r s
of
the
D e p a r t m e n t of E d u c a t i o n ,
but t h e y
were
not
a l w a y s in the f o r e f r o n t of t h o s e d i s c u s s i o n s .
I think
m o s t of the i n i t i a t i v e w a s p l a c e d in the B u d g e t B u r e a u
itself
between
the G o v e r n o r ' s p o l i c y s t a f f
and
the
D e p a r t m e n t of M a n a g e m e n t and Budg e t .
The S tate of the
State
I n i t i a l l y was use d to s t a r t the d i s c u s s i o n
and
s tart the l e g i s l a t i v e d i s c u s s i o n and m o s t of the f o c u s
t hen
w e n t Int o the l e g i s l a t i v e are n a .
It w o u l d s h o w
up
in the b u d g e t p o l i c y and it w o u l d s h o w up
in
the
l e g i s l a t i v e a g e n d a for the G o v e r n o r .
In o t h e r wo r d s ,
on the s u p p o r t of p r i v a t e e d u c a t i o n ,
we s a w w h e n that
i n i t i a t i v e was a n n o u n c e d , and I f o r g e t the y ear but it
was
probably around 1976-77,
that the G o v e r n o r
then
put
into
his
b u d g e t an a m o u n t of
dollars
to
fund
s c h o l a r s h i p s and we als o had a bill a d v a n c e , so we ran
b o t h of the m s i m u l t a n e o u s l y and, as I reca l l , that was
fairly successful.
Tha t p a s s e d w i t h i n the year, m a y b e
within
a y e a r and a half.
The same thing is true in
coordination.
The G o v e r n o r ' s staff,
however,
would
regularly
try
to
convene
meetings
both
with
the
representatives
from
the
institutions
of
higher
education
an d
als o
meeting
with
the
council
of
presidents,
but
that
wa s
clearly where
there
was
o p p o s i t i o n and c o n c e r n .
E v e r y b o d y could a g r e e to the
general
i s s u e that was we s h o u l d c o o r d i n a t e but
then
w h e n we s t a r t e d g e t t i n g int o s p e c i f i c s p e o p l e
started
to
go
in t heir o w n r e s p e c t i v e ways.
I
think
that
p r o b a b l y t h e r e was not e n o u g h o u t r e a c h to the
general
public
and
I
t h i n k that th a t ' s p r o b a b l y
still
the
case.
One
s ide
issue
on
coordination
wa s
the
a p p o i n t m e n t of u n i v e r s i t y boards.
As you l o o k t h r o u g h
the a d m i n i s t r a t i o n , it c a m e up ove r and ag a i n , in fact
d u r i n g the last term,
the Lt.
G o v e r n o r s o u g h t to put
that
on
the
ball o t .
Even Jim
Brickley
though
lt
probably
makes
tremendous
sense,
there
is
little
public
u n d e r s t a n d i n g of w h a t t hose i s s u e s
are,
even
though
you and I as a v o t e r w o u l d be har d p r e s s e d
to
figure
out
wh o
wa s e l e c t e d to
the
Michigan
State
University
B o a r d of T r u s t e e s .
We n e v e r
really
were
a b l e to t r a n s l a t e the fac t that that B o a r d of T r u s t e e s
or
Wayne
or
U of M sit on m i l l i o n s
of
dollars
or
m u l t i m i l l i o n d o l l a r d e c i s i o n s and m o r e i m p o r t a n t l y the
f u t u r e of the u n i v e r s i t y ,
w h i c h is the f u t u r e of free
e d u c a t i o n in the state, an d yet the c a n d i d a t e s for the
boards
are
usually
the
last p e o p l e
to
leave
the
convention
h a l l s on e i t h e r p a r t y and t hey
receive
a
m i n i m a l a m o u n t of the vot e s .
I t h i n k that was one of
the f r u s t r a t i o n s .
H e r e we h a v e a s t a t e that s u p p o r t s
higher
education,
and
I t h i n k the p o l l s w o u l d
have
shown
that
s ome of the
legislative
initiatives
to
require
the
p r o f e s s o r s to spend so m u c h time in
the
c l a s s r o o m in the e a r l y 70's w e r e not v e r y p o p u l a r w i t h
the publ i c .
It was e n c r o a c h m e n t . In fact, the c o u r t s

146
found
lt
wa s an e n c r o a c h m e n t that
the
same
public
wouldn't
try
to get a m o r e a c c o u n t a b l e p o l i c y
board
tha n
w e h a v e now.
So the f a i l u r e Is
that,
In
that
whole
p r o c e s s of t r y i n g to get p o l i c i e s
through,
we
w ent
to the L e g i s l a t u r e .
We u s e d the b u d g e t as
the
primary
vehicle,
did
some
consultation
with
the
educational
community
at the s t a t e level,
Board
of
Education,
and
d e a l t c e r t a i n l y w i t h the
presidents.
The
f a i l u r e w a s that we d i d n ' t r e a l l y deal
with
the
people
who s h o u l d mak e the d e c i s i o n and the y are
the
folks w h o are p a y i n g the t u i t i o n for the c h i l d r e n , and
are the t a x p a y e r s of the state.

B.C.

That
leads
int o the t h i r d q u e s t i o n of once a
higher
e d u c a t i o n p o l i c y had b e e n i n c l u d e d in the S t a t e of the
St a t e , wh o had r e s p o n s i b i l i t y for i m p l e m e n t a t i o n ?

P.B.

I
t h i n k the p r i m a r y r e s p o n s i b i l i t y for i m p l e m e n t a t i o n
was
through
the
Budget
Bureau
to
the
Individual
universities.
I
t h i n k that p r o b a b l y wa s a
failure.
The
constitution
says
that the B o a r d
of
Education
should
hav e a c o o r d i n a t i n g role or an a d v i s o r y
role,
not a p o l i c y role a m o n g h i g h e r e d u c a t i o n ,
but in fact
the y were, w i t h some e x c e p t i o n s , they w e r e p r e t t y m u c h
out
of the p i c t u r e .
T h e r e was d i s c u s s i o n s w i t h them
but the y c e r t a i n l y w e r e n ' t in the f o r e f r o n t .
I think
part of th a t ' s i n h e r e n t in the fact we h ave an e l e c t e d
Board
of E d u c a t i o n r u n n i n g a d e p a r t m e n t r a t h e r
than,
ag a i n , an a p p o i n t e d Board.
No m a t t e r who the G o v e r n o r
is,
no m a t t e r w h o ' s on the Board, e v e n if it's of the
s ame
party,
y o u hav e two sets of
statewide
elected
o f f i c i a l s e a c h trying, e ach b u y i n g , or e ach l o o k i n g at
their
own p r e r o g a t i v e s .
T h e G o v e r n o r ' s role is m u c h
broader.
M o r e p e o p l e k n o w who he 1 b than t hey do the
people
on the
Board
of
E d u c a t i o n . The
Education
Department
used
to h ave,
and
still may
have,
an
A s s i s t a n t S u p e r i n t e n d e n t for h i g h e r e d u c a t i o n but,
in
fact,
they e x e r c i s e m i n i m a l , if any,
responsibility.
So we d i d n ' t us e that tool.
We d i d n ' t use the tool in
the e d u c a t i o n a l c o m m u n i t y and all too often, then, the
a t t e m p t s w e r e v i e w e d as a w a y to cut the b u d g e t r a t h e r
than
to
promote
education.
However,
the
Milliken
administration
towards
the
end
of
the
14
years
operated
without
public
policy.
Fa r
too
much
responsibility
was put in the b u d g e t f u n c t i o n
except
for
those
departments
where
the
directors
had
a
personal
relationship
with
the G o v e r n o r
or
longstanding
political
or l o n g s t a n d i n g
professional
relationship.
I
think
that's particularly
tru e
in
higher
education.
The
r e a s o n s the
Governor
wanted
coordination
wasn't
to s a v e m o n e y ,
it was to get
a
m o r e l o g i c a l d i s t r i b u t i o n of r e s o u r c e s .
It just m a k e s

147
no
sense
at all to h ave 75% of the
Institutions
of
higher
e d u c a t i o n o f f e r i n g Ph.D.
programs
or
having
four
s c h o o l s of s o c i a l w o r k in the s t a t e of M i c h i g a n .
On the o t h e r hand, we k n e w that we n e e d e d an out state
law school.
That was clear.
T hat w a s an e a r l y d e b a t e
w h e n I f irst c am e to the c a p i t o l in the e a r l y 7 0 * s and
that
probably
s h o u l d hav e b e e n at
Western
Michigan
University
or M i c h i g a n State m i n i m u m b e c a u s e the
law
schools
w e r e in the s o u t h e a s t e r n par t of
the
state.
We had, b e c a u s e of the i n a c t i o n and the fig h t B b e t w e e n
the
universities
and
the
respective
legislative
support
for W e s t e r n v e r s u s State,
w h i c h got to a log
jam,
that
we
now
see a
very
flourishing
private
c o l l e g e - C o o l e y L a w S c h o o l her e in the L a n s i n g
area.
But
I
k n o w that g o i n g to a p r i v a t e c o l l e g e p r i c e d
a
lot
of s t u d e n t s r i g h t out of the m a r k e t a n d t h a t ' s
a
failure,
that's
where
the
lack
of
coordination
resulted
in
not s t a r t i n g a p r o f e s s i o n a l
educational
p r o g r a m that was n e e d e d at that p o i n t in time.
We see
it e v e r y day w h e n you see it e v e r y year;
w h e n you see
the
appropriations
that all too o f t e n w h e n
you
get
b e y o n d U of M,
w h i c h is a l m o s t in a c lass by
itse l f ,
all
too
often
the
level
of
support
for
higher
education
fiscal
support
which
translates
into
programs
d e a l s w i t h the p r e s e n c e of the v e r y p o w e r f u l
Legislator.
If
you d o n ' t h ave a s t r o n g a d v o c a t e
in
the
legislative
process,
it d o e s n ' t m a k e a
lot
of
difference
w hat
the
policies
an d
programs
you're
promoting
are.
T h e fact is that the
decisions
are
going
to be m a d e a r o u n d r e p r e s e n t a t i o n in L a n s i n g and
the d e g r e e ,
to a l e s s e r exte n t ,
the d e g r e e of a l u m n i
that yo u h ave In the p o l i t i c a l p r o c e s s .
The G o v e r n o r
felt
that we s h o u l d p r o m o t e one q u a l i t y or m a y b e
two
quality
e n g i n e e r i n g s c h o o l s in the
state.
Tha t
we
should
promote
the
s t r e n g t h s of M i c h i g a n
State
in
agriculture
an d
engineering
or
other
ar e a s ,
and
certainly
at W e s t e r n an d C e n t r a l ,
t e a c h i n g at
Wayne
b e c a u s e of the u r b a n u n i v e r s i t y , and in t r y i n g to then
specialize.
P e r h a p s in the f inal a n a l y s i s r e d u c e the
n u m b e r of c o l l e g e s that we hav e in M i c h i g a n .
I don't
think
that
was
an
e ver
a
stated
objective
but
certainly
the e v e n t s of the las t t hree or fou r
y ears
indicate
that w e
probably should have
rather
than
starting
a
n e w r e g i o n a l s c h o o l like
in
Saginaw
or
Grand Rapids.
It p r o b a b l y w o u l d h ave m a d e m o r e sense
to
concentrate
on the W e s t e r n s and the C e n t r a l s
and
the n b u i l d those s c h ools.

B.C.

T h e i n i t i a t i v e of c o o r d i n a t i o n c omes up time a n d
time
again
in the o ther i s s u e s and h o w the
administration
wa s
not able to i m p l e m e n t that goa l or p o l i c y o p t i o n .
Ar e
t h e r e any p o l i c i e s that got
int o
implementation
from
the
Milliken
a d m i n i s t r a t i o n in the
lon g
term

148
sense.

P.B.

I
can
think
of
one that
got
in;
the
school
of
O p t o m e t r y at F e r r i s .
We o p p o s e d i t , v e t o e d it s e v e r a l
times
and,
in
fact,
it
is
a
good
example
of
legislative
support,
Therje
were
some
things,
o b v i o u s l y , that did get it.
1 t h i n k a g a i n the p r i v a t e
e d u c a t i o n s u p p o r t syst e m ,
e v e n t h o u g h it'B d i s m a n t l e d
a
little
bit
b e c a u s e of
the
recession,
it
still
provided
low
and m o d e r a t e i n c o m e f a m i l i e s w i t h -some
options
for t h e i r k i d s an d som e s u p p o r t for r e a l l y
a
wealth
of
private educational
institutions
in
the
state.
I
was
p e r s o n a l l y o p p o s e d to that b e c a u s e
I
felt
that the first p r i o r i t y s h o u l d go to the
public
e ducational system.
But, in fact, in f i n a l a n a l y s i s ,
it was I t h i n k a g ood poli c y .
I t h i n k that t h e r e w e r e
changes
in i s o l a t e d i s s u e s in s u p p o r t of
initiatives
that i n d i v i d u a l u n i v e r s i t y p r e s i d e n t s b r o u g h t
forward
or c o l l e g e p r e s i d e n t s .
W h e t h e r it was c a p i t a l o u t l a y
or
the e x p a n s i o n of c e r t a i n d e g r e e p r o g r a m s ,
I think
the,
you k n o w it s o u n d s l ike a m i n o r is s u e ,
but
the
Grand
Valley
State
C o l l e g e ' s v e t o wa s
probably
an
important principle.
In the f i n a l a n a l y s i s , yo u k n o w
the
impact
was q u e s t i o n a b l e ,
but a
principle
that
t here
has
to
be s o m e t h i n g
more
tha n
just
simply
putting
a bill t h r o u g h to cal l y o u r s e l f a u n i v e r s i t y .
£ t h i n k the f irst y e a r s of the M i l l i k e n a d m i n i s t r a t i o n
were
goo d
to h i g h e r e d u c a t i o n .
It wa s
during
the
r e c e s s i o n that we saw the l a c k of funds;
but p r o b a b l y
the i m p a c t on p o l i c y was v e r y m i n i m a l .
I don't think
that the e x e c u t i v e b r a n c h in this 14 y ears r e a l l y
did
much
to s h a p e h i g h e r e d u c a t i o n a l p o l i c y in the state.
To
be part of the s h a p i n g p r o c e s s o t h e r
than
fiscal
support
and t h a t ’s a f r a g i l e w a y to do it b e c a u s e
we
sa w in 80 an d 81 h o w that s i m p l y fell a p a r t b e c a u s e of
the
recession.
W e ' r e a lso s e e i n g it I t h i n k In
83,
84,
and
85,
w h e r e t h e r e has b e e n s t r o n g s u p p o r t for
higher
e d u c a t i o n f i s c a l l y but that all the e r r o r s
in
the past a r e t h e r e again.
W e ' v e got a C o m m i s s i o n
on
Higher
Education
that
Is
very
similar
in
it's
recommendations
of
some
of
the
early
Milliken
administration
positions
because
both
Governor's
recognized
it.
They have seen a bundle
of
dollars
b e i n g put into u n i v e r s i t i e s w i t h o u t m u c h p l a n n i n g f r o m
my
point
of
v i e w and we h a v e s e e n
the
competition
st a r t i n g .
So
the n ext r e c e s s i o n w i l l c ome
and
then
w e ' r e g o i n g to go t h r o u g h a d i s m a n t l i n g p r o c e s s again.

B.C.

Do
you
think
that
Independence
of the

problem exists
universities?

because

of

the

149
P.B.

1
think
so.
I
t h i n k t h a t ' s the b u l k
of
it.
The
supreme
c ourt
decision,
I t h i n k it w a s
either
the
supreme
or
the a p p e l l a t e c o u r t d e c i s i o n in
the
mid
70's
that
said
1) that the
Legislature
could
not
l e g it im a t el y say
t hat you and I as a p r o f e s s o r h a d
to
teach
a
c o u p l e of c l a s s e s a d a y or w h a t e v e r it was,
and
2)
that the u n i v e r s i t y is e n t i t l e d to
a
single
budget
outline really
s o l i d i f i e d the
constitutional
protection.
That kind
of
shows
where
the,
collectively,
where
the h i g h e r e d u c a t i o n
community
will
com e d o w n on any type of
oversight,
meaningful
oversight
or
meaningful policy
direction.
It' s
a
delicate balance.
As m u c h as I t h i n k we s h o u l d
have
more
accountability
for h o w the p u b l i c
dollars
are
being
s p e n t or a l l o c a t e d to h i g h e r e d u c a t i o n ,
I also
c l e a r l y d o n ' t a g r e e w i t h the w a y the L e g i s l a t u r e tried
to
do
lt
in
the e a r l y
7 0 Ts by
trying
dictate
workloads;
to me that g e t s too e a s i l y i nto
censureship.
W e ' v e s e e n e x a m p l e s in the las t c o u p l e of y e a r s
when
conservatives
in
the
Legislature
have
been
highly
critical
of
the
f r e e d o m of
speech
on
the
uni ve rsit y campuses.
So there is,
you know, it is a
delicate
balance.
I
s t i l l t h i n k we can
have
more
a c c o u n t a b i l i t y for wha t he have.

B.C.

Was t h e r e s u p p o r t for a c e n t r a l
N e w Y o r k or C a l i f o r n i a ?

P.B.

There
was
support
for a c e n t r a l
university
policy
board
but
I d o n ' t eve r r e c a l l it g o i n g to
the
n ext
step
of
s e t t i n g up a s t a t e u n i v e r s i t y
syst e m .
The
individual
universities would still remain much
like
t hey
w e r e e x c e p t t here w o u l d be a p o l i c y
board
that
w o u l d , it w o u l d hav e s o m e c o n t r o l ove r f i s c a l and some
control
o v e r the p l a n n i n g and r e s o u r c e s .
If
Ferris
wanted
a s c h o o l of o p t o m e t r y ,
t hey w o u l d h a v e had to
j u s t i f y that r a t h e r than,
ag a i n , g e t t i n g an a m e n d m e n t
as t hey did for two or t hree years;
an a m e n d m e n t into
the
h i g h e r e d u c a t i o n act a g a i n s t the
recommendations
of
the
health planners.
I don't
eve r
remember
a
c o n s o l i d a t i o n a p p r o a c h e v e n t h o u g h t h a t m a k e s a lot of
sense.
M a y b e y o u hav e a c o u p l e of s y s t e m s , y o u know,
to
do it,
but I d o n ' t e x p e c t that to e v e r h a p p e n
in
this state.

B.C.

In
closing,
do
you
h a v e a n y c o m m e n t s in
terms
of
equity
or as one a r e a of q u a l i t y In e d u c a t i o n or
the
r ole
of
community
colleges
under
the
Milliken
administration?

university

system

like

150
P.B.

I t h i n k the c o m m u n i t y c o l l e g e s y s t e m g r e w t r e m e n d o u s l y
u n d e r the M i l l i k e n a d m i n i s t r a t i o n .
I t h i n k it wa s as
m u c h b e c a u s e of, s e p a r a t e f r o m the a d m i n i s t r a t i o n , and
certainly
the
administration supported formulas
and
s u p p o r t e d c a p i t a l p r o p o s a l s to, you know, to a l l o w for
that
g r o w t h or a c c e p t e d t h e m that they w e r e put
into
the
legislative
are n a ,
but I
think
the
community
college
movement
really was
m o r e of ag r a s s
r oots
m o v e m e n t ; one tha t s eems to m e
to m a k e a lot of sense.
I d o n ' t see the c o m p e t i t i o n ,
and I' m not an e x p e r t in
the
a r e a of c o m m u n i t y c o l l e g e s e t t i n g b e c a u s e of
the
r e g i o n a l n a t u r e of the s c h o o l s yo u do in the f o u r - y e a r
colleges
in
the u n i v e r s i t y s e t t i n g .
It s eems to
me
that
the
community
college
system
is
probably
underfunded.
E v e n t h o u g h t hey p r o b a b l y h a v e a b e t t e r
approach
f r o m a p o l i c y p o i n t of v i e w of f u n d i n g .
If
yo u
l o o k at the h i g h e r e d u c a t i o n budg e t ,
there's
no
e q u i t y on the a p p o i n t e d s t u d e n t basis, a n d t h e r e ' s not
n e c e s s a r i l y a n y e q u i t y on the b a s i s of
research,
and
lt
seems
to
me
on,
especially
in
undergraduate
schools.
It
probably
m a k e s m o r e s e n s e to g ive to
a
state
funding
f o r m u l a on a
per
capita
basis,
per
student
ba s i s ,
within
some
r a n g e s for
four-year
institutions;
and then d e a l i n g w i t h h i g h e r e d u c a t i o n ,
w i t h g r a d u a t e s c h o o l s , and r e s e a r c h s e p a r a t e l y .

B.C.

If
you wen t to a f o r m u l a b u d g e t i n g p r o c e s s
at
foury e a r i n s t i t u t i o n s , y o u w o u l d take e s s e n t i a l l y p o l i t i c s
out of the f u n d i n g p r o c e s s ?

P.B.

In the u n d e r g r a d u a t e a r e a you would.
T h e n yo u ge t to
a
q u e s t i o n of w h a t s h o u l d the s ize of that s c h o o l
be
and
should
we have a r e g i o n a l u n d e r g r a d u a t e
system.
I' m
not
suggesting
we use a
formula
for
graduate
school
or
research,
I t h i n k that a s e p a r a t e set
of
i s s u e s that r e a l l y get into m o r e p o l i c y ,
but for
the
u n d e r g r a d u a t e we take p o l i t i c s out.
P r o b a b l y it w o u l d
influence
the
q u a l i t y of h i g h e r e d u c a t i o n .
I
think
that
t o d a y too m a n y y o u n g peop l e ,
too m a n y
families
automatically
go
to M i c h i g a n or
Michigan
State
or
Wayne
State
because
of the
reputation
that
t hose
schools
h a v e in h i g h e r e d u c a t i o n ;
an e x c e p t i o n w o u l d
be M i c h i g a n T e c h w h e r e kid s go t h e r e b e c a u s e t hey wan t
to
be e n g i n e e r s both in the u n d e r g r a d u a t e as w e l l
as
the g r a d u a t e p r o g r a m .
In e f f e c t , the r e g i o n a l s c h o o l s
of the st a t e ,
l ike C e n t r a l or W e s t e r n or N o r t h e r n
or
E a s t e r n or a c o u p l e of the o t h e r s ,
provide probably a
higher
quality
of
e d u c a t i o n for
the
undergraduate
s t u d e n t b e c a u s e the y are s m a l l e r and t h e r e ' s m o r e of a
c h a n c e to see a p r o f e s s o r o c c a s i o n a l l y . Fo r e x a m p l e , a
ful l
time
i n s t r u c t o r or s o c i a l
professor
to
teach
e v e r y cla s s ,
not a g r a d u a t e a s s i s t a n t .
But kid s are

151
g e t t i n g lost,
y o u n g kids, 18-19 y e a r s of age, can get
lost in these h u g e u n i v e r s i t i e s .
T h e y ' r e g o i n g to the
s c h o o l p r i m a r i l y b e c a u s e of the r e p u t a t i o n that s c h o o l
has
in
the f i e l d of g r a d u a t e e d u c a t i o n and I am
not
sure
that i t ’s g o o d p u b l i c
poli c y ,
necessarily,
to
channel
p e o p l e into these,
I'm not sure
bigness
Is
g ood
in
higher education,
p a r t i c u l a r l y at that
age
level.
It
seems to me that we nee d to
elevate
the
status
in the so c a l l e d r e g i o n a l s c h o o l s and p r o b a b l y
decrease
the
major
universities;
allow
them
to
specialize
in w h a t the y do the b est w h i c h Is r e s e a r c h
and
graduate education.
T h a t ' s a pipe
dream
that's
n e v e r g o i n g to happen.

B.C.

Well
may b e .
W e l l I a p p r e c i a t e the time
me and that w ill c o n c l u d e the i n t e r v i e w .

you've

given

Transcript - Interview With
Bil l R u s t e m 1 0 / 7 / 8 5

B.C.

Would
you e x p l a i n y o u r p o s i t i o n
the M i l l i k e n a d m i n i s t r a t i o n .

B.R.

I
h e l d a n u m b e r of p o s i t i o n s in the M i l l i k e n
admini­
stration.
I was a C o n s u m e r P r o t e c t i o n A d v i s o r , I did
a
lot
of w r i t i n g ,
I was C h a i r m a n of the
Governor's
Policy
Council
w h i c h was a g r o u p of
his
key
staff
advisors
that
r e c o m m e n d e d p o l i c y i n i t i a t i v e s to
him
i n c l u d i n g those that w e r e d e v e l o p e d f rom the S t a t e
of
the
State Message.
So I hel d a n u m b e r of
different
positions
over the c o u r s e of a b o u t n i n e y ears in
the
G o v e r n o r ' s office.

B.C.

In
you r p o s i t i o n w i t h i n the M i l l i k e n
administration,
did
you see a n y p e r s o n a l c o n v i c t i o n s of the
Governor
that found their w a y into h i g h e r e d u c a t i o n p o l i c y ?

B.R.

Yes.
N u m b e r one, he w a s c o n c e r n e d that M i c h i g a n c o n ­
tinue
to
h a v e an o u t s t a n d i n g c o l l e g e and
university
system.
He
was
a l w a y s t a l k i n g a bout the
nee d
for
e x c e l l e n c e in h i g h e r e d u c a t i o n and the n eed for e d u c a ­
t io n
being
a base fro m w h i c h one c o u l d b u i l d
a
ne w
k i n d of e c o n o m y for the state,
and a n e w I n t e r e s t and
ne w p o s s i b l e e m p l o y m e n t o p p o r t u n i t i e s in M i c h i g a n ,
so
he p l a c e d a g r e a t dea l of e m p h a s i s on lt.
N u m b e r two,
I
think
he was a l w a y s c o n c e r n e d about the
n eed
for
c o o r d i n a t i o n In h i g h e r e d u c a t i o n .
S o m e t h i n g that
he
was n e v e r able to f u l l y a c h i e v e to the e x t e n t he w o u l d
h a v e liked.
I t h i n k his b e l i e f was that we c o u l d h a v e
a
b e t t e r s y s t e m of h i g h e r e d u c a t i o n in M i c h i g a n if we
had a m o r e s t r e a m l i n e d s y s t e m and e l i m i n a t e d some
of
the d u p l i c a t i o n
between
universities
and
between
colleges,
and
focused
our a t t e n t i o n on the
overall
s y s t e m of e d u c a t i o n r a t h e r t han i n d i v i d u a l units.

B.C.

Why

B.R.

W e l l I t h i n k that t h e r e ' s a g r e a t deal of p o l i t i c a l , a
t r e m e n d o u s a m o u n t of p o l i t i c a l i n t e r e s t in the
system
as
it is today.
The L e g i s l a t u r e l ikes it the w a y It
1 b b e c a u s e e v e r y small c o l l e g e an d e v e r y l a r g e c o l l e g e

do

you

think

that

Bil l
Rustem
Is c u r r e n t l y
U n i t e d C o n s e r v a t i o n Club.

that

coordination

Policy Analyst

152

was

y o u hel d

never

with

the

within

achieved?

Michigan

153
or
university
is
a b l e to get w h a t
it
wants often
through
its ow n i n d i v i d u a l
legislator.College
and
universities
weren't particularly interested
in
the
kin d
of c o o r d i n a t i o n that the G o v e r n o r wa s i n t e r e s t e d
in
so it's a p o l i t i c a l s i t u a t i o n m o r e
than
anything
else.
Everybody
l ikes
to
run t heir o w n
show
and
t h a t ’s
true w i t h c o l l e g e s and u n i v e r s i t i e s juBt
like
it
is
in
anything
else.
Nobody
likes
to
be
coordinated
and
I
think
again
th a t ' s
tru e
with
universities
and
c o l l e g e s as it is w i t h
most other
things.
The
fact
that the i n s t i t u t i o n s a c r o s s M i c h i ­
gan are set up so i n d e p e n d e n t l y of one a n o t h e r that it
becomes
d i f f i c u l t to
coordinate.
The o n l y c o n t r o l ,
the
only
p o s s i b l e m e a n s of
coordinating
under
the
system
that
exists
in
Michigan
is
through
the
budgetary
process
and that b u d g e t a r y p r o c e s s can
be
manipulated
by
the
political
world.
It
can
be
m a n i p u l a t e d by the L e g i s l a t u r e wh o goes in and g ets an
appropriation
b u i l t into a b u d g e t b ill for a
program
that
the c o o r d i n a t i n g m e c h a n i s m ,
the b u d g e t
offi c e ,
may
have
opposed.
So t h e r e ar e all k i n d s
of
ways
around
that
c o o r d i n a t i n g m e c h a n i s m b e c a u s e the
only
c o n t r o l is the b u d g e t a r y process.

B.C.

Onc e a p o l i c y i n i t i a t i v e ,
lik e c o o r d i n a t i o n , had been
i d e n t i f i e d w i t h i n the p o l i c y a d v i s o r s in the e x e c u t i v e
office,
how
did that p o l i c y i n i t i a t i v e find Its
way
int o the State of the State?

B.R.

He
had a s y s t e m in the G o v e r n o r ' s o f f i c e p r i o r to the
development
of
the
State
of
the
State;
every
department
of
s t a t e g o v e r n m e n t was a s k e d
to
sub m i t
recommendations
to the G o v e r n o r for w h a t o u g h t to
be
p r i o r i t i e s for the c o m i n g year.
In a d d i t i o n ,
his own
advisors,
his own staff, had the same r e s p o n s i b i l i t y .
Al l
those
came
into one
central
location
in
the
Governor's
office
and
t h e n t here
was
a
four-step
p r o c e s s that It w ent through.
N u m b e r one, I c h a i r e d a
committee
of
key
staff people
and
key
department
p e o p l e that w ent ove r all the r e c o m m e n d a t i o n s and made
sur e
that e v e r y b o d y had an o p p o r t u n i t y to v o i c e t h e i r
o p i n i o n on an i n i t i a t i v e that came f r o m one d e p a r t m e n t
or one i n d i v i d u a l .
O b v i o u s l y w h a t we w e r e
concerned
about
was
not d oing s o m e t h i n g in one
area,
higher
education
for e x a m p l e ,
that m i g h t
adversely
effect
another
area,
like c i v i l r l g h t B or n a t u r a l r e s o u r c e s
or
whatever,
so
It
was g i v i n g
an
opportunity
to
everyone
to
review
every
other
recommendation
to
a s s u r e that w h e n y o u take a ste p y o u ' r e not
adversely
effecting
s o m e t h i n g else,
or if you w e r e ,
to
argue
that out.
The s e c o n d s tep w a s a r e v i e w by the B u d g e t
Office.
Any
m a j o r n e w i n i t i a t i v e was a c c o m p a n i e d in

154
m o s t i n s t a n c e s by n e e d s for i n c r e a s e d d o l l a r s ,
so the
Department
of
M a n a g e m e n t and B u d g e t
reviewed
those
recommendations.
The
t h i r d ste p wa s the
Governor's
executive council,
w h i c h was k e y s taff p e o p l e in
the
Governor's
office,
a n d I sat on that,
to r e v i e w the
policy
recommendations.
The G o v e r n o r ,
of
course,
always
had the f i n a l say on all of
these
it e m s ,
so
he's
the four t h ,
final,
and l a r g e s t ste p in p u t t i n g
together
the S t a t e of the S t a t e M e s s a g e .
So it
was
really
a
kin d
of
four-tiered
approach
to
policy
d e v e l o p m e n t for d e c i d i n g w h a t was g o i n g int o the State
of the State.
T h i n g s c o u l d get e l i m i n a t e d at an y one
of
t hose l e v e l s but at the same time,
if
the y
w ere
e l i m i n a t e d t h e r e was a l w a y s an a p p e a l p o t e n t i a l to the
nex t le v e l ,
or in the f i n a l a n a l y s i s a l w a y s an a p p e a l
to the G o v e r n o r on an i n d i v i d u a l m a n n e r .

B.C.

B.R.

Would
S tate

t here
of the

eve r
State

be an i t e m that w o u l d get
that n o b o d y k n e w ab o u t ?

int o

No.
It
never
happened.
1
think
we
had
mechanism
for a s s u r i n g that there was c a r e f u l
for e v e r y t h i n g that w e n t int o the S t a t e of the

the

a

good
review
State.

B.C.

And
question
number
t hree
is,
when
a
policy
initiative,
lik e
c o o r d i n a t i o n w h i c h did In fac t
get
into the S t a t e of the S t a t e s e v e r a l times, wh o had the
r e s p o n s i b i l i t y to f o l l o w up on that p o l i c y i n i t i a t i v e ?

B.R.

Well, d e p e n d i n g u p o n the kin d of i n i t i a t i v e It was, If
it
was a l e g i s l a t i v e p r i o r i t y it w o u l d be the
Gover­
nor's education specialist,
J i m P h e l p s or D o u g Smith,
as w e l l as his l o b b y i s t ,
Pat B a b c o c k or Bill L o n g
or
Keith
Molin
before
that.
If it
was
a
budgetary
initiative,
it
would
be the r e s p o n s i b i l i t y
of
the
Department
of M a n a g e m e n t and B u d g e t
with
assistance
of,
ag a i n ,
the
higher
e d u c a t i o n or
the
education
s p e c i a l i s t s . So that r e s p o n s i b i l i t y n e v e r fell on just
one
Individual
but
it
fell
on
those
who
had
responsibility
b o t h for h i g h e r e d u c a t i o n and for
the
budget,
or for the L e g i s l a t u r e or w h e r e v e r the p o l i c y
initiative
was d i r e c t e d ;
w h o e v e r it was that had
to
take
the f i n a l a c t i o n ,
the L e g i s l a t u r e ,
the
Budget
Office,
the
c o l l e g e and u n i v e r s i t i e s
themselves
or
whatever.

B.C.

W hat

about

the D e p a r t m e n t

of E d u c a t i o n ?

155
B.R.

T h e y had some r e s p o n s i b i l i t y in the area, p a r t i c u l a r l y
during
the l a t t e r y e a r s t hey b e c a m e m o r e i n v o l v e d
in
higher
e d uc at ion efforts.
I w o u l d say that t h e r e was
far
more
responsibility
placed
on
the
Governor's
e d u c a t i o n s p e c i a l i s t s and the D e p a r t m e n t of M a n a g e m e n t
and B u d g e t t han there was on e d u c a t i o n .

B.C.

An d
the
bility?

B.R.

Yes,
if
something was directed
at
them.
If,
for
example,
the
Governor
w a n t e d s o m e t h i n g to
be
done
specifically
by a c o l l e g e or u n i v e r s i t y or a g r o u p of
c o l l e g e s and u n i v e r s i t i e s ,
the y w o u l d be r e s p o n s i b l e .
If
there
wa s and i n i t i a t i v e ,
for
example,
at
the
U n i v e r s i t y of M i c h i g a n to e s t a b l i s h some kin d of a n e w
research
center,
the n
they
would
have
some
r e s p o n s i b i l i t y to w o r k w i t h the i n d i v i d u a l l e g i s l a t o r s
an d the B u d g e t O f f i c e in p u t t i n g that t o g e t h e r .

B.C.

The final q u e s t i o n w o u l d be, In you r o p i n i o n , w h a t has
b e e n the o v e r a l l i m p a c t of the M i l l i k e n a d m i n i s t r a t i o n
on
higher
education?
Are
t here
any
outstanding
features
that are in p l a c e n o w that yo u can t h i n k
of
or w o u l d lik e to r efer to?

B .R.

I
think
that t h e r e w e r e a n u m b e r of
Initiatives
in
particularly
at
the m a j o r u n i v e r s i t i e s
in
Michigan
the big three,
W a y n e , U of M and M i c h i g a n State, that
were
initiated
d u r i n g the M i l l i k e n
years,
many
of
w h i c h cam e t h r o u g h the M i l l i k e n b u d g e t p r o c e ss.
The
establishment
of n e w c o l l e g e s ;
the e s t a b l i s h m e n t
of
new programs;
of n e w r e s e a r c h i n s t i t u t e s , b i o g e n e t i c s
being
the l a t e s t one in h i g h tech,
a n o t h er l a t e r one
that
left t h e i r mark.
I t h i n k the one a rea that
he
wa s
not a b l e to a c c o m p l i s h wha t he w a n t e d was In
the
c o o r d i n a t i n g area.
It wa s just a t o u g h nut to crack,
In a d d i t i o n ,
I t h i n k the o t h e r m a r k was a m o v e t o w a r d
greater
public
support
of
private
institutions.
That's
the
o t h e r m a j o r s t e p that
was
taken
during
those years.
M o v i n g towa rd p u b l i c s u p p o rt for p r i v a t e
institutions.

B.C.

Tha t
had b e e n some
yo u see that as the

Yes.
He
he
felt

colleges

c ame
that

would

also

have

direct

responsi­

kin d of a p e r s o n a l p r i o r i t y ?
Did
Governor's personal conviction?

out of
there

the p r i v a t e c o l l e g e s and
was a
belief
in
the

I think
private

156
colleges stemming,
In part,
f r o m his h a v i n g g o n e
to
Yale.
He saw d u r i n g the r e c e s s i o n in M i c h i g a n those
private
c o l l e g e s in t r o u b l e and he w a n t e d to do
what
he
c o u l d to a s s u r e that the y r e m a i n e d a r o u n d and that
we
d i d n ' t los e t h e m fro m a lack, of s u p p o r t ,
lack
of
dollars.
I
t h i n k it was a v e r y r eal
personal
con­
viction
on
his part
to fin d a w a y to
keep
private
colleges
which
he s t r o n g l y b e l i e v e d in as an
option
for M i c h i g a n s t u d e n t s and he r a c a d e m i c i a n s .

B.C.

Would

yo u hav e

B.R.

Yes,
I t h i n k he lef t a m a r k t here as w e l l b e c a u s e
of
the i n i t i a t i v e s he took.
M o s t l y I w o u l d say v e r b a l in
encouraging
the
reaching
out
to
get
additional
m i n o r i t y s t u d e n t s into M i c h i g a n c a m p u s e s .
D u r i n g the
early
part of the 70's p a r t i c u l a r l y he w a s t a l k i n g
a
great
d eal
about
the n eed for
additional
minority
r e c r u i t m e n t in M i c h i g a n c o l l e g e s and u n i v e r s i t i e s , and
anytime
a G o v e r n o r says s o m e t h i n g that has
a
spill­
over.
It
had an i m p a c t on t hose b o a r d s
of
trustees
and,
in
turn,
had
an
impact on the
colleges
and
universities
as w ell,
but I t h i n k he ha d
an
impact
there as well.

B.C.

Is

B.R.

One
additional
thing
is I t h i n k that
during
those
years
there
w a s a t r e m e n d o u s g r o w t h of
support
for
community
colleges.
The
G o v e r n o r saw
that
as
an
option
for p e o p l e that m i g h t not o t h e r w i s e be a b l e to
attend
a c o l l e g e or u n i v e r s i t y o u t s i d e of t heir
home
or
o u t s i d e of t heir c o m m u n i t y .
He r e a l l y did a m a j o r
job in d e v e l o p i n g a s u p p o r t d o l l a r s y s t e m s p r o g r a m for
community
c o l l e g e s and l o c a l a c c e s s to
local
educa­
tio n that had a m a j o r impa c t ,
I think,
in M i c h i g a n ' s
higher e ducation structure.

B.C.

One
i t e m that has c ome up in a c o u p l e of o t h e r i n t e r ­
views
has
b e e n the fact that the G o v e r n o r
used
the
budgetary
p r o c e s s to i n f l u e n c e p o l i c y and
used
that
budgetary
process
in
the a r e a of e q u a l
rights
and
equal opportunity.
Did yo u see that?

B.R.

Oh yes.
I t h i n k for G o v e r n o r M i l l i k e n p r o b a b l y , that
was
an aven u e .
He use d that a v e n u e ,
that b u d g e t a r y
avenue
as a m e a n s for p o l i c y to a l a r g e
extent,
not
o n l y In the h i g h e r e d u c a t i o n a rea but v i r t u a l l y
every

there

any

anything

comments

you w a n t

on e q u a l

opportunity?

to add?

157
are a
of
his a d m i n i s t r a t i o n .
In h i g h e r e d u c a t i o n
I
think
again
because
that
was
the
only
formal
mechanism,
the o n l y real m e c h a n i s m that wa s a v a i l a b l e
for
forcing
coordination
into
changes
in
the
university
and
college
system
because
of
that
independence
and
use d it e x t e n s i v e l y in
this
area.
T ha t
was a m a j o r a v e n u e and r e a l l y the m a j o r roa d
to
p o l i c y d e v e l o p m e n t d u r i n g the M i l l i k e n years.
It was
the b u d g e t p r o c e s s in the c o l l e g e and u n i v e r s i t y area,
again
b e c a u s e of that I n d e p e n d e n c e of t hose
colleges
and u n i v e r s i t i e s .

B.C.

Is that p o l i c y or
g e n e r a l l y known?

their approach

to

policy

development

B.R.

It's
not w r i t t e n a b o u t to the e x t e n t that b i l l s g o i n g
through
the
Legislature,
administrative
rules,
or
o t h e r m e c h a n i s m s are w r i t t e n about.
M o s t p e o p l e are
p r o b a b l y not a w a r e of it, but it is a m a j o r tool for a
Governor.
The
p r o c e s s is set up in the
constitution
w h e r e the G o v e r n o r p r e s e n t s a budg e t ,
the L e g i s l a t u r e
adop t s ,
it and t hen the G o v e r n o r is g i v e n a m a j o r n e w
tool in the line i t e m v e t o a u t h o r i t y that he has w h i c h
is
a
major
way
a
Governor
can
influence
policy
development.
It's not k n o w n to the e x t e n t ,
and it's
not f o l l o w e d to the e x t e n t
that it p r o b a b l y
deserves
in
this state,
but there is a lot of a u t h o r i t y t here
and a lot of power.
It has b e e n e x e r c i s e d by G o v e r n o r
Milliken
and
it's
being
exercised
by
Governor
B l a n c h a r d today.

B.C.

There's
one
question
tha
previously
that
I'd like
respond
or not r e s pond,
of the State,
s ince y o u ' v e
What
would
be the g e n e r a l
State
address?
Was it an
another speech?

B.R.

Oh
no,
it w a s v i e w e d as an o c c a s i o n .
T h e r e wa s
an
i n c r e d i b l e a m o u n t of p l a n n i n g that wen t into the State
of the State a d d r e s s .
We w o u l d s t a r t p u t t i n g t o g e t h e r
the
State
of
the
State address
in
September
for
presentation
in
January.
That
policy
development
p r o c e s s was a long p r o c e s s .
It was not v i e w e d as just
a n o t h e r speech.
G o v e r n o r M i l l i k e n u s e d his S t a t e
of
the S tate a d d r e s s ,
p a r t i c u l a r l y d u r i n g a b o u t the last
five or six y e a r s of his a d m i n i s t r a t i o n , as the p o l i c y
d o c u m e n t for his a d m i n i s t r a t i o n for a year.
P r i o r to
that
time
he'd been delivering special
messages
on

t we
hadn't
talked
about
to
ask.
Yo u
can
either
It has to do w i t h the S tate
w o r k e d on so m a n y of them,
d a y of the
State
of
the
o c c a s i o n or just v i e w e d as

158
this s u b j e c t and that s u b j e c t ,
be d e c i d e d that It was
Important
to p r e s e n t one a g e n d a to the L e g i s l a t u r e on
every
I s s u e are a that s t a t e g o v e r n m e n t
was
involved
In.
It
was
a
lon g
p r o c e s s that
went
int o
the
development
of that S tate of the S tate
address.
It
wasn't,
by any m e a n s ,
v i e w e d as just a n o t h e r
speech
but
v i e w e d as a s e t t i n g out of the p r i o r i t i e s for the
G o v e r n o r the c o m i n g year.

B.C.

What

would

the

B.R.

Wha t

would

lt

B.C.

In

B.R.

W ell,
by the time of the a c t u a l d e l i v e r y of the State
of the S t a t e was to be m a d e , v i r t u a l l y all of the w o r k
had b een done.
A l l he had to do wa s d e l i v e r a speech;
read
a s p e e c h that had b e e n v e r y c a r e f u l l y g o n e over.
Wha t
it
w o u l d be like is w e ' d h a v e
the
books,
the
S t a t e of the S t a t e b o o k s all r e a d y for d i s t r i b u t i o n to
the L e g i s l a t u r e a n d to the press.
The G o v e r n o r
would
be
escorted
int o
the H o u s e of
Representatives
and
d e l i v e r the S t a t e of the S t a t e a d d r e s s , and t h e n t here
w o u l d be,
w h a t w e did was m a k e e v e r y s taff p e r s o n who
was
i n v o l v e d in an i ssue are a a v a i l a b l e to the
p ress
as w e l l as m a k i n g the G o v e r n o r a v a i l a b l e to the
p ress
on s p e c i f i c i s s u e s . The way thi n g s u s u a l l y fell out in
terms of c o v e r a g e , the w a y the p r e s s t r e a t e d the S tate
of the S tate a d d r e s s ,
the y had
a l w a y s p i c k e d out one
t h i n g l ike a tax cut or a tax i n c r e a s e ,
I m e a n that's
w h e r e t h e i r focus was.
It w o u l d be the r e s p o n s i b i l i t y
of
the
res t
of us to try to e n c o u r a g e
coverage
of
these o ther issues.
It w o u l d be the
responsibility,
for
example,
of
the
higher
educationpeople
to
encourage
some k i n d of a s tory e i t h e r the day of
the
State
of
the
State
or the day a f t e r
on
what
the
G o v e r n o r w a n t e d a c c o m p l i s h e d in h i g h e r e d u c a t i o n .
We
counted
s e v e r a l times w h e n t h e r e w o u l d be 150 to
250
i n d i v i d u a l r e c o m m e n d a t i o n s in eac h S t a t e of the
State
address
during
the
last five or six
y ears
of
his
administration
because
of
the size
of
that book.
That's
a lot
of policy.
I t ’s a lot of
ideas
and
n e c e s s a r i l y the p ress c o u l d n ' t focus on all of the m so
we'd
set
that
poli c y ,
the G o v e r n o r
would
set
the
policy
in
that S t a t e of the S t a t e a d d r e s s
and
then
he' d
talk
a b o u t t hose t h i n g s l a t e r on a g a i n a n d
re­
emphasize
those
I n i t i a t i v e s that he
wanted
to
see
accomplished.
But
the da y of the S tate of the State
address
I t s e l f was r e a l l y n o t h i n g u n u s u a l
other
than

the

lif e

of

d a y of

be

the

S tate

of

the

State

be

like?

like?

the

Governor.

159
he'd
go in and d e l i v e r that s p e e c h and h e'd
talk
to
more
r e p o r t e r s t han usual.
But r e a l l y all the w ork,
staff
w o r k and the G o v e r n o r ' s work,
was p r e t t y
much
don e by two days b e f o r e the S t a t e of the S t a t e a d d r e s s
b e f o r e the a d d r e s s wa s a c t u a l l y d e l i v e r e d .
T hat
book
had
to be p u b l i s h e d so t here was a p e r i o d of f i v e
or
six
day s
b e t w e e n the d a t e the b o o k was
printed
and
when
he
a c t u a l l y d e l i v e r e d the a d d r e s s and the
work
was don e by that time.

B.C.

So
the State of the S tate
point fro m the past y e a r ' s
some s u m m a t i o n ?

B.R.

That's
ri g h t ,
happened.

B.C.

And

B.R.

Correct.
It was a c l e a r l ine of d e m a r c a t i o n .
I mean,
between
one
y ear and the n e x t for the S tate
of
the
State.
Y o u ' d s tart in O c t o b e r and w o r k u n t i l J a n u a r y
to get this t h i n g ready, and the n it w o u l d , g o and then
he'd
h a v e you w o r k i n g on all the i n i t i a t i v e s
between
January
and
J a n u a r y but lt w o u l d start
o ver
again.
October
to
December
was the b u s i e s t
time
In
the
Governor's
office
because
the
budget'sbeing
developed,
the
S t a t e of the S t a t e ' s b e i n g d e v e l o p e d ,
plus
y o u ' r e tr y i n g to I m p l e m e n t e v e r y t h i n g that
he'd
recommended
In
J a n u a r y so it was an
e x t r e m e l y bus y
time.
F all was a l w a y s an e x t r e m e l y b u s y time.

B.C.

Well,

the n a l s o

that

of w h a t

setting

answers

any

k i n d of was a
policy because

had

the

happened,

agenda

questions

for

transitional
it
included

of wha t

the

I would

coming

have.

h a d n ’t

y ear?

Transcript
Dr. R o n a l d

your

position

- Interview with
Quincy - 8/22/85

B.C.

Describe

in

the M i l l i k e n

R.Q.

I n i t i a l l y my p o s i t i o n w i t h the M i l l i k e n a d m i n i s t r a t i o n
was
that
of
special
assistant
to
the
governor,
primarily
focusing
on
civil
rights,
affirmative
action,
and
equal opportunity policy
issu e s .
That
position
was e x p a n d e d to i n c l u d e the D i r e c t o r s h i p
of
the
State
Equal Employment Opportunity
Council
and
t hen
additionally
at a l a t e r p oint D i r e c t o r
of
the
O f f i c e of H u m a n R e s o u r c e Policy.

B.C.

In y our p o s i t i o n you had an
o p e r a t i o n s of the e x e c u t i v e

R.Q.

That's

B.C.

Specifically
Milliken
h ave
t h e i r w a y i nto

R.Q.

I
believe
the
governor
has
very
strong
personal
convictions
with
regard
to
education.
He
valued
higher
e d u c a t i o n a m o n g the top p r i o r i t i e s w i t h i n
his
administration.
H e was p a r t i c u l a r l y c o n c e r n e d for the
r e s e a r c h i n s t i t u t i o n s and w a n t i n g to m a i n t a i n the h i g h
l e v e l of q u a l i t y t h r o u g h o u t the big f our i n s t i t u t i o n s ,
which
w o u l d be the U n i v e r s i t y of
Michigan,
Michigan
S tate,
W a y n e State,
and M i c h i g a n Tech.
He wa s a l s o
concerned
a b o u t the c o m m u n i t y c o l l e g e s y s t e m an d
the
a b i l i t y to d e l i v e r to t hose p e r s o n s who h a d no
desire
to
either
attend
a f our y ear i n s t i t u t i o n
or
t hose
p e r s o n s who w e r e u s i n g the two y e a r i n s t i t u t i o n s as
a
s p r i n g b o a r d to a c h i e v i n g a fou r yea r degr e e .
A good
number
of
the
persons
attending
the
two
year
i n s t i t u t i o n s w e r e m e m b e r s of m i n o r i t y g r o u p s or
they
w e r e f rom w o r k i n g c lass f a m i l i e s ;
families who
could
not
afford
the o p p o r t u n i t y to go on to a
fou r
year
i n s t i t u t i o n s t r a i g h t out of h i g h school.
M a n y of the
state
two y e a r c o l l e g e s t u d e n t s are f irst
generation
c o l l e g e s t u d e n t s an d so a h i g h e r e d u c a t i o n o p p o r t u n i t y

opportunity
office?

administration.

to o b s e r v e

the

correct.

Dr. R o n a l d
Quincy
Special
Assistant
Development.

In
higher
education,
did
Governor
any
personal convictions
that
f ound
higher education policy?

is c u r r e n t l y a W h i t e H o u s e
Fellow
and
to the S e c r e t a r y of
Housing
and
Urban
160

161
was s o m e t h i n g v e r y n e w in t e r m s of e x p e r i e n c e or their
families.
So he was v e r y c o n c e r n e d a b o u t m a i n t a i n i n g
opportunities
within
the
two
year
institutions.
Another
priority
h a d to do w i t h the e q u i t y
and
the
equal
d i s t r i b u t i o n of u n i v e r s i t y and s t a t e
resources
for
minority
group
students.
Thi s
policy
was
manifested
in
a
number
of
ways
through
personal
meetings
with
university
presidents,
through
communications
(be
t h e y w r i t t e n or v e r b a l ) w i t h
the
State
B o a r d of E d u c a t i o n .
He r e c o g n i z e d that the
State
Board
of
Education
had a
very
minimal
impact
on
university
programs.
But
it
was
also
manifested
through
his
contacts
with
key
legislators,
particularly
those
serving
on
the
appropriations
committees
and
the
education
subcommittee.
Then
fi n a l l y ,
the g o v e r n o r e x e r c i s e d his I n t e r e s t in terms
of e q u i t y w i t h i n h i g h e d u c a t i o n t h r o u g h the D e p a r t m e n t
of
H a n a g e m e n t and B u d g e t ,
p a r t i c u l a r l y the e d u c a t i o n
section
of the b u d g e t
office,
wherein
universities
were
e n c o u r a g e d to p r e s e n t b u d g e t s w h i c h had a d e q u a t e
financial
aid p r o g r a m s and a l s o s p o k e to the
general
need
to a p p l y c e r t a i n e q u a l o p p o r t u n i t y s t a n d a r d s
to
p r o g r a m s and e m p l o y m e n t o p p o r t u n i t i e s .

B.C.

The
second
question
w o u l d be m o r e
related
to
administration;
the
structural
aspects
of
administration.
Onc e
a
higher education policy
M i c h i g a n had b e e n i d e n t i f i e d ,
by w hat p r o c e s s did
initiative
find its w a y into the g o v e r n o r ' s S t a t e
the S t a t e m e s s a g e ?

the
the
in
the
of

R.Q.

First
of
all,
policy
issues
be
they
education,
agriculture
issues,
or
criminal
justice
Issues,
originated
sometimes
by a g o v e r n o r ' s
s taff
members
oftentimes
the
p r o g r a m s p e c i a l i s t in the
particular
policy
area.
S o m e t i m e s the p o l i c y
initiative
came
from
the
respective departments
themselves.
Other
times
it c ame f r o m v a r i o u s c o n s t i t u e n t
organizations
or e d u c a t i o n a l o r g a n i z a t i o n s t h r o u g h o u t the s tate
and
yet
o t h e r times it cam e f r o m k e y l e g i s l a t o r s an d f rom
other
persons
i n v o l v e d in the
legislative
process.
O n c e a p o l i c y p r o p o s a l wa s p r e s e n t e d to the
executive
office,
it
was
n o r m a l l y r e f e r r e d to the
respective
d e p a r t m e n t , in this cas e e d u c a t i o n . It w o u l d h a v e b e e n
referred
to the D e p a r t m e n t of E d u c a t i o n as w e l l as to
the D e p a r t m e n t of M a n a g e m e n t an d B u d g e t for
budgetary
Implications.
E a c h year, u s u a l l y a r o u n d O c t o b e r , the
executive
office
w o u l d send to e a c h d e p a r t m e n t
head
and m a j o r a g e n c y h e a d s a c o m m u n i c a t i o n i n d i c a t i n g that
the
governor
was b e g i n n i n g his S t a t e
of
the
State
solicitation
process
and r e q u e s t e d the m to
identify
ke y p o l i c y i s s u e s w h i c h m a y be i n c l u d e d i nto the State

162
of the S tate a d d r e s s .
Sometime around November
this
Initial
communication
w o u l d get f o l l o w e d and
a
key
s taff
person
w o u l d be I d e n t i f i e d to f o l l o w
up
with
each
of
the r e s p e c t i v e d e p a r t m e n t s .
Shortly
after
that,
the
g o v e r n o r ’s o f f i c e w o u l d b e g i n
to
receive
from
the d e p a r t m e n t s p o l i c y i n i t i a t i v e s that w o u l d be
screened,
some
contacts
back
an d
forth
with
the
r e s p e c t i v e d e p a r t m e n t s w e r e comm o n , an d o f t e n t i m e s the
g o v e r n o r ' s o f f i c e w o u l d e l i m i n a t e som e
proposals,
or
e x p a n d on some o t h e r p r o p o s a l s ,
b a s e d on how t hey fit
into
administration
p lans b a s e d on
their
budgetary
implications,
and
based
on t heir m e r i t a n d
general
soundness.
The p r o g r a m s p e c i a l i s t s in the g o v e r n o r ' s
office
wa s
responsible
for
not
only
editing
for
content
bu t als o the y w e r e r e s p o n s i b l e
for
checking
w i t h the v a r i o u s e d u c a t i o n o r g a n i z a t i o n s , l e g i s l a t o r s ,
and
to
b o u n c e off on the m some of t h e s e c o n c e p t s
to
see if the y w ere i n d e e d p r a c t i c a l and u s e f u l for s tate
g o v e r n m e n t to a d d r e s s .
There were also occasions when
some
i s s u e s w e r e not t a k e n to k e y
legislators,
when
the y w e r e not t aken to c o n s t i t u e n t o r g a n i z a t i o n s ,
but
were
worked
on i n t e r n a l l y .
O nce an
item
ha d
bee n
s c r e e n e d I n i t i a l l y by the g o v e r n o r ' s s t a f f m e m b e r s and
onc e
it s u r v i v e d the p r o c e s s of g o i n g b a c k and
forth
from
the
department
to
the
executive
office
for
clarification,
a d d i t i o n a l dat a and facts,
and d o l l a r
figures
in
t erms of h o w it w o u l d i m p a c t the
budget,
the
proposal
then w ent to a g r o u p
of
senior
staff
members
usually
c o m p o s e d of the D i r e c t o r
of
Public
Affairs
wh o s u p e r v i s e d the p ress area,
his
official
ti t l e was E x e c u t i v e A s s i s t a n t for P u b l i c A f f a i r s .
It
als o
i n c l u d e d a v e r y k e y p e r s o n a l s taff m e m b e r of the
governor
who
was
responsible
for
overseeing
his
scheduling,
who
was r e s p o n s i b l e for o v e r - s e e i n g
the
handling
of
c o r r e s p o n d e n c e and p e r s o n a l
matters
of
that
nature,
that
person
was
involved.
It
also
involved
the
r e v i e w of the l e g i s l a t i v e l i a i s o n
for
the
governor
and
f rom
time to
time
it
m a y have
required
the
Involvement
of
the
governor's
legal
council
depending
on
the c o m p l e x i t y
of
any
l egal
matters
that
w e r e r e q u i r e d to be
reviewed
on that
particular
proposal.
Onc e the s e n i o r s taff
members
h a d t a k e n a l o o k at and had r e s o l v e d any c o n c e r n s that
the y w o u l d hav e
with a particular proposal, a session
w i t h the G o v e r n o r in that p a r t i c u l a r p r o g r a m m a t i c a r e a
wa s
scheduled
and
the
governor
would
receive
in
advance
of
t hat
m e e t i n g a g a l l e y c o p y or
a
galley
s heet
of those p a r t i c u l a r S t a t e of the S t a t e
issu e s .
He a l o n e w o u l d go t h r o u g h t hose items w i t h the
senior
s taff
members
and
the p r o g r a m s p e c i a l i s t s
in
that
particular
are a a n d he w o u l d d e t e r m i n e
which
issues
would
survive
f i n a l r e v i e w and f i n a l
scrutiny,
and
w h i c h i s s u e s w o u l d be e i t h e r r e s e r v e d for som e
future
time or w h i c h i s s u e s w o u l d be d r o p p e d a l t o g e t h e r .
So,

163
t hese
meetings were called Decision Meetings;
S tate
of the S t a t e D e c i s i o n M e e t i n g s w h e r e the g o v e r n o r
and
s e n i o r s t a f f m e m b e r s and the p r o g r a m s p e c i a l i s t s w o u l d
a c t u a l l y m a k e the final d e c i s i o n s as to the c o n t e n t of
the
S tate
of the S t a t e a d d r eess;
ss;
tha
that
pretty
much
r e p r e s e n t s the p r o c e s s .

B.C.

t h e r e ever
Would
that the g o v e r n o r

R.Q.

T h e r e w o u l d n e v e r be
that the g o v e r n o r was
1 tern
in
the Sta te o
wi tho ut the g o v e r n o r '

be
was

in the Sta
re o f ?

in the Sta
re o f . I c
ate
which
r s o n a l app

was

included

B.C.

O nce
a
h i g h e r e d u c a t i o n p o l i c y wa s a n n o u n c e d
S t a t e of the State, who had the r e s p o n s i b i l i t y
implementation?

in
for

the
its

R.Q.

Normally
the
r e s p o n s i b i l i t y for
implementation
was
with
the State B o a r d of E d u c a t i o n and the
individual
colleges
and
universities themselves.
S ome of
the
items
of
course had
legislative
implications
and,
therefore,
the
governor would specifically recommend
that
the
legislature
enact
a
law
or
that
the
l e g i s l a t u r e fund to the tune of X n u m b e r s of
millions
of d o l l a r s
for a
p a r t i c u l a r p r o g r a m or a
particular
institution.
So it v a r i e d in terms
of w h i c h e n t i t y
was
i n v o l v e d in the i m p l e m e n t a t i o n of a S t a t e of
the
S t a t e item.
The l e g i s l a t u r e was i n v o l v e d w h e r e t here
were
needs
to
c h a n g e s tate
law.
The
budget
was
involved
in
the
follow
up
where
it
was
an
a d m i n i s t r a t i v e d i s c r e t i o n a r y p r o g r a m or a p r o g r a m that
required
the
b u i l d i n g in of n e w b u d g e t a r y
proposals
for
consideration.
And t hen of c o u r s e
universities
t h e m s e l v e s w e r e r e s p o n s i b l e for i m p l e m e n t a t i o n and the
State
B o a r d of E d u c a t i o n .
Now,
internally
in
the
g o v e r n o r s o f f i c e , the s e v e r a l ke y p e o p l e w e r e i n v o l v e d
in
State
of the S t a t e
follow
up.
S e v e r a l t imes
through
the c o u r s e of the y e a r a c o m m u n i c a t i o n
would
go to r e s p e c t i v e staff and d e p a r t m e n t s i n q u i r i n g as to
the
p r o g r e s s or f o l l o w
up on S tate
of
the
S tate
issues,
s u c h as the g o v e r n o r ' s e d u c a t i o n a d v i s e r
who
would
r e c e i v e suc h a c o m m u n i c a t i o n .
It w o u l d be that
p e r s o n ' s r e s p o n s i b i l i t y to c o n t a c t ke y l e g i s l a t o r s
to
d e t e r m i n e w h e r e i tems w e r e in the l e g i s l a t i v e p r o c e s s ;
to
contact
the
b u d g e t o f f i c e to
find
out
whether
Indeed
certain
programs
had
gotten
funded
or
recommended
for
funding;
to
contact
the
various
college
presidents
to
determine
whether
t hey
had

164
individually
followed
up on c e r t a i n
items;
and
to
contact
the
S tate
Board
of
Education
and
the
Superintendent
of
E d u c a t i o n to fin d
out
if
Indeed
certain
programs
were
followed
up
on
that
were
identified
in
the
State
of
the
State.
The
implementation
was in the h a n d s of
the
legislature,
the
universities themselves,
the .budget o f f i c e ,
and
with
the
State B o a r d of
Education.
Follow
up
to
i m p l e m e n t a t i o n was p r i m a r i l y the r e s p o n s i b i l i t y of the
governor's
office
staff,
primarily
the
program
s p e c i a l i s t in the h i g h e r e d u c a t i o n area.

B.C.

The last q u e s t i o n ... W h a t ,
in y o u r o p i n i o n ,
has
been
the
o v e r a l l im p a c t of the M i l l i k e n a d m i n i s t r a t i o n
on
higher education?

R.Q.

W ell,
I
t h i n k the I m p a c t has b e e n lon g
lasting,
I
think
that
the
Michigan's
higher
education
Institutions
w e r e f u n d e d at a level that far e x c e e d e d
the
national average.
Of c o u r s e ,
d u r i n g the
state
recession,
that
funding
dwindled
considerably
but
nevertheless
the r e s o u r c e s w h i c h w e r e b u i l t
up
over
the
years
were
substantial
enough
that
our
universities
s u r v i v e d the r e c e s s i o n and the y s u r v i v e d
in v e r y goo d s t a n d i n g . The q u a l i t y of e d u c a t i o n at the
U n i v e r s i t y of M i c h i g a n ,
M i c h i g a n State,
W a y n e State,
an
at M i c h i g a n T e c h has not s u b s t a n t i a l l y d e c l i n e d as
a re s u l t of the r e c e s s i o n and t h a t ' s b a s i c a l l y b e c a u s e
of
the r e s o u r c e s w h i c h w e r e b u i l t up ove r
the
years
which
e n a b l e d the u n i v e r s i t i e s to a t t r a c t o u t s t a n d i n g
f a c u l t y m e m b e r s who,
for the m o s t part,
remained
at
these
major
institutions.
The
major
research
i n s t i t u t i o n s lost some f a c u l t y m e m b e r s ,
the y lost the
ability
to
recruit
some n e w f a c u l t y
members
as
a
result
of
the f i n a n c i a l r e c e s s i o n ,
but yet
on
the
wh o l e ,
the q u a l i t y of t h e i r e d u c a t i o n a l p r o g r a m s
did
not
d r a m m a t i c a l l y s u f f e r to the e x t e n t that the y h a v e
lost n a t i o n a l rating.
The M i l l i k e n a d m i n i s t r a t i o n and
the g o v e r n o r in p a r t i c u l a r r e c o g n i z e d the g r e a t n e s s of
the U n i v e r s i t y of M i c h i g a n .
On a n u m b e r of o c c a s i o n s
he
d i f f e r e n t i a t e d b e t w e e n the U n i v e r s i t y of
Michigan
and
all
the state i n s t i t u t i o n s b a s e d
on
the
world
class
status
as
the
University
of
Michigan.
Consequently,
his b u d g e t p r o p o s a l s w e r e m o r e g e n e r o u s
to the U n i v e r s i t y of M i c h i g a n in r e c o g n i t i o n of
their
n eed
to m a i n t a i n t h e i r w o r l d c lass status.
Thi s was
v e r y i m p o r t a n t to the state,
it was v e r y i m p o r t a n t to
the
economic
g r o w t h of the state,
and it
was
very
i m p o r t a n t to m a i n t a i n i n g an e d u c a t i o n a l i n s t i t u t i o n in
the s t a t e e q u a l to none.
More importantly,
I think
the l e g a c y of the M i l l i k e n a d m i n i s t r a t i o n w i t h
regard
to
higher
education
left a s y s t e m
which
is
still

165
basically
Independent,
We
d on't h a v e a
statewide
university
system
as
suc h
which
is h e a d e d
by
a
chancellor
and
the
presidents
reporting
to
the
chancellor.
Our
u n i v e r s i t i e s are i n d e p e n d e n t ,
they
r e p o r t to t h e i r v a r i o u s b o a r d s ,
and 1 b e l i e v e that as
a
r e s u l t of this s t r u c t u r e ,
that
Michigan's
higher
education
i n s t i t u t i o n s h ave bejtyt^able to e x p a n d
with
very
little
i n t e r f e r e n c e f rom
governmental
bodies.
Some
p e r s o n s b e l i e v e that they h a v e e x p a n d e d too far,
that
they are o v e r l a p p i n g p r o g r a m s ,
but I t h i n k
the
basic
thing that s h o u l d be u n d e r s t o o d is
that
while
there
are
some
overlapping programs,
that
is
far
o u t w e i g h e d by the a b i l i t y of our i n s t i t u t i o n s to
move
very
quickly
to
make p r ogrammatic
changes
and
to
attract
goo d
leadership
in
terms
of
university
presidents
who
are
in
charge
as
opposed
to
a
university
system
where
you have another
layer
of
b u r e a u c r a c y to r e p o r t to.
So I t h i n k that e v e n t h o u g h
there
were
legislative
interests
and t h e r e
wer e
Interests
elsewhere
in
the s tate
to e s t a b l i s h
a
statewide
higher
education
system,
the
Milliken
a d m i n i s t r a t i o n did not s u p p o r t that;
it o p p o s e d that.
I t h i n k it was a g o o d f o r e s i g h t and I t h i n k M i c h i g a n ' s
higher
e d u c a t i o n i n s t i t u t i o n s are m u c h s t r o n g e r as
a
r e s u l t of t h e i r i n d e p e n d e n c e and as a r e s u l t of
their
ability
to m a n a g e their r e s o u r c e s and m a k e
decisions
in
a t i m e l y m a n n e r to i m p a c t h i g h e r e d u c a t i o n at
the
m a x i m u m l evel in the state.

B.C.

You
t a l k e d a b o u t c o m m u n i t y c o l l e g e s ' q u a l i t y and four
year c o l l e g e s .
In c l o s i n g ,
do you h a v e a n y c o m m e n t s
fr o m you r e x p e r i e n c e in the e x e c u t i v e o f f i c e in r e g a r d
to p r i v a t e c o l l e g e s ?

R.Q.

Private
colleges
faired
well
during
the
Milliken
years.
It was d u r i n g the M i l l i k e n y e a r s w h e n p r i v a t e
c o l l e g e s or s t u d e n t s e n r o l l e d in p r i v a t e c o l l e g e s w e r e
permitted
to
receive state
tuition
grants.
These
tuition
grants enabled many students,
who o r d i n a r i l y
would
not h ave b e e n able to a t t e n d
universities,
to
attend
those u n i v e r s i t i e s and m i n o r i t y
students,
in
particular,
p a r t i c i p a t e d in t h o s e p r o g r a m s .
It
was
a l s o d u r i n g the M i l l i k e n y e a r s w h e n the I n d i a n t u i t i o n
waiver
program
cam e into b e i n g
which
enabled
many
Indian
students
in the s t a t e of M i c h i g a n to
receive
quality education.
It was als o i m p o r t a n t , I b e l i e v e ,
that
we
in
M i c h i g a n w e r e abl e to
move
ahead
with
various
a f f i r m a t i v e a c t i o n e f f o r t s on our
university
campuses
b o t h in terms of e m p l o y m e n t an d in terms
of
enrollment,
and
a
very
important
task
force
was
formed;
a
t ask
f orce
on
higher
education
for
minorities,
women
and
handicappers.
Some
of
the

166
results
of
that t a s k f orce h a v e
been
Implemented;
m a n y of t hem h a v e not b e e n i m p l e m e n t e d as
yet.
This
wa s yet a n o t h e r e x a m p l e of c o n c e r n and i n t e r e s t in the
e q u i t y a r e a to m a k e sure that m i n o r i t y s t u d e n t s , w o m e n
an d
handicappers
had a f ull o p p o r t u n i t y to
exercise
t h e i r r i g h t to r e c e i v e a h i g h e r e d u c a t i o n .
T h e r e was
also
a r e c o g n i t i o n on the par t of the
administration
that m o r e w o m e n and m o r e m i n o r i t i e s n e e d e d to be h i r e d
as
faculty
members
and
as
administrators
in
our
state's
higher
education
institutions
so
this
s e n s i t i v i t y was v e r y i m p o r t a n t a n d p r o v i d e d a s t i m u l u s
for
some
activity,
some
positive
activity,
on
u ni versity campuses.

Transcript - Int er vi ew With
Doug Smith 9/26/85

B.C.

First
of all,
would you
describe
the M i l l i k e n a d m i n i s t r a t i o n .

D.S.

I
j o i n e d the p o l i c y staff,
w h i c h wa s h e a d e d at
that
time by Pat B a b c o c k ,
in the m i d - y e a r 1976.
I c ame on
to
assist
Jim
PhelpB
w h o at
that
point
was
the
Governor's
advisor
for
educational
policies.
He
handled
both
higher
education
and
K -12.
Jim's
intention
was
to try to split the a reas so
that
he
would
tak e h i g h e r e d u c a t i o n and I w o u l d take the K - 1 2
p oli c y .
P r i o r to that,
I s e r v e d for five y e a r s w i t h
S e n a t o r Gil B u r s e l y and w o r k e d in the a r e a of t a x a t i o n
and
school financing.
J i m left a bout two
or
t hree
m o n t h s a f t e r I cam e on to b e c o m e D e p u t y S u p e r i n t e n d e n t
un d e r , at that point, J o h n P o r t e r , and at that p o i n t I
t oo k
o ver the e n t i r e e d u c a t i o n a l p o l i c y a r e n a and was
responsible
for
the p o l i c y side
of
the
G o v e r n o r ’s
educational
positions.
I sat on the S t a t e B o a r d
of
Education
during
that
next
four-and-one-half
year
p e r i o d of t ime as the G o v e r n o r ' s r e p r e s e n t a t i v e , w h i c h
he' s g i v e n by the c o n s t i t u t i o n ,
and t hen w o r k e d
very
c l o s e l y w i t h o t h e r m e m b e r s of the p o l i c y s t a f f to m a k e
sure
that
the p o l i c i e s in e d u c a t i o n w e r e
consistent
w i t h o t h e r p o l i c y areas.

B.C.

In
the y e a r s that y o u s e r v e d as p o l i c y a d v i s o r to the
Governor,
in
your
opinion,
have
there
been
any
personal
c o n v i c t i o n s of the G o v e r n o r that hav e
found
their w a y into h i g h e r e d u c a t i o n p o l i c y ?

D.S.

I t h i n k so.
I t h i n k that the one s that p r o b a b l y w e r e
the
underpinnings
of al l of w h a t
he
was
concerned
about
in
higher
e d u c a t i o n I w o u l d hav e to
say
was
e q u a l a c c e s s and e q u a l q u a l i t y ; that t h e r e was q u a l i t y
to
the s y s t e m of h i g h e r e d u c a t i o n .
He ha d
visioned
that M i c h i g a n ,
to some d e g r e e ,
had put t o g e t h e r o v e r
time a v e r y g ood h i g h e r e d u c a t i o n s y s t e m , but that the
r ea l
challenge
t o d a y w a s was to h e l p
maintain
that
quality
which meant
improving.
Maintaining
higher
e d u c a t i o n q u a l i t y was r e a l l y p a r a m o u n t to him, as w e l l
as t r y i n g to a s s u r e that there w a s e q u a l a c c e s s .
That
people
were
not p r o h i b i t e d or i n h i b i t e d
from
going
i nt o h i g h e r e d u c a t i o n i n s t i t u t i o n s b e c a u s e of the l a c k

Doug
S m i t h is c u r r e n t D i r e c t o r
I n s t i t u t e at G r a n d V a l l e y S t a t e
167

your

of the E c o n o m i c
College.

position

with

Development

168
of f i n a n c i a l r e s o u r c e s .
I t h i n k he a l s o v e r y h o n e s t l y
recognized
the s t a t u r e w i t h i n the q u a l i t y i s s u e
that
we
ha d
the U n i v e r s i t y of M i c h i g a n ,
really
a
world
class institution,
and to that e x t e n t n e e d e d to make,
to
the
extent
possible,
major investments
in
the
U n i v e r s i t y of M i c h i g a n and,
w h i l e he r e c o g n i z e d
that
MSU
ha d
c e r t a i n l y i n t e r n a t i o n a l r e c o g n i t i o n in
some
fields
and
a r e p u t a t i o n that
even
extended
beyond
national
boundaries,
it
was
U of M
that
was
our
flagstaff
institution,
and 1 t h i n k that wa s
clearly
something
that
was
evident
in
the
budgets
and
policies.
He
defended
the
U of
M
budget
fairly
vehemently
right
from
the
beginning
of
his
a d m i n i s t r a t i o n and on t h r o u g h it, e v e n t h o u g h he n e v e r
attended
the
University
of M i c h i g a n .
So
I
think
quality
an d
a c c e s s w e r e the two th i n g s
that
really
were
the u n d e r l y i n g c o n v i c t i o n s he had,
really
were
the b o t t o m lines.
W h e n we got d o n e w i t h the
policy,
then
he
w a n t e d to k n o w w i t h w h a t e v e r
budgets
these
were
what
were
we d o i n g to i m p r o v e the
quality
of
h i g h e r e d u c a t i o n and the a c c e s s to h i g h e r e d u c a t i o n .

B.C.

Th e
second
question
would
be,
within
the
a d m i n i s t r a t i o n i tse l f ,
o nce a h i g h e r e d u c a t i o n p o l i c y
initiative
had b e e n i d e n t i f i e d ,
by wha t p r o c e s s
did
the
i n i t i a t i v e f ind its w a y into the G o v e r n o r ' s S t a t e
of the S t a t e M e s s a g e ?

D.S.

Thi s
is one of the p l a c e s w h e r e I w i l l s h o w m y
bias.
One of the r e a s o n s that I was i n t r i g u e d by s e r v i n g
in
the
M i l l i k e n a d m i n i s t r a t i o n was m y s e n s e b e f o r e 1 got
there
and
clearly
my
understanding
after
1
had
operated
w i t h i n the system.
Wa s the G o v e r n o r r e a l l y
j e a l o u s l y g u a r d e d by a p o l i c y s t a f f
an d
a
political
staff,
and
w h i l e yo u n e v e r d e v e l o p p o l i c y d e v o i d
of
political considerations,
to the p o l i c y s t a f f w h a t he
was sayi n g ,
an d he sai d it time and a g a i n and he said
it
loud
and clear,
I w a n t you to giv e me
the
best
policy.
I
w a n t yo u to tell me on a s heet of
paper,
and
this was k i n d of the t h i n g I'll a l w a y s
remember,
y ou
got one s h e e t of p a p e r and I w a n t y o u to tell me,
1 d o n ' t care w h e t h e r it's w o r k e r s c o m p e n s a t i o n or it's
funding
of
all
K-12 schools
or
it's
professional
d e v e l o p m e n t in h i g h e r e d u c a t i o n ,
d e s c r i b e the poli c y .
G i v e me two or t h r e e a l t e r n a t i v e s and r e c o m m e n d to
me
which
of t hose is the p o l i c y you w o u l d r e c o m m e n d
and
why.
A n d so the p r o c e s s that he set up in the o f f i c e
wa s
one
where,
to some d e g r e e ,
t here was a l w a y s
I
think
a
little,
and I d o n ' t m e a n
this
negatively,
healthy
friction
between
the
political
s taff
and
p o l i c y staff, b e c a u s e o u r c o n c e r n was w h a t is the best
p olicy.
Wha t
is
the bes t p u b l i c
policy.
I
think

169
p u b l i c p o l i c y is g a u g e d on h o w m u c h cost e f f e c t i v e n e s s
of
the poli c y ,
h o w w e l l it s e r v e s the
p e o p l e of
the
state,
that
it
be a b a l a n c e d a p p r o a c h
when you're
dealing
with
higher e ducation you're looking
at
15
four-year
institutions.
O f t e n t i m e s w e f e l t l ike
we
were
w i t h i n the a d m i n i s t r a t i o n h a v i n g to go and
bear
arms
a g a i n s t J e r r y M i l l e r and f ight w i t h i n the b u d g e t
process.
I
truly
think M illiken
started
with
the
p o l i c y s t a f f an d say tell me w h a t ' s right, the n I w i l l
in
a s e n s e b r i n g to bea r the p o l i t i c a l c o n s i d e r a t i o n s
and
s o m e t i m e s t hose
w i l l o u t w e i g h some
of the
policy
c o n s i d e r a t i o n s . But he d i d n ' t s tart w i t h the p o l i t i c s .
He
involved
the
politics
after
the
policy
was
established.
I
think
th a t ' s the o n l y
way
you
can
r e a l l y e s t a b l i s h c o n s i s t e n t and goo d g o v e r n m e n t .
And
that
i sn't
to in any w a y be d e r o g a t o r y
towards
the
politics.
The
politics
are k i n d of the juice' that
m a k e s the w h o l e t h i n g flow.
But if you s t a r t f r o m the
political
c o n s i d e r a t i o n s and t hen try to go b a c k
and
m a k e p o l i c i e s that are c o n s i s t e n t w i t h that,
I
think
you'll
end up w i t h v e r y i n c o n s i s t e n t p o l i c i e s b e c a u s e
the n y o u ' r e g o i n g to go w i t h w h a t ' s p o p u l a r and no one
can
o f t e n t i m e s run a g a i n s t t h i n g s that
are
popular,
and
if it had o n l y b e e n p o l i t i c a l he w o u l d h ave t a k e n
som e v e r y d i f f e r e n t sta n d s on som e
issues.
Including
some of t h o s e in and o u t s i d e of h i g h e r e d u c a t i o n .
So
our
s taff
wa s r e a l l y r e s p o n s i b l e ,
an d
the
biggest
p o l i c y m e s s a g e , and y o u ’ve see n b o t h d o c u m e n t s , is the
S t a t e of the State,
w h i l e the
annual budget document
is the i m p l e m e n t a t i o n d o c u m e n t .
Th e p o l i c y s t a f f was
really
r e s p o n s i b l e for p u t t i n g t o g e t h e r the S t a t e
of
the S tate a d d r e s s .
B i l l y L i l l y was the p e r s o n at that
point
wh o
was
really
the
c o o r d i n a t o r for
it
throughout
the y ears that I w a s a s s o c i a t e d
with
it.
But
we
w e r e r e s p o n s i b l e for d o i n g the f irst
drafts,
they had to be r e v i e w e d by M a n a g e m e n t and
Budget,
we
were
the ones that had final r e v i e w a u t h o r i t y on
it,
and
pretty
much
t h e r e was a g r e a t d eal
of f r e e d o m ,
that
Is
when
I
brought m y portion,
w h i c h wa s
the
h i g h e r e d u c a t i o n and the K - 1 2 p o r t i o n of the S t a t e
of
the S t a t e t o g e t h e r .
I d r e w u p o n a n u m b e r of f a c t i o n s ,
as an e x a m p l e the D e p a r t m e n t of E d u c a t i o n w o u l d s u b m i t
what
proposals
that the y w o u l d lik e
to
have.
DMB
w o u l d s u b m i t t h e i r p r o p o s a l s of w h a t s h o u l d be said in
the
S t a t e of the S t a t e but it
was m y
responsibility
to
take those plus my ow n d i r e c t i o n and say h e r e
are
what
our
p r i o r i t i e s s h o u l d be and h e r e is
what
you
should
be
saying.
Then
we w o u l d take
the
entire
policy
staff
and l i t e r a l l y go t h r o u g h
every
single
a r e a jo i n e d t o g e t h e r so that p e o p l e in c ivil r i g h t s or
p e o p l e in p u b l i c h e a l t h c o u l d m a k e c o m m e n t on the s e c ­
tions
of
higher education because
I
think
another
thing
that M i l l i k e n r e c o g n i z e d is that the p o l i c y is
als o i n t e r a c t i v e .
Yo u d o n ' t c r e a t e p o l i c y in
higher

170
education
th a t ' s
d e v o i d of some
kin d of c o n t a c t
or
content
that has some r e l e v a n c y to c ivil
rights
and
public
health
and
all
of
the
other
areas
of
government.
So
he
not
onl y i n v i t e d
but
we
were
structured
in s uch a w a y that w h e n it c a m e
time
for
the S t a t e of the S t a t e M e s s a g e
all of us not o n l y had
to
do
our own s e c t i o n ,
we had to
review
everybody
else's
section
and w e
o f t e n t i m e s w o u l d sit in
that
board
r o o m and go t h r o u g h that S t a t e of the S t a t e
to
the
point w h e r e we o f t e n t i m e s got s ick of l o o k i n g
at
the S tate of the State.
But that was p r e t t y m u c h ho w
it
was d e v e l o p e d and t here was not a f r a m e w o r k
ahead
of time.
We w e r e n ' t g i v e n by M i l l i k e n , as an e x a m p l e ,
t h e s e are
w h a t I w a n t a c c o m p l i s h e d this year.
It was
a
question
f rom
him
to
us,
what
should
we
be
p r i o r i t i z i n g this year.
An d tha t ' s w h y I say that the
freedom
from
process,
I could really bring
to
his
a t t e n t i o n and b r i n g to the a t t e n t i o n of the l e a d e r s h i p
in
the
a d m i n i s t r a t i o n w h a t it wa s that
I
felt
the
p o l i c y be.
An d to some degr e e , I had g r e a t e r f r e e d o m
than
other
p o l i c y a d v i s o r s and the r e a s o n
was
when
M i l l i k e n had to s e t t l e and i s s u e w i t h h i g h e r e d u c a t i o n
he
had
o n l y me to r e l y on.
He b a s i c a l l y t u r n e d
to
Jerry
M i l l e r and m y s e l f b e c a u s e he d i d n ' t h ave as
he
doe s
other
places
a
department
director.
The
Superintendent
of
Public
Instruction,
particularly
u n d e r P o r t e r ' s style,
wa s not one to k i n d of
Immerse
h i m s e l f in the p o l i t i c a l p r o c e s s a c r o s s the s t r e e t and
so we had to s e t t l e a m a j o r i s s u e in h i g h e r e d u c a t i o n .
It did not I n v o l v e ,
as o t h e r a r e a s did,
a department
director,
J e r r y M i l l e r and a p o l i c y s taff pers o n , and
the n
overseeing
the w h o l e t h i n g was p r o b a b l y
George
Weeks.
It
r e a l l y i n v o l v e d just J e r r y and I k i n d
of
g o i n g at It o n e - o n - o n e o f t e n t i m e s .
Or In som e cases,
one-on-four.
He'd
bring
in his o t h e r s e a r g e n t s
to
develop
the p o l i c y issue,
and t h e r e w e r e m a n y
times
when
I sat on this side of
the t a b l e by m y s e l f
while
J e r r y w o u l d set
t here w i t h t hree or four p e o p l e ,
two
policy
a n a l y s t s and the n F r e d W h i m s
and
Je r r y ,
and
m a y b e To m Clay,
and we' d be d i s c u s s i n g an issue. I'll
relate
in r e t r o s p e c t an i n t e r e s t i n g ,
h u m o r o u s issue.
I'd
b e e n on s t a f f no m o r e t han three or four
months,
J i m h a d just left, and up cam e a m a j o r bil l on r e t i r e ­
ment
policy
and
changing
retirement
policies
for
public
s c h o o l e m p l o y e e s at all l e v e l s a n d I e n d e d
up
arguing
the i ssue b e c a u s e I'd bee n i n v o l v e d f r o m
the
Senate
standpoint
with
the
issue
an d
knew
the
l e g i s l a t i o n f a i r l y well.
I
was a l o n e on this side
of
the table.
Pat B a b c o c k cam e in
a l i t t l e bit l a t e r and
sat
d o w n w i t h me and t hen left,
but the m a j o r i t y
of
the
time I sat her e a l o n e f a c i n g J e r r y M i l l e r ,
and I
ha d
just come as an a d m i n i s t r a t i v e a s s i s t a n t for
the
S e n a t e and I wa s s i t t i n g in the G o v e r n o r ' s offi c e , the
Governor
at
the
end
of the
table,
we
must
have

171
debated
on t h r e e o c c a s i o n s and on the t h i r d
occasion
we
got don e w i t h the d i s c u s s i o n and you c o u l d
always
tell
when
the G o v e r n o r wa s don e it
was
clear.
He
never
s aid
a n y t h i n g but you k n e w w h e n the d e b a t e
was
over.
He k n e w e v e r y b o d y
had h a d t h e i r say and w e w e r e
now beating
a dea d h o r s e and he was done.
You
could
tell he was d one w i t h his d e c i s i o n .
And he t u r n e d to
me and he said,
"Well,
t h i n k of it this way,
if the
Bystem
doe s go b a n k r u p t " as J e r r y had b e e n c o n t e n d i n g
it w o u l d if we g ave t hese a d d i t i o n a l a l l o w a n c e s , " t h e n
the
burden
w i l l rest on y our
shoulders.”
Then
he
walked
out of the room.
I did not s l e e p that
night
because
al l I c o u l d t h i n k of was m y j u d g m e n t
against
that
of
this
powerful
machine
and
all
of
this
management
and
budget,
and
h e r e the
Governor
had
decided
and
y o u ' d had an 'impact
on
the
Governor's
decision
which
was a l i t t l e a w e s o m e at
that
point.
But the fact that I had b e e n a r g u i n g d i r e c t l y c o n t r a r y
to w h a t J e r r y and the o t h e r s ha d b e e n a r g u i n g in terms
of
the
retirement
p a c k a g e and all of a
sudden
you
begin
to q u e s t i o n .
I m ean,
was I
right?
It
was
certainly
an
enlightening experience
for
me.
But
there
wa s a real f r e e d o m i n s i d e of the a d m i n i s t r a t i o n
on
those
policy determinations.
I
think
the
las t
couple
of y e a r s of the a d m i n i s t r a t i o n r e f l e c t e d
les B
of that real i n t e r p l a y and I t h i n k part of the p r o b l e m
was,
and
this is in g r e a t a d m i r a t i o n to Pat B a b c o c k ,
w h e n Pat left,
as goo d as Bil l L o n g did f o l l o w i n g up,
the p o l i c y s t a f f was n e v e r as s t r o n g an
element,
and
because
of
that,
it b e c a m e m o r e a d e c i s i o n m a d e
by
Management
and B u d g e t and less
policy
intervention.
Those
days
under
Babcock were free-wheeling
an d
I
don't
think
I
t h o u g h t of it at
the
time,
but
in
retrospect
t h e r e was e v e r y bit the s e n s e
that
t here
was
parity
among
Management
an d
Budget
and
the
financial
concerns
and the p o l i c y c o n c e r n s
and
the
political
concerns.
I
don't
think
it
wa s
the
Governor's
p r e d i s p o s i t i o n to r e d u c e the c o n c e r n a b o u t
p o l i c y as m u c h as it w a s the p o l i c y s t a f f n e v e r
again
rose to the h e i g h t s that it had u n d e r B a b c o c k of b e i n g
a
persuasive,
aggressive
arm arguing
policy.
The
budget
crunch
became
such
a
problem
that
it
o v e r s h a d o w e d the p o l i c y c o n c e r n s .
But M i l l i k e n n e v e r
ever
w a n t e d to l e a v e the p o l i c y c o n c e r n s but 1
think
the l a s t c o u p l e of y e a r s of the a d m i n i s t r a t i o n wa s not
the
G o v e r n o r ' s l a c k of d e s i r e to c o n t i n u e that
free­
wheeling policy discussion,
it was the fac t that
the
b u d g e t crun c h ,
a l o n g w i t h his own staff,
never quite
got
b a c k to the l e v e l of a g g r e s s i v e n e s s ,
this e n e r g y
that
they had befo r e ,
that t hey had u n d e r
Babcock's
l e a d e r s h i p , and I t h i n k that h u r t the M i l l i k e n a d m i n i ­
s t r a t i o n in the last c o u p l e of years.
He w a s n ' t g e t ­
ting q u i t e
the d i v e r s i t y , v a r i e t y ,
v o r a c i t y of i nput
on the p o l i c y side as he had bee n g e t t i n g befo r e .

172
B.C.

W o u l d t here e ver be a time w h e n t h e r e w o u l d be an I t e m
in
the S t a t e the of the S tate w h e r e you
didn't
know
a b o u t it?

D.S.

No.
A b s o l u t e l y not b e c a u s e our r e s p o n s i b i l i t y in the
u n i t w a s to p r o o f r e a d it.
We no t onl y h a d to
write
the
first d r a f t s ,
w e w e r e the l a s t ones to p r o o f r e a d
it.
So if a n y b o d y wa s eve r g u i l t y of h a v i n g s o m e t h i n g
in the S t a t e of the S tate that
no one k n e w ab o u t ,
we
w e r e the ones that put it in.
S o m e o n e els e w o u l d c o m e
later
and t alk a b o u t it.
So on the p o l i c y s t a f f
we
knew
w h a t was g o i n g to be in it.
We l i t e r a l l y spent
our
Christmas
Eve s
and
New
Years
Eves doing
the
proofreading
of t h o s e d r a f t s .
T h e r e was n e v e r
any
chance
of s o m e t h i n g b e i n g in it that we w e r e n ' t a w a r e
of.
We s o m e t i m e s a r g u e d lot s of p o i n t but the
State
of
the S tate w a s not a s u r p r i s e .
It was r e a l l y
our
work
p l a n for the year.
The S t a t e of the S t a t e
was
for a p o l i c y person.
A w o r k p l a n for the year.

B.C.

O nce a h i g h e r e d u c a t i o n p o l i c y i n i t i a t i v e was
in
the
State
of
the S t a t e
Message,
who
r e s p o n s i b i l i t y for its i m p l e m e n t a t i o n .

included
had
the

D.S.

T h a t i m p l e m e n t a t i o n was in a s e n s e s p l i t I t h i n k t hree
ways.
One
clearly
and a m a j o r part of it
was
with
Management
an d B u d g e t b e c a u s e yo u i m p l e m e n t the p o l i cies,
whether
it
be h i g h e r e d u c a t i o n or
any
other
m a j o r area,
by the b u d g e t that s h o u l d p r o v i d e it, and
to that e x t e n t ,
c l e a r l y h i g h e r e d u c a t i o n is a
little
bit
different
because there you have
constitutional
autonomy.
Th e s t a t e b o a r d d i d n ' t r e a l l y p l a y an y k i n d
of
a
r ole
during
the fiv e y e a r s
I
wa s
there
in
determining
K - 1 2 or h i g h e r e d u c a t i o n
budgets.
That
was d e t e r m i n e d in h i g h e r b e t w e e n the i n s t i t u t i o n s
and
every
year,
as we got p r e p a r e d for the S t a t e of
the
State
address,
every
A u g u s t we w o u l d h a v e
meetings
w i t h eac h and e v e r y c o l l e g e and t hey w o u l d p r e s e n t
to
us the b u d g e t .
J e r r y w o u l d cal l that m e e t i n g an d they
would
c ome
in and p r e s e n t t h e i r b u d g e t s and
it
was
their
a d a p t t a b l e that I t h i n k m o s t of the p o l i c y
in
higher
e d u c a t i o n was o r i g i n a l l y m a d e and t hen it
was
a f t e r the S t a t e of the S t a t e an d the b u d g e t s w e r e done
the
i m p l e m e n t a t i o n was in the b u d g e t and we w e n t
out
and
a r g u e d in the L e g i s l a t u r e for the p a s s a g e of
the
Governor's
budg e t .
That
really
was
the
primary
responsibility
of M a n a g e m e n t and Budg e t .
We ha d
to
some
little
lesser degree r es po ns ib i li t ie s
for
any
b i l l that was not b u d g e t a r y ,
but in h i g h e r
education
it
was a l m o s t all b u d g e t a r y bi l l s .
So I w o u l d a t t e n d
all of the h e a r i n g s on the h i g h e r e d u c a t i o n b u d g e t and

173
to
some
degree
to
assure
that
In
fac t
we
wer e
Implementing
the
p r i o r i t i e s that the
Governor
had.
But the m a j o r i t y of that wa s don e in h i g h e r
education
by M i l l e r and his staff.
I'm f o r g e t t i n g the n a m e her e
of w h o p r e c e e d e d D o u g R o b e r t s , but D o u g was the one in
the
end of the a d m i n i s t r a t i o n that wa s d o i n g m o s t
of
the
lobbying
there
on
behalf
of
Miller
and
the
G o v e r n o r for the b u d g e t .
O t h e r p o l i c y i n i t i a t i v e s of
higher
education
that m i g h t d e a l w i t h p o l i c y
rather
t han b u d g e t ,
and t h e r e w e r e not too m a n y of t h o s e
to
be
pretty
honest,
r e a l l y it wa s m o r e up to
me
in
t erms
of
g o i n g out and m e e t i n g w i t h the c o l l e g e s
or
s p e a k i n g to the g o v e r n i n g b o a r d s or to the
presidents
council
on b e h a l f of the G o v e r n o r i n d i c a t i n g this
is
the
direction
we'd
like
to
see
taken
in
higher
education.
We'd
do som e of that t h r o u g h t h o s e o t h e r
g r o u p s and,
ag a i n ,
t here was a l w a y s a l i t t l e
shared
between
M a n a g e m e n t and B u d g e t
and p o l i c y
staff.
By
Management
and
Budget
I
mean
Jerry
Miller.
He
o f t e n t i m e s s p o k e to h i g h e r e d u c a t i o n a u d i e n c e s .

B.C.

You
stated
that m o s t of the h i g h e r
education
policy
w as
budget
bills
and that p r i m a r i l y
was
the
case
b e c a u s e of the a u t o n o m y of the u n i v e r s i t i e s .
H o w was
there
e ver
an
a t t e m p t to try an d
guide
or
direct
higher education?

D.S.

O u t s i d e the b u d g e t p r o c e s s ,
no.
I m e a n , in t erms of
we
had a n u m b e r of i s s u e s lik e the s t a t e board.
We
had t a l k e d a b o u t t r y i n g to c r e a t e at som e time a s t a t e
board
of
h i g h e r e d u c a t i o n and it
was an
ide a that,
e v e n w i t h i n the a d m i n i s t r a t i o n ,
never
m e t w ith,
from
the G o v e r n o r on
to m y s e l f and o t h e r
advisors,
never
me t w i t h m u c h e n t h u s i a s m .
Ou r h ope was that
there
would
be c r e a t e d some typ e of b e t t e r c o o r d i n a t i o n
in
higher education.
It w a s not a s u p e r b o a r d .
N o w that
k i n d of p o l i c y fel l d i r e c t l y to me.
T hat f ell to the
p o l i c y staff.
J e r r y w o u l d not w a n t to i n v o l v e h i m s e l f
all
that m u c h in t h o s e k i n d s of d i s c u s s i o n s .
To some
degree, there's
budget
i m p a c t on
it but
It's
not
budgetary
implications
something
higher
education
needed
to
do.
I t h i n k g e n e r a l l y the s e n s e
of
the
a d m i n i s t r a t i o n was t h r o u g h o u t the a d m i n i s t r a t i o n
that
the
d i v e r s i t y of c o l l e g e s was a s o u r c e of s t r e n g t h of
higher
e d u c a t i o n a l t h o u g h at this p o i n t t h e r e
needed
to
be b e t t e r c o o r d i n a t i o n a m o n g the i n s t i t u t i o n s
and
we
sought
time
and
again
to
try to
get
the
Ins.tltutions
t o g e t h e r to see if we c o u l d n ' t get
more
of
that
informal
kin d of
coordination.
We
were
always
disappointed.
I t h i n k the p r e s i d e n t s of
the
higher
education institutions,
p a r t i c u l a r l y the
big
three,
and a b o u t h a l f w a y t h r o u g h this a d m i n i s t r a t i o n

174
you ha d a m a j o r chan g e ;
W a y n e State, U of M, M S U all
changed leaders.
We had h o p e d that the n e w l e a d e r s h i p
coming
In w o u l d s h o w som e l e a d e r s h i p not o n l y t o w a r d s
their
Institutions
but t o w a r d s h i g h e r
education
In
general.
Tha t
n e v e r d e v e l o p e d a n d I d o n ’t
see
the
higher
e d u c a t i o n i n s t i t u t i o n s t o d a y as a n y l e a d e r s h i p
in
t h o s e i n s t i t u t i o n s as t a l k i n g a b o u t w h a t
is
good
for
higher education
in
general.
It s t i l l
is
institution-specific.
I d o n ’t t h i n k the G r a n d V a l l e y s
and the S a g i n a w V a l l e y B of the w o r l d wil l eve r be a b l e
to
provide a
president
capable
of p u l l i n g
the
presidents together.
I t ’s g o i n g to hav e to com e from
one of the big i n s t i t u t i o n s .
I t ’s g o i n g to h a v e to be
an M S U and a W a y n e and T e c h or W e s t e r n that
basically
has a c o u p l e of p r e s i d e n t s get t o g e t h e r an d s a y ye s we
have
to
drive
our i n s t i t u t i o n and th a t ' s
what
I'm
h i r e d for,
but at the same time t h e r e are some t h i n g B
we've
got to s tart t a l k i n g ab o u t ,
a b o u t ho w
we
can
operate
as a set of i n s t i t u t i o n s in h i g h e r e d u c a t i o n .
I d o n ' t t h i n k that d i a l o g has e v e r begun.

B.C.

Di d

you

try?

D.S.

We t r i e d tim e and time a g a i n to use e i t h e r the g o v e r n ­
ing
boards
or
the p r e s i d e n t s c o u n c i l
or
even
the
budget
p r o c e s s to some d e g r e e to see if
we
couldn't
get
the m
to w o r k t o g e t h e r m o r e c l o s e l y ,
to
provide
some
reviews.
An
example
we
talked
about
is
p r o g r a m m a t i c r e v i e w , I t h i n k the r e s u l t is the f o r m u l a
approach
to
higher
education.
Without
that
cooperation
a m o n g the i n s t i t u t i o n s to r e v i e w p r o g r a m s
to
assure
that
y o u ’re not g o i n g
to
start
15
new
programs
In a s i n g l e area.
The w a y to do it wa s
to
create
a f o r m u l a b e c a u s e it was c l e a r that t h e r e
was
no
rea l
e f f e c t i v e a p p r o v a l p r o c e s s for
programs
to
assure
that t h e r e w a s n ' t d u p l i c a t i o n ,
to a s s u r e that
we had t hree e n g i n e e r i n g s c h o o l s ,
not s t a r t i n g seven,
or
i n s t e a d of 20 e d u c a t i o n d e p a r t m e n t s ,
we o n l y
had
three.
We tal k e d m o r e o f t e n tha n not a bout that.
How
do y o u get t h e m t o g e t h e r .
There was a suggestion
at
one
point
in
time
of
trying
to
strengthen
the
presidents
council's
review process.
They
hav e
a
review
p r o c e s s d one I t h i n k
by the v i c e
presidents,
if I r e c a l l , that r e v i e w s n e w p r o g r a m s to be a p p r o v e d .
Y o u do have,
you know,
t e c h n i c a l l y In p lace a r e v i e w
place
by
the
Department
of
Education
but
the
Department
of E d u c a t i o n n e v e r p l a y e d a m a j o r r ole
or
had an y r e s p e c t f rom the h i g h e r e d u c a t i o n i n s t i t u t i o n s
or fro m the a d m i n i s t r a t i o n for that m a t t e r .
So w h i l e
they
had
a
process
for r e v i e w i n g and
in
a
sense
approving courses,
and t e c h n i c a l l y the y w e r e s u p p o s e d
to
get
the
approval before
they
could
offer
the

175
course,

it w a s

really

a facade.

B.C.

Having
worked
both
e x e c u t i v e offi c e , did
Legislature
parallel
executive office?

in
the
Legislature
and
the
the a p p r o p r i a t i o n p r o c e s s in the
the b u d g e t i n g
process
in
the

D.S.

W ell,
I w o u l d us e m o r e the w o r d the y w e r e i n t e g r a t e d .
What we tried to do in the p r o c e s s of p u t t i n g t o g e t h e r
the b u d g e t s and then once the b u d g e t in the
executive
office
was put t o g e t h e r ,
it wa s r e a l l y to be u s e d in
that l e g i s l a t i v e p r o c e s s .
I think,
to som e
exte n t ,
the
difference
was o n l y slight. In our
case,
the
i n s t i t u t i o n s cam e to us and tried to j u s t i f y w h a t they
wanted
to
i n c r e a s e nex t year.
T h e n we
w ent
and
proposed
a t otal s tate h i g h e r e d u c a t i o n
budg e t ,
but
you
can
believe
that e v e r y c o l l e g e
went
to
their
respective
l e g i s l a t o r s and ha d t h e m a r g u e
for
their
specific
programs.
To some e x t e n t you h a v e to
stay
parallel
one
another.
It
wa s
the
s ame
process.
E d u c a t i o n b a s i c a l l y put two p i e c e s on the table; t here
was the b u d g e t to the G o v e r n o r p r e s e n t e d and t h e r e was
the
college
that
w o u l d r e a l l y n eed
it.
T hat
was
always
kin d
of a tug of w a r we k n e w
we
were
doing
within
the p r o c e s s .
T h e r e was a f o r m a l p r o c e s s
for
new
programs
called
the
RFP's
and r e q u e s t
for
proposals
the y had to do e v e r y year.
T h e n we w o u l d
look
at the r e q u e s t for p r o p o s a l s
and t h e o r e t i c a l l y
the
r e q u e s t for p r o p o s a l s w h i c h w e r e f a i r l y e x t e n s i v e
w e r e to l o o k at n e w m a j o r a r e a s an i n s t i t u t i o n
wanted
to go into and get funded; w h a t w e r e t h e i r p r i o r i t i e s .
What
we
tried
to use those for b u d g e t i n g
I
really
t h i n k that the final b u d g e t s in h i g h e r e d u c a t i o n
more
reflected
what
you
received
last
yea r
plus
the
i n f l a t i o n f a c t o r plus w h a t e v e r p o l i t i c a l s t r e n g t h that
you have. T hat was far m o r e the d e t e r m i n i n g f a c t o r for
what
you got e v e r y yea r than any r e l a t i o n s h i p to
the
RFP's
that
you
put
in or the
r eal
needs
of
the
institution,
that it was the p o l i t i c a l
strength.
I
t h i n k that
that is s till the case today.
It w a s that
political
k i n d of d e t e r m i n a t i o n
that e n d e d up
being
the m a j o r f a c t o r s in w h a t i n s t i t u t i o n s r e c e i v e d ;
this
is
what
that I t h i n k f o r c e d or at l east
influenced
the
whole
m o v e by M a n a g e m e n t a n d B u d g e t to l o o k at
a
formula
funding.
It's
saying
let's
create
some
framework
that
w e can j u s t i f y
the
expenditures
in
higher
education
on
other
than
just
political
purposes.
Th e
R F P p r o c e s s d o e s n ' t work,
so
let's
c r e a t e a f o r m u l a that w i l l do that.
To this day, I'm
not sure that w i t h the c o m p l e x i t y of h i g h e r
education
that
a
f o r m u l a w o u l d e v e r w o r k in h i g h e r
education.
I' m not s a y i n g that it's not m a y b e d e s i r a b l e , I' m just

176
no t
s ure p r a c t i c a l l y a f o r m u l a Is e v e r y r e a l l y
going
to
work
w i t h the p o l i t i c a l
considerations
and
the
complexity
of
higher
e d u c a t i o n that
you're
really
g o i n g to get a f o r m u l a that can In fact be u s e d in the
political process.
I t h i n k it's g o i n g to hav e to
be
simpler
tha n
the
complex
formula's
they've
put
together
that's
really
to
h ave
Impact.
Public
service,
s t u d e n t a d m i s s i o n , r e s e a r c h , it's those kind
of b r o a d c a t e g o r i e s that say wha t ar e you c o n t r i b u t i n g
to this i n s t i t u t i o n ,
h o w m a n y s t u d e n t s do y o u
serve,
w h i c h p u b l i c s e r v i c e are yo u I n t e r e s t e d , b r o a d c o n c e r n
that
today's really
l o o k i n g at t r y i n g to s a y h o w
do
you hel p e c o n o m i c g r o w t h ?
Te n y e a r s f r o m n o w it m i g h t
be
s o m e t h i n g else.
T e n years ago it was how do
you
d eal w i t h a c c e s s a n d h u m a n r i g h t s issues.
T o d a y it's
economic
growth.
If
you're
a
college
and
you
contribute
to e c o n o m i c g r o w t h ,
you're
performing
a
public
service
role as best yo u
can.
That's
what
e v e r y b o d y ' s t r y i n g to t ake a d v a n t a g e of, and that w i l l
shift.
I
think
this s t a t e has not f ound a
way
to
reward
a p p l i e d r e s e a r c h as w e l l as b a s i c r e s e a r c h and
that's wha t the big d e b a t e s are that are g o i n g on
now
when
the
G o v e r n o r tried to giv e 25 m i l l i o n
that
is
b a d l y n e e d e d to the two or t hree m a j o r i n s t i t u t i o n s to
do
basic research.
But to o v e r l o o k or to do that at
the e x p e n s e of no m o n e y g o i n g for a p p l i e d r e s e a r c h
to
the
o t h e r 11 i n s t i t u t i o n s e n d e d up b e i n g a
political
hot
p o t a t o that e n d e d up s i m p l y a d d i n g m o r e m o n e y
to
the
higher
e d u c a t i o n b u d g e t s in the last
couple
of
years
and not r e a l l y m o n e y d e s i g n a t e d for r e s e a r c h in
s p e c i f i c areas.

B.C.

In
conclusion,
what,
in you r o p i n i o n ,
has b e e n the
overall
impact
of
the
Milliken
administration
on
higher
education,
and
are
there
any
outstanding
f e a t u r e s you'd lik e to d e s c r i b e ?

D.S.

W ell,
I t h i n k a g a i n that the i s s u e of q u a l i t y I d o n ' t
think
ever left the d e b a t e .
The q u a l i t y
of
higher
education
is
a m u s t if the s o c i e t y is to s u c c e e d
in
all
of its c h o r e s .
I t h i n k the G o v e r n o r
did
bring
that k i n d of s t a b i l i t y ,
decency,
l e v e l to the p o l i c y
discussions.
We w e r e not as s u c c e s s f u l in k e e p i n g the
levels
of f u n d i n g for h i g h e r e d u c a t i o n up.
We
were
no t
as
s u c c e s s f u l in g e t t i n g c o o p e r a t i o n
among
the
i n s t i t u t i o n s , in t r y i n g to d e v i s e the f o r m a l s y s t e m or
e v e n f o r m a l s y s t e m short of g o i n g to a s t a t e b o a r d for
higher
education
a n d t h a t ' s not
something
that
we
forwarded
or s u p p o r t e d ,
but some b e t t e r c o o r d i n a t i o n
in
higher
education.
Some
place
where
the
i n s t i t u t i o n s can come t o g e t h e r and be a b l e to say
yes
we
hav e
our
institutional
priorities,
our

177
I n s t i t u t i o n a l m i s s i o n s , our I n s t i t u t i o n a l b u d g e t s , but
at
the
sam e ti m e we *re par t of a l a r g e r
collection,
we're
p art
of
a collectivity
of
Michigan
higher
e d u c a t i o n and let us m a k e our d e c i s i o n s In the c o n t e x t
of
that l a r g e r ar e n a .
It d o e s n ' t m e a n that c e n t r a l
body
dictates
to y o u
w h a t you
can
or
cannot
do
n e c e s s a r i l y , but it m e a n s that y o u ’ve g o t to be p l a c e d
In
at
a t m o s p h e r e w h e r e yo u k n o w e x a c t l y
what
other
people
are
doing
and that you b e g i n
to
make
your
d e c i s i o n s b a s e d on w h a t o t h e r p r i o r i t i e s are, and w h a t
o t h e r n e e d s are. I d o n ' t t h i n k we made, u n f o r t u n a t e l y ,
much
progress
in that arena.
If I l o o k
at
higher
e d u c a t i o n t o d a y and s e r v i n g as a n a d m i n i s t r a t o r in one
of
t hose
institutions,
I
think
we
still have
a
mentality
of
15 a r m i e s that go to
war
against
one
another
w h e n it's time for us to go out and hun t
for
students,
and
t here
is
not r e a l l y
ever
a
coming
together
of the h i g h e r e d u c a t i o n
institutions.
The
budget
years
at the end w e r e v e r y d i f f i c u l t ,
but
I
t h i n k t h r o u g h the b e g i n n i n g yea r s ,
if you l o o k at the
f i r s t r e a l l y a l m o s t six or s e v e n ye a r s , the f i r s t half
of
the
administration,
I
think there
was a
good
priority
put on the b u d g e t s of h i g h e r
education
and
the y r e f l e c t e d the e c o n o m y , and as you got t h r o u g h the
las t h alf of the a d m i n i s t r a t i o n a n d the two s u c c e s s i v e
r e c e s s i o n s we w ent t h r o u g h in 1978 and 1982, and a the
impact
of
those
recessions,
that
you
really
had
d i f f i c u l t times in h i g h e r e d u c a t i o n .
I t h i n k if a n y ­
thing,
my
frustration
was not g e t t i n g a n y m o r e of
a
professional
forum
or
a
more
credible
forum
for
d i s c u s s i o n of h i g h e r e d u c a t i o n issues.
I don't think
th a t ' s b e e n built.
We t ried o f t e n t i m e s to b u i l d that
k i n d of a r e n a and n e v e r r e a l l y a c c o m p l i s h e d that.
But
I t h i n k the q u a l i t y ,
I t h i n k if you l o o k at a, h o w do
you
m e a s u r e the s u c c e s s of the
higher
education,
I
would
h ave
to say that some g r e a t s t r i d e s w e r e
made
during
that p e r i o d of time in t e r m s of e q u a l
accesss
to
higher
education.
And 1 t h i n k
Milliken
was
a
le a d e r ,
as
well
as s o m e o t h e r s w h o w e r e l e a d e r s
in
t r y i n g to a c c o m p l i s h that and if there was a n u m e r i c a l
kind
of t a n g i b l e s u c c e s s I t h i n k it
wa s
that.
Yo u
know
in 1970 just a f t e r the G o v e r n o r t ook o f f i c e
and
1982
when
he
left o f f i c e that yo u r e a l l y
ha d
much
b e t t e r a c c e s s to h i g h e r e d u c a t i o n ,
even through
some
v e r y d i f f i c u l t e c o n o m i c times;
that p r i o r i t y I d o n ' t
think
has
bee n l e s s e n e d .
I t h i n k that m a y
be
the
major
contribution
if t here w a s one that
yo u
could
pull out.

B.C.

I don't

have

anymore

questions.

Transcript - Interview with
Superintendent Phillip Runkel
1/10/86

P.R.

I
w o u l d b e c a u s e he,
I w a s n ' t in this p o s i t i o n d u r i n g
those
times,
so
what
I do is
I
see
things
from
retrospect.
I wa s w i t h M i l l i k e n two ye a r s , okay, and
obviously
I was not a p p o i n t e d by M i l l i k e n but I l i k e d
M i l l i k e n a lot.
I h a v e a lot of r e s p e c t for him.
The
t hing that h a p p e n e d w i t h M i l l i k e n ,
if you l o o k at the
t o t a l o v e r a l l e d u c a t i o n a l poli c y ,
was nobody expected
what
s t a r t e d to h a p p e n a b o u t 1980 was g o i n g to be
as
l ong c u t t i n g as we e x p e r i e n c e d .
We n e v e r had a n y t h i n g
l ike this.
We had a w h o l e r e v o l u t i o n a r y c h a n g e in the
automobile
Industry.
We
hadn't
had
the
Japanese
product,
so
we
h ave
to be c a r e f u l
that
we
don't
r e m e m b e r Bil l M i l l i k e n just by the las t two years.
He
was
Governor
for 14 y e a r s and a s t r o n g
advocate
of
education.
But
d u r i n g the p e r i o d of time he
became
Governor, Michigan changed drammatically
with higher
c o n c e n t r a t i o n on s o c i a l s e r v i c e s ,
M e d i c a i d cam e Into
e f f e c t , a w h o l e lot of d i f f e r e n t k i n d of p o l i c i e s that
drained
s o m e of the r e s o u r c e s .
If you w o u l d l o o k at
the
r ise
in
t h o s e kin d of c a s e s
in
mental
health
during
that d e c a d e ,
y o u ' d see r e s o u r c e in
place
of
h i g h e r e d u c a t i o n p r o b a b l y just w e n to o t h e r areas.

B.C.

Do y o u see
of
direct
policy?.

P.R.

We
have
a
little,
particularly
in
the
community
c o l l e g e s . . We w o r k e d w i t h the c o m m u n i t y c o l l e g e s v e r y
closely
on
programs.
We're doing a
study
now
on
minorities,
and
tha t ' s g o i n g to be w o r k i n g w i t h
the
colleges
an d
ad m i s si on s office.
I obvi ou sl y was
a
member
of the H i g h e r E d u c a t i o n C o m m i s s i o n .
We
have
be e n
given
staff;
we
now
have
an
Associate
Superintendant.
We h ave just b e e n g i v e n a d a t a
base
assignment
from
the
legislature
so
our
role
is
broadening.
We h ave g i v e n v o c a t i o n a l e d u c a t i o n m o n i e s
now
to F e r r i s ,
Northern,
an d L a k e
Superior
State.
Obviously
the
financial
ai d
program
is
growing
tremendously
so
we're....you
know,
those
are
all
p o s i t i v e poin t s .
We w ere just h a n g i n g on to our shirt
in the M i l l i k e n times.
But e v e r y b o d y , t h e y ' r e h a n g i n g
on
to
everything.
We
haven't
exerted
enough
leadership
in that area.
A n o t h e r a r e a tha t we
h ave
e x e r t i n g n e w l e a d e r s h i p is in t e a c h e r
education.
We
have
full a u t h o r i t y o ver t e a c h e r e d u c a t i o n ,
both
at
the
public
and
the
private
institutions.
We're
l o o k i n g n o w at the f u t u r e of t e a c h i n g .
We h a v e a task

the D e p a r t m e n t of E d u c a t i o n h a v i n g a n y k i n d
role in the f o r m a t i o n of
higher
education

178

179
f o r c e l o o k i n g at the f u t u r e of t e a c h i n g .
We n o w have
a
group
that w i l l do p e r i o d i c r e v i e w s of c o l l e g e
of
education.
Those
are all p r e t t y i m p o r t a n t s t e p s
in
the
last fe w ye a r s .
It d o e s n ' t m e a n that we
should
p lan
and c o o r d i n a t e all of it but w e ' r e g o i n g
to
do
more
of that k i n d of stuff.
W e ’ll be b r i n g i n g in
a
g r o u p of c o l l e g e p r e s i d e n t s s o o n and the U n i v e r s i t y of
Michigan
to
talk
a b o u t tr y i n g to do
what
we
cal l
regional
a c c r e d i t a t i o n of s c h o o l s .
They will,
each
p l a y a role in t h a t .

B.C.

A
lot of these
administration?

programs

were

her e

during

the M i l l i k e n

P.R.

Several
of t h e m are new,
but the f i n a n c i a l
aid
was
t here.
We
s t a r t e d to m o v e in the c o m m u n i t y
college
arena
and s tart w o r k i n g m o r e c l o s e l y w i t h
them,
but
the
t e a c h e r stuff,
articulation
programs,
minority
s t u f f wa s s t a r t e d there but i t ’s s t a r t i n g to m ove.

NOTE:

This
i n t e r v i e w was not par t of the r e g u l a r
interview
process
as
P h i l R u n k e l was not part of the
Milliken
s taff.
T his i n t e r v i e w was c o m p l e t e d b e c a u s e of a need
to c l a r i f y the r ole of the S t a t e D e p a r t m e n t of
Educa­
tion
in
the f o r m a t i o n and i m p l e m e n t a t i o n
of
higher
e d u c a t i o n policy.