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A popular government without popular information or the means of acquiring it is but a prologue to a farce or a tragedy, or perhaps both. Knowledge will forever govern ignorance. [...]

Background: College-completion policies dominate state higher education policy agendas. Yet we know little about how policy actors make decisions--and what sources of evidence they use--within this policy domain. Focus of Study: This study explores the use of evidence in college-completion policymaking in depth, focusing on Texas. In addition to exploring policymakers' use of different types of information, this study examines the role played by intermediaries. Research Design: We employed a qualitative case study design drawing on interviews with 32 policy actors engaged in college-completion policy in Texas. Our analysis consisted of both deductive coding (based on our a priori coding scheme) and inductive coding (based on emerging themes) to arrive at our four major findings. Findings/Results: The analysis revealed four primary findings. The first theme suggests an insular culture of college-completion policymaking: Policymakers at various levels preferred Texas-based data and rejected the notion that external groups contributed to setting the college completion agenda in Texas. Second, business groups and a business ethos permeated college-completion policymaking in Texas. Third, research evidence was seldom employed in this policy process, partly because policymakers prefer concise and timely information. Finally, the study uncovered a new tactic for supplying research employed by certain intermediaries: punchy messaging, which was effective at garnering attention but also yielded unintended consequences. Conclusions/Recommendations: Overwhelmingly, higher education policy actors tended to prefer Texas-based data. Respondents cited three major reasons for this preference: the high quality of the state higher education coordinating board's data, Texas's unique demographics, and the accessibility of statewide data. These findings reflect the mediating role that is played not only by state structural characteristics, but also by culture. Perceptions of Texas's distinctive inward-looking nature permeated our interviews and set the stage for the role that intermediaries played in the state and the preferences for information. Intermediaries wishing to inform college-completion policy activity at the state level should consider the uniqueness of the state context in supplying information. For states that are more insular, like Texas, working through internal (in-state) intermediaries may be an effective strategy. In light of our findings of preferred types of information, those intending to influence policymaking should consider making information--especially research evidence--concise and easily accessible and establish relationships with policymakers and their staff members. [ABSTRACT FROM AUTHOR]

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As economic competition becomes more global and knowledge-based, US states have independently pursued initiatives in research and development (R&D) and science and technology (S&T). Policy efforts often entwine government, universities, and industry, aiming to stimulate socially optimal levels of innovation and economic growth. Partnerships in this arena are well documented, but few studies foreground first-person accounts of policy dynamics. Through comparative case study of Georgia, Missouri, and Texas, we present perspectives of government, university, and industry leaders, who form and negotiate boundaries and roles for collaboration. We find that (1) S&T competition has been distinct from national initiatives and more domestic than global; (2) the three states feature similar policies but have evolved ‘new economy’ approaches idiosyncratically; and (3) universities in these states have driven endeavours, evincing specific industry/corporate perspectives. Themes suggest competition – not collaboration – within a national-innovation system and intriguing yet challenging opportunities for academic leaders and managers. [ABSTRACT FROM AUTHOR]

Background/Context: Every state in the nation has legal requirements, state "sunshine laws," to ensure accountability and fairness in institutions receiving state funds and operating under state authority. These laws have come to significantly influence the ways in which the business of higher education is conducted. Purpose/Objective/Research Question/Focus of Study: This reflective essay provides perspective on laws mandating openness in higher education. It describes differences in the laws across states, reports select findings from a study on the impacts of the laws on public colleges and universities, and examines some of the implications of the contemporary debate over access to information on public campuses. Research Design: The article builds on a previous field study of state sunshine laws that included site visits to six states and interviews with nearly 100 officials with firsthand perspective on the laws. Conclusions/Recommendations: Information resources have expanded tremendously, yet the nature and extent of their availability to the larger public remain in question. How can deeply held values of openness and access be accommodated productively to privacy and security concerns, with minimal threats to each? The article seeks to contribute to a growing body of literature on information policy and its uses in society--in this case, how the public information laws of state governments influence the climate of data access and decision-making in public higher education. [ABSTRACT FROM AUTHOR]

Employing a theoretical framework derived from the policy innovation and diffusion literature, this research examines how variations over time and across state sociopolitical systems influence states' adoption of accountability policies in higher education. Specifically, factors influencing the adoption of three kinds of perfomance-accountability policies for public higher education in the period 1979-2002 were investigated. Findings from the event history analysis supported the authors' original hypotheses only in part; the primary drivers of policy adoption were legislative party strength and higher-education governance arrangements, but the direction of these influences varied across the policies studied. [ABSTRACT FROM AUTHOR]

Focuses on Minnesota's experiment with high tuition/high aid approach to student support. Background on the state's policy on tuition and student aid; Features of Minnesota's approach to postsecondary finance; Policy lessons from the Minnesota experience.

This article examines the emergence of innovative policies in public post secondary education systems. The findings, based on an analysis of recent data, suggest that states' post secondary governance structures have influences on innovation that are independent of the other social, educational, and economic factors included in the model. For example, states with relatively centralized governance arrangements were found to be more likely than other states to impose mandatory student assessment. The policy implications of these findings are discussed. [ABSTRACT FROM AUTHOR]