University of Idaho - From Here You Can Go Anywhere  



July 1997



PREAMBLE: The following statement of the mission and scope of public postsecondary education in Idaho was adopted on March 3, 1983, by the State Board of Education and Board of Regents of the University of Idaho. A section of the statement, dealing with the mission and scope of post secondary vocational-technical education, is not reproduced here. See also 1240, 1320, and 1340. [ed 7-97]



A. Introduction

B. The Roles of Postsecondary Education

C. Principles Governing Instructional Programs


    A-1. The state of Idaho has the responsibility to provide educational opportunities for its citizens. To this end the state supports a system of postsecondary education, governed by the State Board of Education, made up of its postsecondary schools, colleges, and universities. The institutions' programs include a wide range of postsecondary offerings. Thus the system, through its institutions, is capable of awarding certificates and degrees at the associate, baccalaureate, master's, and doctoral levels.

    A-2. Institutional role and mission statements [see 1240], together with this description of the system's mission and scope, form the basic planning document to guide future decisions about public postsecondary education in Idaho. This planning document will allow the board to encourage diversity among the state's institutions by two different means: (a) by authorizing programs that are compatible with the institutions' role and mission statements and with that of the system of postsecondary education and (b) by supporting the different emphases and specialized programs on the several campuses.

    A-3. The scope and mission of postsecondary education will inevitably change. Therefore, the principles stated in this document must be reviewed and either reaffirmed or revised on a regular basis.

B. THE ROLES OF POSTSECONDARY EDUCATION. The mission and scope of public postsecondary education in Idaho must reflect the state's economy, geography, demography, and culture. The relevance of these must be stated in order to articulate the system's general aims and the principles for achieving them.

    B-1. If Idaho is to develop and sustain a strong economic, cultural, and technological base, and if its citizens are to be equipped to lead satisfying and responsible lives, its educational institutions must provide quality instruction in the liberal arts, technology, professional careers, and basic and applied sciences.

    B-2. The needs of Idaho are changing, and the educational institutions must be capable of changing to meet new needs.

    B-3. Idaho, because of its widely dispersed population, cannot realistically provide complete geographic "equality" of access to all educational programs in all regions of the state.

    B-4. The long distances within the state, its diversified topography, and the locations of its existing institutions require that each one provide access to general education programs.

    B-5. While granting that all institutions have regional missions, and that all, therefore, will provide essential courses for regional clienteles, a number of programs offered by the institutions must serve a primarily state wide mission.

    B-6. The discovery of new knowledge through research is an essential component in developing quality instruction. The knowledge gained through research also forms the cornerstone of many of the public services that the educational institutions provide the state's citizens.

    B-7. Public service is an important responsibility of the institutions.

C. PRINCIPLES GOVERNING INSTRUCTIONAL PROGRAMS. The principles to guide policy-making for instructional programs may conveniently be sorted into three classes: [C-1] those governing existing programs, [C-2] those governing new programs, and [C-3] those governing review of existing programs. The principles governing existing programs may usefully be further divided into two subclasses: [C-1-a] principles relevant to the programs that must be made available in all regions of the state, and [C-1-b] principles relevant to programs offered by single institutions.

    C-1. Principles Governing Existing Instructional Programs.

      a. Programs Made Available in All Regions of the State.

      (1) Recognizing our citizens' needs for an understanding of human institutions and values, for an appreciation of their physical world and the things in it, and for basic skills in communication, mathematical calculations, and problem-solving, access to a broad core of studies in the liberal arts and sciences must be provided in all of the state's institutions. Such studies are fundamental to all academic programs.

      (2) Certain professional and specialized programs widely needed by citizens and industries throughout the state (e.g., programs in education and business) may be made available in each region by the appropriate colleges and universities as consistent with their roles and missions. [ed. 7-00]

      (3) Duplication of certain programs is not only permissible, but is essential to the overall mission of postsecondary education.

      (4) Given the limitations of resources available to postsecondary education, institutions are encouraged to take maximum advantage of articulation, consortia, or other cooperative arrangements with other postsecondary institutions to deliver their educational services.

      b. Programs Not Uniformly Available at Institutions.

      (1) Programs of statewide significance (hereafter designated "statewide programs") shall be assigned as the responsibility of an appropriate institution. (a) Such programs shall be delivered by institutions capable of providing them at a high level of quality. (b) The offering of such programs carries with it the responsibility for meeting statewide rather than just regional needs. Institutions offering them must have adequate resources, and must be prepared through their budgetary processes to meet needs outside their regions by any of a variety of delivery methods. (c) Duplication of statewide programs can rarely be considered as justifiable.

      (2) The Board recognizes the need to provide a number of programs--usually technical or vocational in their aims--to meet the specific industrial or economic activities of a given region. (a) Such programs are usually offered by a SINGLE regional institution. (b) Because such programs are highly subject to changing economic and industrial needs, they may be created, altered, or eliminated on a very brief timetable.

    C-2. Principles Governing the Establishment of New Programs.

      a. The development of new programs will be initiated when there is a clear need for them.

      b. The need for new programs will be assessed by the Academic Affairs Council. New program areas, once identified, will be assigned by the board to the appropriate institution for the purposes of planning.

      c. The board shall establish incentives to encourage the internal reallocation of resources as the primary method for funding new programs.

      d. Student exchange programs, resource sharing, and tuition reciprocity are encouraged as means for providing access to essential programs not available in the state.

    C-3. Principles Governing the Review of Existing Programs. Over future years, the roles and missions of institutions will change. Because the demand and funding for programs fluctuates, and the need for them may change radically over time, the board requires that all programs be subject to systematic review.

      a. The number of people served by postsecondary education will be determined by the level of funding.

      b. Institutions will be encouraged to shift resources internally to meet changing needs whenever possible.

      c. The board and its institutions shall strictly scrutinize all programs for continuing need and current levels of effectiveness, especially high-cost programs.

      d. The board and its institutions will consider alternative ways of supplementing funding for high-cost, low-enrollment programs.

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University of Idaho, Moscow, ID, 83844