Creative tension between the Utah Legislature and higher education may be productive if attempts to quantify accountability don't go too far. A faculty-workload policy now before the Utah State Board of Regents is a workable starting point. It appears to include flexibility while establishing reportable standards for average teaching loads for full-time faculty.
Above all else, all players must be united in their aim of maintaining and enhancing a quality state system of higher education that operates on relatively limited resources. If the new plan encourages that, fine. But legislators must understand there are educational intangibles that cannot be neatly numbered. Some lack the background and perspective to understand that.Educators, on the other hand, must not forget their responsibility for public accountability. Some lawmakers and others have been particularly critical of tenure systems that result in little if any turnover despite reports of poor performance in the classroom. Those who oversee public colleges and universities should take steps to ensure educators do not abuse tenure. But talk in the past of eliminating it is unwise and counterproductive.
Tenure provides relevant protection that allows the free exchange of ideas essential to a quality liberal-arts education. Without it, the state would be severely hampered in attracting top teaching talent.
Most faculty and staff at Utah's colleges and universities are dedicated professionals. They often work well beyond their modest salaries due to an idealistic commitment to the educational process and to their students. They should be entrusted with reasonable professional freedom to perform with their own curricula and creativity.
If the new workload policy can maintain that flexibility and allow for differences between those who solely instruct and those into research, publication and part-time administration, it could work. If not, another proposal should be developed.
Accountability is good in concept, but legislators already hold significant leverage through the budgeting process without micro-managing the state's system of higher education.