University Perspective University Degree Programs Subject to Change by Regina B. Glover, Ph.D. In recent years there has been increasing concern about the viability for university degree programs in parks and recreation. Three years ago here at Southern Illinois University at Carbondale, the Recreation Department merged with the Department of Health Education and many feared it was the sign of program demise. But, this was hardly the case. Rather, it was and is a sign of the many changes we are going to see in the next decade in colleges and universities across Illinois and the nation. For higher education, "the times they are a changing." In 1995, Forbes magazine claimed that "Colleges and universities as we know them are obsolete." To look at higher education today and expect to see it as it was yesterday is a major mistake. There are too many differences confronting today's college presidents and governing boards. Some of these differences include fiscal constraints, technology, changing demographics, poor public image and increased competition. Higher education no longer ranks as a funding priority at the state or federal level. Gone is that revered institution with an ever bright future. A cover story in Governing magazine indicates higher education is now most likely the fourth or fifth priority behind K-12 education, healthcare, welfare and corrections. In 1993 appropriations for higher education failed to keep pace with inflation in three-fourths of the states. The anti-tax sentiment of most state legislatures coupled with the unwillingness of consumers to pay increased tuition To look at higher education today and expect to see it as it was yesterday is a major mistake. leaves most universities in a difficult situation. At the same time as the traditional funding base dwindles, there is increasing demand for additional services, from remedial support courses to additional amenities of campus life. The second major factor forcing universities to change today is technology. Many colleges and universities are struggling just to bring themselves up-to-speed with appropriate hardware and software for faculty and staff, let alone their students. A recent article in the Chronicle of Higher Education entitled "The Widening Gap in Higher Education" indicates the "existing differences among institutions are made worse by the expense of technology." Technology's impact, however, is not limited to costs. More importantly is the impact it is having on how education can be delivered. Already the University of Phoenix and University Online offer courses over the Internet. Going a step further, the Western Governors Association at its June meeting moved closer to establishing a "virtual university." Frustrated with what they felt was the slow movement by higher education in recognizing technological opportunities, the governors are investigating the "creation of a virtual university to serve their region; one that would deliver courses through computer networks, television, or other technology and award degrees on its own." The demographics of who colleges and universities serve are also changing. No longer is the primary audience a homog- Illinois Parks & Recreation * November/December 1996 * 23 enous group of young adults ages 18 to 22. That age group is smaller, but more ethnically diverse. Today's students come with different family responsibilities and work commitments. Such change demands a different environment on campus. Add to the above factors the poor public image today of higher education. Critics are quick to claim grade inflation, time to graduation, faculty productivity and irrelevant courses as issues that need to be addressed. Thus there is increasing pressure on universities to be accountable. This includes program reviews and student outcome assessment The final factor forcing change in higher education is the increased presence of "alternative providers." The market is fast growing and competitive. Individuals today have many more choices for further education to enhance career prospects. Thus the changes you see on campuses are not unique to any field, but rather responses by institutions to deal with the many challenges they face. Do we need to fear that colleges and universities are going to get out of the business of preparing parks and recreation professionals? No. Here in Illinois a recent report released by the Illinois Board of Higher Education's Occupational Information Coordinating Committee indicates a 23 percent employment increase for recreation workers in Illinois from 1992 to 2005. A 16 percent increase is predicted for recreation therapists. What would be better to understand are some of the different responses colleges and universities are considering and their impact for parks and recreation. Probably the most common response to "the demand for re-engineering" by college leaders says David Imig, executive director of the American Association of Colleges for Teacher Education, is a focus on "the redesign of undergraduate education and high quality teaching." For those of us involved in recreation in higher education, the changes may not be as dramatic as for other disciplines, as most recreation programs have concentrated on strong student/faculty interaction. This is not to say, though, that we will not see changes. One impact that practitioners will encounter will be the increased emphasis on student outcomes. Intern supervisors will find themselves being asked to more clearly identify what a student actually learns while at the agency rather than rendering a final assessment of the student's strengths and weaknesses. Another response in higher education is that state legislatures and governing boards are becoming much more active in dictating policies. Illinois is in the fifth year of a program known as Priorities, Quality, Productivity (P*Q*P), a statewide initiative of the Illinois Board of Higher Education (IBHE) to refine priorities, strengthen quality and improve productivity in Illinois higher education. An initial time line was established for all programs in a given field in the state to be reviewed in the same year. Recreation and leisure studies is due for review in the year 2000. This year IBHE is conducting a special initiative regarding all graduate programs in the state. What is important to remember about the IBHE reviews is that all campuses (and programs) are asked to respond to the same questions. These include such topics as occupational demand, student demand and cost, success by graduates and quality. It is most likely if there are to be any changes in the delivery of park and recreation programs in Illinois, they will take place after the IBHE'S reaction to the reports. Thus, change might occur in 2001. A move to performance-based budgeting is the other most common response being adopted by colleges and universities. In particular, several are moving to "responsibility center budgeting." This system originated in the early 1980s at the University of Southern California under the direction of Jon Strauss, then senior vice president for Administration, and has been adopted by many universities including Indiana University. What the actual impacts will be on each campus will vary, but it does appear there will be a streamlining of courses, a possible mixing of disciplines into new courses and more creative delivery of courses. It may be best to view the next decade as another phase in the evolution of professional preparation for parks and recreation. The post World War II era of rapid growth and expansion in higher education set the scene for the development of a "major" and the identity of the profession. Now, as higher education reconfigures itself again, so too will professional preparation in our field. As higher education changes to best meet the needs of the 21st century, so too will professional preparation programs. Higher education is no different than any recreation agency. Over time the demands and interests of the consumers change. The basic need for recreation, however, remains constant. The basic need of educating individuals to meet the needs of society remains a primary mission of higher education. Regina B. Glover, Ph.D., is chair of the Department of Health Education and Recreation at Southern Illinois University at Carbondale. She earned a bachelor's degree in Leisure Studies from the University of Illinois, a master's in Recreation from State University of New York at Cortland, and a doctorate in Recreation and Park Administration from the University of Maryland. 24 * Illinois Parks & Recreation * November/December 1996 "What changes are in store for your department as you look toward the new millennium? "Changes in our Recreation Administration Department for the next
millennium include constant improvement and evaluation of the student
services that we provide to meet the varied needs of our traditional
and non-traditional age student clientele, such as courses over the
Internet and convenience scheduling; using and providing more
sophisticated technology opportunities for professional preparation
both for our students and faculty; creating centers of excellence in
continuing professional preparation beyond the degree programs such
as the Aurora University-George Williams College Leisure Services
Institute, featuring cutting edge continuing education for professionals
in the field."
"Illinois State University is extremely stable. We have a stable faculty
base and a stable student base. But I agree with Dr. Glover that everyone
above us (above the college level) seems to be in flux. There are
lots of pressures on all in the higher education system. Like everybody
else, we are very aware of numbers. We are aware of the number
of majors we have; the number of student credit hours; the external
dollars that faculty bring in; how many presentations we're doing;
how many publications we publish. Here they are called productivity
measures. People want to know that faculty are producing. Publish or
perish is worse than ever. That's even drifting to the middle or regional
schools. We're probably like any recreation agency: we're trying to
do it all, trying to cover all bases, but do our best."
"In 1956 state funding accounted for 72 percent of the University of
Illinois' annual budget. Today, state funding accounts for less than 34
percent of this university's annual budget. This shift in financial resources
alone has made reorganization and retrenchment almost an
ongoing activity on most campuses. Academic programs perceived as
less central (i.e., parks and recreation) compared to those perceived as
more central (math, science, business) will be primary targets for
downsizing and elimination. Those people who recognize the very
real value of parks, recreation and leisure service to the individual, the
environment, the economy and society would likely also support the
retention of parks and recreation academic programs in American universities.
These academic programs are necessary for employing researchers
and teachers and to ensure a developing body of theory to
guide professional practice. Increasingly, individuals and organized
groups that believe in the field of parks and recreation will be called
upon to convince legislators and academic decision makers of the necessity
of maintaining a parks and recreation curriculum at this university."
"In the new millennium, parks and recreation curriculum will change
to reflect the demands of our fast-paced and constantly changing society.
Students will need to be prepared to adapt to this changing environment.
Coursework will include the use of more new technology
and hands-on experience in dealing with a diverse culture."
"Just as local park and recreation agencies are being pressed to
demonstrate relevance in relation to "quality of life" issues, the
Department of Recreation, Park and Tourism Administration at Western
Illinois University (WIU) will be increasingly challenged to reaffirm
and articulate the multifaceted and unique roles that our graduates
maintain in the administration of physical and social environments
that impact the human condition. Also, our academic department's
role in the leisure education of WIU's general student body—focusing
on productive and fulfilling lifestyles through non-consumptive
activity, self expression and personal growth—will need to expand
significantly if we are to remain central to our institutional mission."
"As Eastern Illinois University looks toward the new millennium we
see: a furthering of outreach programs in rural communities to enhance
the development of leisure opportunities; increased student, teacher
and practitioner relationships to improve experiential learning; and a
focus on the provision of therapeutic recreation in non-traditional
settings."
"Chicago State University will continue to offer an accessible, affordable,
high-quality education in Recreation and Leisure Studies. Our
emphasis will be on professional development schools, computer-assisted
learning, customer-focused programming models, and service
delivery to underserved populations. Curricula will need to be flexible,
developed in cooperation with professional associations, and customized
to adult learners with family and work obligations. Introductory
or "readiness" classes in urban programming, marketing, and fundraising
will be team taught in neighborhood parks (professional development school)
with exemplary working professionals and community leaders
who use benefits-based delivery systems. Learning will
also be linked with applied teaching strategies and mentoring programs
that honor innovation, creativity, and qualitative evaluation. The
recruitment of African- and Hispanic-American students and professionals
will be paramount."
Illinois Parks & Recreation * November/December 1996 * 25 |
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