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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1981
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED216646 |
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Table of Contents:
- Strategies for Interinstitutional Cooperation: The Experience in Illinois. Wagner, Richard D. College Planning College Programs Consortia Cooperative Planning Coordination Educational Cooperation Experimental Programs Graduate Study Higher Education Incentive Grants Institutional Cooperation Intercollegiate Cooperation Master Plans Nonprofit Organizations Private Colleges Shared Facilities Shared Services State Aid State Colleges State Programs Statewide Planning Experiences that have been gained in Illinois in efforts to achieve interinstitutional coordination and cooperation among colleges and universities are described. Attention is directed to the role of the Illinois Master Plan Phase III to establish an integrated incentives in cooperative programs, experiences in the operation of an incentive grant program (Higher Education Cooperation Act--HECA), and other dimensions of interinstitutional cooperation and coordination. The HECA grant program is the most visible symbol of interinstitutional coordination and cooperation in Illinois. HECA grants have been provided for three basic kinds of activities: (1) to finance not-for-profit corporations or consortia that bring together several institutions to provide educational programs in underserved areas of the state; (2) short-term experimental programs; and (3) support for programs of statewide significance that involve a number of institutions. The most common function of not-for-profit corporations is to offer graduate instruction in unserved communities with a sizeable population base. Grants for cooperative programs of statewide significance have included activities to develop educational television programs and delivery systems, and library resource sharing. Some advantages and disadvantages of the HECA grant activities are noted. Ongoing cooperative efforts also have been operating with little or no state involvement. The role of the state board in encouraging interinstitutional cooperation and the need for higher education institutions to achieve support for the entire enterprise, rather than for special interests, are addressed. (SW)