A Look at the Redesign of Pennsylvania’s State System of Higher Education

A system redesign of Pennsylvania’s State System of Higher Education (PASSHE) is aimed at addressing many of the state’s higher education challenges. The project is currently in its third phase, after beginning with a full system review in 2016–17 and the first phase of the redesign in 2017–18. A central part of this redesign is the consolidation of operations and academic programs for six different universities. PASSHE and these universities are hopeful that this redesign will result in benefits for both students and higher education institutions.

History of the Pennsylvania State System of Higher Education

The PASSHE was formed in 1983 with the goals of improving educational opportunities in Pennsylvania, showing undergraduate and graduate-level students how to succeed professionally and personally, and providing cultural, economic, and social value to communities throughout Pennsylvania and the nation at large.

While the PASSHE has been around for less than 40 years, the 14 universities that make up this network system have been around for almost two centuries much longer. These universities include:

• Bloomsburg
• California University of Pennsylvania
• Clarion
• Cheyney
• East Stroudsburg
• Edinboro
• Indiana University of Pennsylvania
• Kutztown
• Lock Haven
• Mansfield
• Millersville
• Shippensburg
• Slippery Rock
• West Chester

The Three Phases of the System Redesign

The PASSHE system redesign is based on three priorities: ensuring that students have the tools for success, leveraging the strengths of the universities, and reimagining the structure of governance and leadership. With the first two phases complete and the third and final phase already well underway, those involved with this overhaul are hopeful that both students and universities can begin enjoying the benefits soon. Let’s take a closer look at each of the three phases:

Phase 1

Phase 1 began following a comprehensive system review, which analyzed data and feedback from students, faculty members, university and system leaders, other staff members, community leaders, and a national consultant. Once this review stage was complete, officials moved on to phase one, which had the goals of establishing strategic priorities and addressing the immediate needs of the system.

The first stage of the redesign successfully addressed several areas that needed improvement:

• The chancellor was given the authority to approve new degree programs that universities introduce, which allows students to access these programs more quickly.
• The facilities planning and real property acquisition/disposal processes were streamlined, with the goal of helping improve university efficiency.
• Over two dozen unnecessary, outdated, or onerous policies were either removed or updated.
• A redesigned webpage was launched to help those involved, including stakeholders, participate in the redesign, discuss potential policy changes, and track development progress.

Phase 2

Phase 2 sought to define the vision of the redesign and develop detailed plans for how to implement this vision. During this stage, teams were formed, comprising individuals from different backgrounds, campuses, and settings. These teams represent a comprehensive formal project structure designed to implement the necessary changes identified in the review stage and phase 1.

The following nine teams have been working to transform the PASSHE system:

• Online Pathways Team
• Collaborative PASSHE Team
• Budget Team
• Developmental Education Team
• Investment Team
• Holistic Advising Team
• Workforce Readiness Team
• Mental Health and Wellness Team
• Financial Aid and Affordability Team

Phase 3

The redesign entered its third phase in the summer of 2021. On July 14, the Board of Governors unanimously approved university integrations in the West and Northeast. This integration is the central tenet of Phase 3, which will unite Bloomsburg, Lock Haven, and Manfield in the east and California, Clarion, and Edinboro in the west. This unification aims to provide students with new opportunities and to help the universities continue to thrive with less financial stress.

PASSHE has identified several potential benefits of university integrations:

• Allow each university to expand its program offerings while maintaining its unique character.
• Each university can draw on each other’s strengths, allowing each of them to improve.
• Dedicate resources to new areas and more students, with the goal of boosting enrollment and benefiting the local economy.
• Evaluate and improve the support systems available to all students.
• Invest in the success of students by reducing administrative costs.

While no definitive start date for integrated universities has been set at this time, the PASSHE says that the earliest possible date would be the fall semester of 2022.

Implementation Plan for University Integration

PASSHE has developed two separate implementation plans for both the northeast and west consolidation of universities. This plan has outlined certain structural components that PASSHE believes will improve the experience for students at the two new integrated universities:

• A leadership structure comprised of a single president and leadership team who report to the Board of Governors through the Chancellor.
• A faculty that offers instruction in a varied academic program that capitalizes on the strengths of the program, faculty, and university facilities.
• Most credentials, majors, minors, and areas of concentration will be available to students through both face-to-face and remote courses.
• Enrollment will be managed through an integrated strategy that uses student-facing services and support systems.
• An improved student recruitment strategy.
• New opportunities for older students.