PPBS in Higher Education Planning and Management: Part Ii, the University of California Experience

Abstract

Part: I provided an overview of PPBS, some discussion of PPBS implementation in the U.S. government, and a review of the arguments for adopting PPBS in postsecondary education and the various kinds of work that have been done toward this end."In part II, we discuss the experience of the University of California with PPBS from 1966 to 1971. Part III, to be published subsequently, will suggest some new departures in model construction and policy analysis which we believe represent a useful spirit in which further development can and should occur, and will also contain some general concluding observations.

Toward a definition of policy analysis

“…The mathematical analysis of the model determines the logically valid results and the interpretation of the results, both formally and substantively. Balderston and Weathersby (1972) agree with Straunch that when conducting policy analysis, the stages of analysis blur together. Lindblom's (1959) model is based on his belief that it is impvssible to take all important factors into consideration in analysis, and that because policy change does not occur in "leaps and bounds" but rather is incremental, analysis should be grounded in "successive limited comparisons" of information.…”

“…Environment. The literature clearly defines the importance of understanding the environment when conducting policy analysis (Balderston and Weathersby, 1972;Heydinger, 1985;Katz and Kahn, 1978;Lindblom, 1959;Quade, 1975;Pfeffer and Salancik, 1978;Straunch, 1974;Wildavsky, 1979). Policy analysis must reflect the culture of the problem as well as the more formal elements of organization, decision making, rules, and regulations.…”

“…Just as there is no one definition of policy analysis, there is no agreed-on "recipe" for conducting policy analysis (Stokey and Zeckhauser, 1978). The Balderston and Weathersby (1972) model (1) begins with an understanding of the need to make a decision, (2) continues with an identification of the relevant variables, and ( 3 ) seeks an understanding of the relationships among the variables that the decision maker controls and the remaining "uncontrolled" relevant variables. The analyst must then (4) examine the values associated with the output or consequences of the decision, (5) evaluate the alternative strategies characterized by the different specifications of the control variables, and, finally, (6) design the decision.…”

“…Analytical models appropriate in some environments may not be appropriate to the environments of higher education. Balderston and Weathersby (1972) point out a number of crucial higher education characteristics that can affect analysis. Educational institutions foster diversity rather than promote uniformity; they seek differentiated instead of homogeneous viewpoints.…”