Dr. E. Thomas Sullivan has been appointed the new senior vice president for academic affairs and provost at the University of Minnesota. As the new provost he recently shared his thoughts with the larger University community on the role of higher education for the greater good of society as part of outlining the challenges the University faces. While reading his essay I (Ann Zweber Werner) was reminded, as a former high school principal, how important it is for leaders to understand and reflect upon the concepts of common good and our role in preparing citizens of the world. His essay in part is included for your consideration and reflection.

Building excellence through a coherent vision

by E. Thomas Sullivan

…To achieve a coherent focus, one must start with the fundamental question of how a first-class research university is defined. What are its characteristics, and how is such an institution financially supported?

The first characteristic we must remember is that the University of Minnesota is a public university. As such, it is a public good. This aspect of the University is often taken for granted, if not ignored.

Although a university education is a direct private benefit to any student who receives this experience, a public education is also without question an inherent good or a public good, the benefits of which are enjoyed by society as a whole, not just by the individual receiving the education.

There is a direct relationship between education and the common good.

Within the last two decades more than 80 percent of America's college students have attended public institutions. At the same time, the percentage of state support for education across the United States has declined significantly. Just as higher education clearly has become more important to the state economic welfare, the state has retrenched substantially from its investment in public higher education. To make matters worse, in Minnesota the decline in state revenue for public higher education in the last 25 years has exceeded the decline in other states.

We must recommit to the notion that there is a long-term consequence to the state in investing in public higher education: Education creates positive benefits for society, and for the individual being educated. From the individual's perspective, access to quality public education increases his or her productivity, wealth, and buying power through acquisition of knowledge and skills. Society benefits, along with the individual, when the state invests in human capital through public education. As the individual prospers and contributes to society as a well-informed citizen, he/she has increased consumer buying power and a direct effect on the economy. A well-educated citizen is a vital economic participant in a market economy. An individual's preferences and chances in life are expanded through higher education. As the individual does better in life, value is added to the public welfare.

Consequently, the private gain the individual receives complements the public good. In addition, a well-educated individual is a more informed citizen who can contribute decision-making and leadership in our democratic society. The university experience helps prepare citizens for a full, productive life in society. Undoubtedly, democracy depends on a well-educated, engaged citizenry.

Public universities are important economic organizations that not only educate and train individuals for civic leadership and civic responsibility in a democratic society, but they also: (1) invest in research that creates new products, services, technology, innovations and startup companies; (2) expand intellectual capital that provides for new jobs that, in turn, can attract new talent and a qualified work force for the state's economic growth; (3) attract new business from outside the state because of experience within the University and because of the quality of educational opportunities available to the work force; and (4) attract external financing support that can have a multiplier effect through leveraging of resources.

A comprehensive public research university, like the University of Minnesota, makes investments in our community because there are important dynamics between research, teaching, and the creative arts that enhance the research and enrich the teaching. We know that a great public university, one that excels in teaching and research, will be able to keep the best and brightest students within the state and will attract additional talented students from outside the state who, in turn, will attract employers and new employment opportunities, resulting in an expanded economy. These cycles raise the quality of life for all of our citizens. The welfare gains produced by this public university, both the private (personal) as well as the public, creating productivity, efficiencies, and democratic values, comprise significant resources for the entire state. Unquestionably, the result is a higher quality of life educationally, economically, and culturally. In sum, when an individual is well educated, he/she has the capacity to be a good citizen and the opportunity to prosper.