Consensus and divergence in Texas higher education policy formulation: Addressing the instrumental values of education policy-making as perceived by Texas public higher education administrators and members of the state legislature

The purpose of this study was to identify perceptions of both higher education administrators and legislators regarding Mitchell, Marshall, and Wirt's four Instrumental Values of State Education Policy-Making as they relate to Texas higher education policy formulation. Areas of consensus and divergence were identified between the two groups in order to serve as a source of common interests upon which to build consensus and to bridge divergent views.; A 40-question survey instrument was distributed to the population, which consisted of all 181 members of the Texas Legislature as well as 96 selected administrators at Texas public higher education institutions. Each of the 40 statements was answered according to a 5-point Likert scale. Ultimately, 78% of administrators and 61% of legislators returned their surveys. Crosstabulations and chi-square analyses were utilized to examine the data.; Following are the major findings: (1) Both administrators and legislators agreed with most quality, efficiency, equity, and choice proposals. (2) While some consensus was evident among administrators and legislators regarding quality and choice, much of the consensus and divergence did not arrive at a level of generalization but instead centered around issue-specific policies. (3) Similarly, very little evidence for generalization was found regarding efficiency and equity. (4) Legislators agreed with efficiency and choice proposals slightly more so than administrators, while administrators agreed with equity proposals more so than legislators. (5) Undecided responses, primarily from legislators, influenced the results towards the mid-range. (6) When responses were grouped across instrumental values into ten specific issue categories, minority recruitment elicited the most consensus, and governance/coordination elicited the most divergence.; Results of the study have provided administrators and legislators with the opportunity to reduce divergence and to increase consensus regarding quality, efficiency, equity, and choice. If these recommendations are implemented, the groups may see marked improvements in their relationships as they strive to meet the needs of their constituents, college and university students, parents, and the general public. Because areas of consensus and divergence were found to be based primarily on issue-specific points, the two groups need to increase communication and understanding of issue-specific legislation that impacts higher education policy and practice.