Op-Ed: UT Austin Among Nation’s Most Productive Universities

The Austin-American Statesman and The Dallas Morning News have recently published my op-ed on UT’s productivity:

With more than 52,000 students and many nationally ranked academic programs, The University of Texas at Austin is one of the most productive universities in the United States. But you wouldn’t know it by reading the Center for College Affordability and Productivity’s (CCAP) recently published report, which suggests that if the 80 percent of our faculty that have the lowest teaching load taught half as much as the top 20 percent, tuition could be reduced by half.

The most obvious flaw in this analysis is that the measure of faculty productivity is limited solely to semester credit hours. There is no attempt to measure the quality, and therefore the true productivity, of the learning experience.

At UT, we could easily increase the appearance of efficiency by doing all our teaching in classes of 300 students. According to the CCAP metric, our university would then be far more productive. But what is the goal of a university? At UT, our goal is to provide the most effective learning experience for our undergraduates and graduate students. In addition, we expect our faculty to conduct research to expand knowledge and benefit society.

Let me give one example. As a part of our curriculum reform at UT, we now require all freshmen to complete what we call a First-Year Signature Course. In these courses, taught by senior faculty, students concentrate on writing and speaking, critical thinking, and research. These courses are often taught in small seminars, such as the one that I teach. The CCAP analysis would penalize a faculty member for teaching any small class. Yet exposing our freshmen to a rich learning experience with our best faculty is central to our mission and increases our overall educational productivity.

By the CCAP’s measure a faculty member teaching a class of 300 is 16 times more “productive” than one teaching an 18-student seminar. Our small freshman seminars are labor intensive, but we value the student-faculty interaction, and students tell us they value it, too. The same point could be made regarding upper-division and graduate seminars, which are small and relatively expensive. But we believe that providing high-quality graduate education is important for training the next generation of researchers, scholars, and leaders.

At UT we offer a few classes that are large, some with more than 500 students. But we offer many more small classes: 34 percent have fewer than 20 students, and another 41 percent have between 20 and 49 students. Universities need a healthy balance of class sizes to be efficient while maintaining the quality of our teaching. Therefore it comes as no surprise that a minority of UT instructors teaches a majority of semester credit hours, and there is nothing problematic about this.

Furthermore, our faculty devote large amounts of time to student advising, research, scholarly publications, administrative responsibilities, participation and leadership in national and international organizations, and public service. None of this is measured in the CCAP analysis. Overall productivity is important; the mix of individual contributions to productivity is a tactic to achieve it.

At UT, we are very serious about increasing productivity in teaching, research, business operations, and commercialization of intellectual property. Indeed, among the nation’s 120 leading research universities, we are the 10th most efficient when measuring the amount of tuition and state money we spend to achieve our six-year graduation rate. And we spend less state money and tuition per faculty member than all but one other research university in America.

We welcome all productivity analysis that measures quality—because outstanding teaching and research are our goals. With our state’s largest enrollment, highest ranked programs, and highest four-year graduation rate, we are very productive. And we do this with tuition of less than $10,000 per year while receiving only 14 percent of our budget from state appropriations. However, we’re still not satisfied, and we are implementing multiple initiatives to further improve our efficiency.

For the citizens of Texas, we are a very good investment. Last year, our faculty attracted $648 million in research grants, more than double our current state appropriation of $318 million. When combined with other revenue from tuition, philanthropy, and auxiliary enterprises, taxpayers received the benefit of $5.8 billion in economic activity. All of this comes at an annual cost of about $13 per Texas resident.

It’s curious that advocates for productivity should take aim at one of the most productive universities in the nation. In any event, at The University of Texas at Austin, we welcome productivity analysis that includes measures of academic quality, and we will continue to strive for even greater efficiency and effectiveness.

The Public Research University of the Future

Dear Tower Talk  Readers,

As you may know, I delivered a major speech on our campus on Monday addressing what I believe are the challenges and goals of the public research university of the future and how UT is leading the way toward this new vision.

Afterwards I spoke with Professor Todd Ditmire, UT senior Katie Maass, and Professor David Oshinsky, whose work I recognized in my speech.

Afterwards I spoke with Professor Todd Ditmire, UT senior Katie Maass, and Professor David Oshinsky, whose work I recognized in my speech.

In case you missed the live broadcast, I thought you might be interested in reading the text which is available online at:


Or you can watch the video on YouTube.

All best from the Forty Acres.

Bill's Signature

A New Era of Collaborative Innovation in Public Higher Education

I wanted to share this message, which I sent to our faculty, staff, students, alumni, and friends yesterday:

Dear Friends and Colleagues,

Recently I attended a meeting of the Association of American Universities in Washington, where I invited the presidents of six prominent public universities to discuss the future of higher education in America. In addition, with help from the Lumina Foundation, I’ve been meeting regularly with presidents of several community colleges and four-year colleges in Texas to explore ways we can help improve the success of all our students. There is a great deal of discussion regarding budget reductions, but a more fundamental conversation about higher education is taking place across the nation. This is the first in a series of communications about these issues.

Our social landscape is shifting in fundamental ways. Families are recovering from a deep recession. Using the Internet, smart phones, and other technologies to learn and communicate is second nature to today’s students. Current demographic and social trends are greatly expanding the number of people who seek higher education. State appropriations, once a primary source of funding, now make up a small fraction of public university budgets (about 14 percent at UT Austin). Far more than merely being a training ground for future employees, universities must be partners in innovation for the private sector, entrepreneurial communities, and other educational institutions. Society’s tectonic plates are shifting, and universities must adapt.

From energy to medicine to the space program, Texas and its universities have long been fertile ground for innovation. This innovation must extend to public higher education, and our University is ideally positioned to lead this effort.

In my five years as president, I have worked with colleagues to strengthen undergraduate teaching, to advance research and problem-solving by our faculty, to foster deeper relationships with our alumni and leading corporations, to improve institutional productivity, and to make UT Austin accessible to a cross-section of Texans and exceptional students from across the United States and around the world.

When I was dean of the Law School, I worked with the Commission of 125, a group of about 200 citizen leaders from all walks of life who studied UT in 2002-04 and made recommendations to shape its future. It became clear to everyone engaged in the Commission’s work that the traditional model for public higher education had to change. Indeed, the overarching theme of my State of the University Address last year was the need to increase our productivity and effectiveness in an environment of diminished resources. But while we introduce change-as one of the world’s great research universities-we must be steadfast in our commitment to teaching and research.

With UT’s large student body and influential alumni network, acclaimed faculty, and powerful research enterprise-combined with its depth and diversity of programs and overall excellence-no university is better positioned to pursue new approaches and make an impact. We must cultivate innovation, exploring new, more effective pathways for how our students and faculty learn and create new knowledge.

In my view, the public research university of the 21st century must:

  • Engage in solving major global problems, expanding knowledge, and improving lives throughout society
  • Offer the highest-quality undergraduate education, graduate programs, and research to prepare the next generation of leaders who will change the world
  • Exploit the opportunities that new technology creates in learning and educational research
  • Develop new revenue streams to become even more financially self-sufficient
  • Focus resources on those programs that can achieve true excellence and that offer strategic opportunities to advance knowledge
  • Increase efficiency and reduce costs in university operations on a continual basis
  • Share educational resources with emerging research universities, regional universities, community colleges, and high schools to expand educational opportunities for everyone

This vision for the future is taking shape in many ways on our campus, much of it inspired by the Commission of 125. The Commission emphasized the importance of pursuing excellence, enriching the undergraduate experience, and developing strong leadership for academic departments and research centers. Here are some of the changes under way that reflect our commitment to this vision.

UT has overhauled its core curriculum for all undergraduates, adding a mandatory rigorous intellectual experience known as the First-Year Signature Course, which includes coursework in disciplines such as English, history, social sciences, math, natural sciences, and the performing arts. These courses are designed to develop important skills in writing, critical thinking, quantitative reasoning, ethics, and independent inquiry.

We are redesigning key gateway courses in chemistry, biology, and statistics to shift the emphasis from traditional teaching methods to more innovative and effective student-centered learning. This Course Transformation Program uses technology to gain immediate insights into teaching effectiveness and to individualize learning both inside and outside the classroom. Transformation of these three initial courses will affect more than 9,000 UT Austin students per year.

We are partnering with Harvard and Carnegie Mellon universities to use advanced instructional technology and interactive tools to develop free educational materials and online interactive tutors to help students realize their potential on our campus and at other Texas colleges and universities. One of the objectives of the project is to help students reach similar levels of proficiency across learning environments at institutions with a wide range of missions.

Innovation also requires that we manage costs. In fact, our administrative costs are about half the average rate for state universities in Texas. Current efficiency initiatives in information technology, data storage, purchasing, water and energy conservation, and other areas are projected to save $565 million over a 10-year period.

In addition to finding new efficiencies, we must also create new income streams to support our academic priorities.

  • We are aggressively pursuing the commercialization of our intellectual property through programs to create new companies and connect them with investors.
  • In 2010 we launched H2Orange bottled water, a partnership that generates scholarship funds from water packaged in a recyclable bottle shaped like the UT Tower.
  • Earlier this year we announced the Longhorn Network, a 20-year partnership with ESPN and IMG College that will guarantee $300 million in revenue to support UT Austin. We have already committed funding from this agreement to create new faculty chairs in philosophy and physics.

American research universities are the envy of the world. Nations worldwide are aggressively trying to replicate them because they attract the best faculty, who attract the best students, who become tomorrow’s leaders. Research universities drive economic development in their regions because they produce the educated workforce companies need and new knowledge that generates innovation and economic development.

Texas has a history of leadership and innovation. To build a stronger future for the people of our state, we need to lead in higher education. At UT Austin, we are working to unify our 470,000 alumni and many other important constituent groups to make this shared vision a reality. It’s a vision that will strengthen all public universities, our state, and our nation.


Bill's Signature