Whether it be the federal government, the state government, or the University of Utah, there is a lot of talk these days about "efficiency." Google AI defines efficiency as "how well resources are used to produce desired outputs, often measured by the ratio of outputs to inputs."
One of the bills passed this last state legislative session, HB 265: Higher Education Strategic Reinvestment, requires a reallocation of $20 million to the University of Utah's base budget to move support from inefficient operations and programs to efficient ones. Specifically, the U is to "develop a strategic reinvestment plan that:
(i) identifies programs, courses, degrees, departments, colleges, or other divisions of the institution, operational efficiencies, and other components of the institution's instruction and administrative functions, including dean positions and other administration positions, that merit further investment;
(ii) identifies programs, courses, degrees, departments, colleges or other divisions of the institution, operational inefficiencies, and other components of the institution's instruction and administrative functions, including dean positions and other administration positions, that the institution will reduce or eliminate to shift resources, in an amount at least equal to the amount of reinvestment funds dedicated to the institution."
The U must submit of a draft of their plan to the Utah System of Higher Education (USHE) in May.
Recently, the University of Utah was told by leaders of USHE to look at cutting majors with fewer than 40 graduates per year. The Salt Lake Tribune article in that link stated that U Provost Mitzy Montoya "bristled at the number, which she said feels arbitrary." I'd like to take a deeper diver here into some of the reasons why the number of graduates in a major can be a poor metric to use in isolation and why small majors are important to a University.
Some of these are noted in the article, including the fact that a program may be smaller but growing, but there are others.
In some cases, a department or departments may offer multiple majors. There may be small enrollment in one of those majors, but the costs of offering may be relatively low since most of the classes needed for it are offered anyway. This is the case for the recently developed Earth and Environmental Science major, which is not housed in a department but instead spans multiple departments and largely builds on the existing curriculum in Atmospheric Sciences, Geology and Geophysics, and Biology. This is also a new major and growing fast (I suspect it is now well over 40 majors).
In other cases, the major may be small, but vital to society. Mining Engineering is such an example. This is a specialized engineering discipline that is important to the State of Utah. The department is small, but graduates have high salaries and a high employment rate. And they are needed.
A department might also have a small number of majors, but teach high-demand classes. In my area, Atmospheric Sciences, we graduate a relatively small number of students each year, but also offer some of the largest enrolled physical sciences classes on campus. I have more than 500 students in my class this semester. It's online and "very efficient," although students also tell me they love it and learn a lot! We also offer higher-level classes in climate, environmental programing, environmental statistics, and other areas that are required or needed by students in other majors. It takes a village and specialty disciplines are often essential for student education.
Then there are small departments on campus that are very innovative and successful in research and innovation. This includes my department, but also departments like Metallurgical Engineering and Pharmacology/Toxicology. These departments have the highest ratios of research funding per faculty member on campus, with external funding that greatly exceeds their state budgets.
I've focused above on science and engineering, which reflects my experience on campus, but there are also strong arguments for keeping smaller departments in the humanities and other areas.
Increasing efficiency by reducing waste is important. However, it should not be evaluated based solely on the number of graduates. The real goal for a University and its various units isn't efficiency but value, for its students and society, with value here being broadly defined to include non-monetary benefits and impacts. Just read the University of Utah's mission statement:
"The University of Utah drives unsurpassed societal impact by preparing students from diverse backgrounds to be leaders and global citizens who strengthen our society and democracy; generating and sharing new knowledge, discoveries and innovations that supercharge our economy and improve lives locally, nationally and globally; and engaging local, national and global communities to promote education, health and quality of life."
Those intangibles matter and we need to be cautious about using metrics that don't adequately measure them.