Responses of the Regents Candidates to Questions from the

University of Minnesota Faculty Senate Consultative Committee

District 2

Dallas Bohnsack

What do you perceive as the roles of the University of Minnesota in the state,

national, and international contexts?

The University of Minnesotaâs tripartite mission of teaching and learning;

research and discovery; and outreach and public service are its roles in the

state, national, and international context. These essential, universal

principles secure a fundamental and continual University presence throughout the

local, regional, and global theaters.

Teaching and learning. Throughout the past century, the University of Minnesota

has helped guide, cultivate, and enrich the lives of millions of individuals _

individuals who, in turn, guide, cultivate, and enrich the worlds in which they

live. Furthermore, the University itself is an entity that has been made

richer, more substantive, more effective, and more reflective of the global

context by the very elements of diversity of opinion, divergence of background,

and variation of experience brought by students and instructors alike.

Research and discovery. The relevance, significance, and utility of the

University environment is not limited to those who directly experience it though

formal participation. Long acknowledged as a world-class institution, the

theoretical and applied research germinated through the University of Minnesota

has helped accomplish everything from developing more efficient, effective

techniques for measuring public opinion to healing those suffering from illness

long thought to be incurable. The implications of the Universityâs research

stretch from the house on the corner to the farthest reaches of Antarctica _ and

beyond.

Outreach and public service. From childcare to construction, from immunizations

to animal husbandry, the meaning, importance, and manifold function of the

University of Minnesota is extended each and every day through various channels

of outreach and service. Through its efforts, the "U" is not merely an abstract

entity of academic pursuit, it is a conduit to and from communities throughout

our state, throughout our nation, and throughout the world. Indeed, I firmly

believe that the Universityâs flourishing and widely-known Extension program

could be even further integrated into the community context through a presence

in virtually every department in the University system. For example, an on-site

Extension educator placed within the department of Engineering could be used as

an invaluable conduit between the department and the communities who may benefit

from cutting-edge research.

What strengths would you bring to the University and the Board of Regents? How

would your service as a Regent enhance the quality of the University of

Minnesota?

As I prepared to formally apply for the position of Regent, I naturally pondered

the appropriateness and relevance of my credentials and experience. Through

this process, I was struck by the parallels between the role of Regent and the

nature of a County Commissioner; Iâve had the privilege of serving the citizens

of Scott County on the Board of Commissioners for a total of eight years. Like

the Board of Regents, the County Board of Commissioners is a policymaking entity

that flourishes or fails upon the vision, leadership, effective collaboration,

and individual integrity of its members. Like the Board of Regents, complete

unanimity of opinion and perspective is rare; however, through healthy and

respectful dialogue, through the synthesis and analysis of responsible

information, and through the collegial guidance of the individual members, the

best decision can be reached. I am firmly committed to the process of

reflective leadership and respectful fairness.

My years with my colleagues on the Scott County Board of Commissioners have been

distinguished by this particular "consensus building" approach, and I would

relish the opportunity to contribute to the Board of Regents in this manner. A

united vision is, indeed, strengthened by the characteristics of diversification

and decentralization. Much like the principles espoused by James Madison, I

firmly believe that blind deference to complete unanimity is less a virtue than

an affliction. However, importantly, dissonance and dissention need not be the

only alternative; principled leadership and restrained guidance are absolutely

critical in the policymaking process.

I do not purport to have pat solutions and ready answers for the future of the

University of Minnesota. My vision for the Board of Regents for the University

of Minnesota is a shared vision: to strengthen it by increasing its visibility,

relevance, accessibility, and applicability in multiple arenas; to help guide it

successfully into the next millennium by meeting the challenges and needs of a

growing and diversifying population; and to fulfill the mission statement.

What does shared governance mean to you? What role would you take as a Regent

in the shared governance process?

In short, the concept of "shared governance" is one of shared responsibility,

shared authority, and shared accountability. Given its stature, function, and

mission, the authority and responsibility of the University of Minnesota is

uniquely shared among many axes: for example, all Regents must work in concert

with each other with a clarity of vision and purpose, with a dedication to a

fair and balanced process, to further the objectives, goals, and principles of

the mission statement. However, the Board is not the sole locus of University

authority and responsibility; indeed, from the Minnesota Legislature to the

President, from the Board to the faculty, the practical application of the

concept of "shared governance" is absolutely critical to the vitality of this

great institution.

As Iâve indicated above, I am not only comfortable with the dynamic and

progressive process of shared governance, I am a proponent of it.

Rholan E. Larson

What do you perceive as the roles of the University of Minnesota in the state,

national and international contexts?

The three-fold mission of the University focuses on education, research and the

public interest.

In fulfilling the first two (education and research), the faculty is the

critical component. Emphasis on research is one of the factors that enhances

the entire quality of the Universityâs many activities.

Research not only brings a greater depth of understanding to the faculty members

involved in research (and, therefore, a deeper quality of education for the

students) but also places the University on the cutting edge nationally and

internationally. This depth of knowledge also impacts the ratings of the

University compared with other institutions of higher learning. Those ratings

are significant factors in attracting competent faculty and in the respect this

institution commands in the academic community.

Public interest is also a part of the mission. In this role, the University

provides many services for the citizens of Minnesota. Developing improved

methods of communicating those opportunities and resources to the citizens of

our state must be a goal. The public interest activities of the University also

have an impact beyond the borders of the state.

What strengths would you bring to the University and the Board of Regents? How

would your service as a Regent enhance the quality of the University of

Minnesota?

While practicing my career as a Certified Public Accountant, I have held

leadership positions in many organizations in and beyond the accounting

profession. Those involvements provide an excellent background for serving as a

Regent.

I have great respect for the University of Minnesota and welcome the opportunity

to contribute as a member of the Board of Regents. I am a graduate of the

University and have had ongoing involvements. For example, I served as a member

of the University of Minnesota Advisory Council--Accounting Department. Also,

our firm recruits regularly on campus. Many of our personnel are graduates of

the University.

Some of the strengths I will bring to the Board of Regents include the

following:

¬ Proven leadership ability

¬ Willingness to express views on an issue, while listening to the views of

others

¬ Visionary

¬ Communication skills

¬ Facilitator and consensus builder

¬ Negotiator

¬ Knowledgeable about fiscal matters (finance, budgetary controls, etc.)

I will be an effective spokesman for the University. I will support efforts to

enhance the NRC ratings. I will also support efforts to improve the

effectiveness, relevance and access regarding the many activities which benefit

the citizens of Minnesota (public interest).

What does shared governance mean to you? What role would you take as a Regent

in the shared governance process?

The Board of Regents has the responsibility for governing the University. It

must approve major policies and monitor the effectiveness of the overall

operation.

For example, the faculty must have the primary responsibility for curriculum

within the various academic programs. The Boardâs role is to delegate clearly

and totally that responsibility while expecting accountability for results. The

Board has responsibility to confront any major issues which may surface out of

that process. In this example, the appropriate faculty group has primary

responsibility but should surface major issues which they believe should come to

the attention of the Board of Regents. In this way, governance must be shared

with other groups within the University. In effect, the Board delegates primary

responsibility.

Further, in this example, by placing the responsibility completely on the

appropriate faculty groups (subject only to Board oversight), we will be able to

compete more effectively on a national basis with other institutions of higher

learning.

As a Regent, I will support the concept of the Board remaining above the details

of this process while being involved in major policy decisions, monitoring

effectiveness of the programs and dealing with major issues brought to the

attention of the Board.

District 3

Richard Clarke

What do you perceive as the roles of the University of Minnesota in the state,

national and international contexts?

The University, as a land grant institution, has a multifaceted and complex

mission for research, teaching and outreach. The world is at a hinge of history

and the changes we experience will be profound. The University needs to evolve

and change as we enter the Information Age. The advance of technology around the

world will continue, probably at an ever-increasing rate, and our graduates from

all colleges will be expected to have new knowledge and skills to be effective

in the workplace and the world at home and abroad.

We need to continue to recognize how new technology will change our society and

our educational system. We donât know what challenges the 21st Century will

bring, therefore the University needs a balanced, forward looking program so

that Minnesota will not be caught reacting to events, but will play a proactive

role in shaping the next century.

The University needs to constantly reinforce its image not only as a world class

research University, but also as a prime contributor to the high quality of life

that Minnesotans enjoy. The achievements of the University have a profound

effect on the economy of Minnesota and the nation in ways that are neither

generally recognized nor appreciated by some segments of the state population.

What strengths would you bring to the University and to the Board of Regents?

How would your service as a Regent enhance the quality of the University of

Minnesota?

Three of my key areas of competence are technological, entrepreneurial and

international expertise. I have worked for Minnesota based entrepreneurial,

technological firms for my entire business career. I first started in the

computer industry at Univac in 1956 and have been associated with the industry

as it evolved in accordance with Moorâs Law (which states that the user gets

twice the performance for the same price in computer hardware every 18 months).

In looking forward, we see no "knee" in the cost/performance curve over the next

20 years. I understand where this technology is taking us and how the University

must change and evolve to meet the needs of our students and citizens. These

technological advances will affect not only business and industry, but will also

have a profound impact on society as a whole, on communities, families and

individuals, as we wrestle with the implications and ethics of the new

possibilities the technology presents. The geographic areas that learn to master

the use of the machines and to develop the complex algorithms required by

different applications will become winners in the Information Age.

I have worked for entrepreneurial firms throughout my entire business career. I

have a strong understanding of the magic mix of "money at risk and doers at

work" that is vital in the job creation process. The University plays a

significant role in training workers to staff the future needs of all

enterprises so important to the economy and overall well being of Minnesota as

we enter the Information Age.

I have experience working with complex social and technical systems. I have

traveled extensively throughout the world and have directly supervised employees

in West Berlin, Turin, Paris, UK, Sweden, Korea and Japan. I was directly

responsible for opening the China market for MTS Systems Corporation and opened

offices in Hong Kong, Beijing and Shanghai. These experiences give me a

worldwide perspective and a strong appreciation for cultural differences.

What does shared governance mean to you? What role would you take as a Regent in

the shared governance process?

Shared governance means three things to me:

¬ Clear lines of responsibility

¬ Knowledge of the various governance bodies with which the Board of Regents

interacts

¬ Balanced and respectful interaction with those bodies with support where

appropriate.

My understanding of the role of the Board of Regents is that the Board, in close

cooperation with the President, sets policy and direction for the University.

The Board then monitors and assesses the degree to which the policy

implementation is effective. This needs to be an ongoing, cooperative effort of

regular review of policy and modification, if appropriate. There is no place for

micromanagement of the University by the Board of Regents.

If a faculty member, department or delegation were to approach me with

information or request, my job would be to consider that information in light of

the policies set by the Board and to ascertain whether I think the policies are

clear, appropriate and fair. If I think they are not, I would present that

information to the Board and request that action be taken to clarify the

position of the Board.

District 8

Fred Friedman

1. What do you perceive as the roles of the University of Minnesota in the

state, national, and international contexts?

State - The University of Minnesota is our flagship University and should be the

leading institution and more importantly, the number one resource of the State

of Minnesota. Citizens of Minnesota should regard the U as their university,

their leading research institution, where they go for assistance in medical,

scientific, technical, and cultural areas. It should be in the forefront in

issues of diversity and it should stand for excellence. People should not only

be proud of our University but proud to have graduated from it and proud to send

their children there for both undergraduate and graduate studies.

National - Our university should be a national leader in a broad range of areas.

It should have the goal of being a top university in academic areas across the

board. It should maintain a national reputation and recruit nationally for

faculty and students. When it excels in an area, the entire university

community, other disciplines, other departments and co-curricular activities all

benefit. When it is mediocre in a subject, other areas are tarnished. There is

no reason the University should not compete for students, faculty, and research

grants on a national basis. When the University of Minnesota succeeds, it is to

our credit. When the University of Minnesota fails to succeed, it is a

criticism of the State.

International - Not only is the world shrinking in a business and communication

sense, but in an educational sense as well. The more diverse a university's

faculty and student body, the stronger the university is. The University of

Minnesota has always had a strong international flavor and that needs to

continue. The fact that we are in a large city with a large international

airport with many international corporations should be used to our advantage.

Minnesota has been internationally known for innovations in its iron ore,

timber, and medical industries. It should also be known for the University of

Minnesota. People should be proud to wear apparel that says University of

Minnesota whether they are in St. Paul, Minneapolis, Cloquet, Chicago, or

Singapore.

2. What strengths would you bring to the University and to the Board of

Regents? How would you service as a Regent enhance the quality of the

University of Minnesota?

I am an alumnus with two degrees and a graduate of two campuses of the

University of Minnesota. I have worked part-time for the University of

Minnesota Duluth as an assistant professor teaching four classes a year since

1975. I have worked on alumni affairs and University committees; I am a former

student body president and I am an attorney with 46 employees, who are

responsible for a public budget.

I regularly work with committees, governing boards, the Legislature and groups

of diverse people with diverse interests. I know what it means to build

consensus and I believe I have an excellent understanding of the difference

between policy decisions and management decisions.

My experiences as a student leader, alumni, faculty member, and an attorney with

dozens of boards and governing bodies and substantial interaction with the

Legislature has certainly trained me to advocate for the University. I believe

very strongly in the University of Minnesota, and I also believe I can

contribute to further strengthening the University community, especially in

Greater Minnesota.

3. What does shared governance mean to you? What role would you take as a

Regent in the shared governance process?

Shared government means that decisions are to be made by the faculty, students,

civil service staff, and administration of the University of Minnesota. Faculty

and students should participate in the hiring, promotion, and firing of

employees. Faculty and students should also participate in the setting of

budgets and in both short and long range planning.

Broad policy decisions and the hiring of the administration should be made by

the Board of Regents with significant input from all of the above mentioned

groups. I think there should be a clear distinction between making policy and

carrying out that policy or administering the University. The Board of Regents

should be careful not to involve themselves in management, micro-management, or

in the daily operation of the University. On the other hand, they should set

policy after careful and thorough consultation with the president, as well as

others, and serve as representatives of the people of the State of Minnesota.

Regents should always be promoting the University, the University community, and

asking the community what can be done to make the University even stronger.

I would participate in setting policy within the Board of Regents structure and

the Regents committee structure. I would enthusiastically participate in the

University and the University community, be a careful listener and an

enthusiastic and zealous advocate for the University and especially its

students. I would do everything I could to demand academic excellence and the

excellence of character of employees and students of the University. I believe

in a University of Minnesota that is demanding, a state resource and a national

and international leader while at the same time being accessible and personable.

I want to advocate for a University that people look forward to attending, and

are proud that they attended. In short, I would promote academic excellence,

community pride, and leadership of the University throughout the State.

Frances Gardeski

What do you perceive as the roles of the University of Minnesota in the state,

national and international contexts?

The role of the University needs to be that of a leader in higher education in

the State, national and international contexts. The University exists for the

populace and emphasis needs to be kept on that. The University needs to have a

visionary role and to compete on the state and national level. We need to assure

opportunity and diversity. We need to further reach minorities in our state.

Undergraduate education is important on a state and national level. We must

continue to improve and maintain the University as a premier institution so we

can draw students not only on a national level, but an international level as

well.

What strengths would you bring to the University and to the Board of Regents?

How would your service as a Regent enhance the quality of the University of

Minnesota?

I have strong visionary and leadership skills as evidenced by my accomplishments

in my recent position. I have strong financial skills. I was responsible for a

$23 million budget, the formation of 2 major affiliations and various building

projects. I understand interest-based bargaining and can work with a diverse

number of factions and bring them together to reach consensus. I understand

systems and have problem-solving skills. I have been on boards as well as worked

for governing boards.

What does shared governance mean to you? What role would you take as a Regent in

the shared governance process?

In shared governance, diverse entities have a stake in, and share responsibility

for an organization or a systemâs success. Each entity has the responsibility to

probe, listen, problem-solve and reach agreement on issues. The decision is then

supported by all. The role of the Regent is to assure the credibility of the

process.

At-Large

David Johnson

What do you perceive as the roles of the University of Minnesota in the state,

national and international contexts?

I would encourage the University to take leadership in encouraging greater

communication between the sectors of higher education in the state. The Board

of Regents, for example, could initiate contact with other governing boards. I

believe that the private colleges and MnSCU look to the University for

leadership in this regard. The agenda is formidable: financial aid allocation,

relationship of UMTC to Metro State to the metropolitan area community and

technical colleges, joint initiatives in technology. At the regional level, I

would urge UM to seize opportunities for cooperation with our counterpart

institutions. One good model is the Kellogg Foundation's Vision for Change

project, a platform for creating contact for faculty and students from UM, NDSU

and SDSU. The cooperation with UW Madison in parceling out expensive advanced

degree programs, e.g., library science, is another. UM also needs to solidify

its position in the top ranks of research universities. It should be the

nation's leading public urban university which combines research and land-grant

missions. The Morris Campus needs to lead in the public liberal arts college

movement, Crookston the baccalaureate polytechnic campuses, Duluth the small

research universities. Crookston, Duluth and Twin Cities [should lead] in

NASULGC and [the] AAU. Finally, UM needs to be profoundly internationalized on

all its campuses and activities. President Yudof's initiative to increase the

numbers of undergraduates who study abroad deserves enthusiastic support.

What strengths would you bring to the University and to the Board of Regents?

How would your service as a Regent enhance the quality of the University of

Minnesota?

My experience in senior administration in all three sectors of baccalaureate

education, private colleges, state universities and UM provides me both a

perspective upon higher education in this state and a credential for efforts to

increase cooperation with other institutions. It also has permitted me to live

in different areas of outstate Minnesota and thus to understand the importance

of the coordinate campuses, extension service, and research and outreach

centers. I would utilize that experience to help the University deal with the

demographic changes which are occurring in the state, e.g., the increasing

proportion of population, affluence and employment in the outer suburbs relative

to the metropolitan areas' central cores and the rural outstate counties. I

believe there are ways the University could strengthen the declining sector by

decentralizing some of its administrative functions.

3. Shared governance. First, I believe that there is a necessary division of

labor between Regents, administration, faculty and staff. Regents' role in

governance is to help develop and interpret University policy and long-range

direction. Regent role in governance is not to administer or micro-manage the

University. Second, the Board of Regents must affirm and demonstrate the

importance of close consultation with those sectors before final decisions are

made. Consultations must be models for consultation with those sectors. The

breakdown of communication and trust during the early phases of the tenure

discussion is a warning about what happens when the board is not sensitive to

the need for consultation and shared governance. The turnabout in the past year

demonstrates the potential for the University when governance is appropriately