Obama wants lower college costs, higher dropout age — from edweek.org by Alyson Klein

.

SOTU_Blog.jpg

Excerpt (emphasis DSC):

President Obama gave college affordability a prominent place in his domestic agenda during his annual State of the Union address, calling directly on universities to hold down costs in order to make higher education more accessible to the middle class. He outlined a set of proposals that include threatening universities with a loss of federal money if they are unable to tamp down tuition.

“Let me put colleges and universities on notice: If you can’t stop tuition from going up, the funding you get from taxpayers will go down,” Obama said in his hour-long address. He didn’t offer specifics, however, and the blueprint document the White House sent out to accompany the speech didn’t get specific either. But advocates expect him to lay out more concrete details in the coming days.

.

State higher education spending sees big decline — from HuffingtonPost.com by Christine Armario

Excerpt:

MIAMI — State funding for higher education has declined because of a slow recovery from the recession and the end of federal stimulus money, according to a study released Monday.

Overall, spending declined by some $6 billion, or nearly 8 percent, over the past year, according to the annual Grapevine study by the Center for the Study of Education Policy at Illinois State University. The reduction was slightly lower, at 4 percent, when money lost from the end of the American Reinvestment and Recovery Act was not taken into account.

The funding reductions, seen across nearly every state, have resulted in larger class sizes and fewer course offerings at many universities and come as enrollment continues to rise.

.

Beware: Alternative certification is coming — from The Chronicle by Richard Vedder

Excerpt (emphasis DSC):

As college costs rise, however, people are asking: Aren’t there cheaper ways of certifying competence and skills to employers? Employers like the current system, because the huge (often over $100,000) cost of demonstrating competency is borne by the student, not by them. Employers seemingly have little incentive to look for alternative certification. That is why reformers like me cannot get employer organizations like the U.S. Chamber of Commerce to take alternative certification seriously. But if companies can find good employees with high-school diplomas who have demonstrated necessary skills and competency via some cheaper (to society) means, they might be able to hire workers more cheaply than before–paying wages that are high by high-school-graduate standards, but low relative to college-graduate norms. Employers can capture the huge savings of reduced certification costs. And students avoid huge debt, get four years more time in the labor force, and do not face the risks of not getting through college. Since millions of college grads have jobs which really do not use skills developed in college anyhow, alternative certification is more attractive than ever.

Addendums on 1/26:

  • President Obama: ‘Higher education can’t be a luxury – it is an economic imperative’ — from annarbor.com by Ryan Stanton
  • Survey finds that dwindling financial aid contributes to fewer college options — from the NYT by Daniel Slotnik
    Excerpt:
    College freshmen entering school last fall were less likely to attend their first choice of college, a function of both competition and cost, than at any other time since 1974, and fewer received financial aid through grants or scholarships, according to an annual survey of nearly 204,000 high school students.
  • Pressure remains for higher education: Moody’s — from Reuters
    The financial conditions of many U.S. colleges and universities will likely not improve much this year, as states continue cutting funding for public schools, students become more price sensitive, and areas for other revenue remain stretched, a lead rating agency said on Monday.  “During the past year, public and political scrutiny of colleges and universities, both not-for-profit and for-profit, has escalated and we expect that the sector will remain under the microscope in 2012 and beyond,” said Moody’s Investors Services in a report outlining why it is maintaining a “mixed outlook for U.S. not-for-profit private and public colleges and universities, mirroring our 2011 outlook.”

American Association of University Professors -- Program Closures

Excerpt:

The financial crisis that began in 2008 and the ensuing reductions in state support for higher education have led to devastating cuts at colleges and universities across the country. A growing number of institutions are eliminating majors, graduate programs, or even entire departments; the map above tracks program closures that have been reported in the media since the start of the crisis.

This map is not comprehensive. It is designed solely to highlight media coverage of program closures, which is sometimes flawed and can quickly become outdated, and does not reflect the ongoing casework of the AAUP’s Committee A on Academic Freedom and Tenure.

Excerpts from An open letter to university administrators by Clayton Christensen

Defending the status quo is futile, and it’s no fun. Given fiscal realities beyond the control of university administrators, defending the operational status quo means choosing between big, focused cuts or death by a thousand small ones. Trading up to a larger school offers no escape from the grisly task of doing less with less.

Clinging to tradition will worsen individual and institutional disruption, while embracing innovation will hasten a new era of higher education productivity—not only of well-educated degree holders, but of new knowledge.

 Also see:

.

BERKELEY, Calif. — Across the nation, a historic collapse in state funding for higher education threatens to diminish the stature of premier public universities and erode their mission as engines of upward social mobility.

Do not underestimate or discount the disruptive power of technology! Daniel S. Christian -- June 2009

 

From DSC:
The tidal wave of technological change swept over Blockbuster and the article below shows how it drowned Kodak as well. These players were once at THEE top of their games…now they are either bankrupt or soon to be bankrupt (if things don’t change fast).

This relates to higher education as well, but I don’t think that we’ve seen anything yet (though 2012 may change that). Higher ed may have a limited window of time left before the conversation moves completely out of academia and higher ed as we know it gets left behind. The word “reinvent” and the phrases “staying relevant” as well as “lowering the price” should be at the top of the agendas for boards at most academic institutions of higher education throughout America (and other nations as well). I use the word most here because some folks will likely continue to pay enormous prices to get the name brands that they’ve been paying $50,000+ per year for.

If companies eventually don’t care who accredited your degree but rather what you can DO for them, watch out. The barriers to entry will plummet.

 

You Press the Button. Kodak Used to Do the Rest. — from technologyreview.com
Kodak saw the shift from analog to digital photography coming. Here’s why it couldn’t win.

.

Excerpt (emphasis from DSC):

But the industry landscape was completely different in the digital era. Barriers to entry were significantly lowered and the industry was flooded by entrants with a background in consumer electronics, such as Casio, Samsung, and Hewlett-Packard, not to mention Japanese camera manufacturers including Canon, Nikon, and Olympus. Large parts of Kodak’s competence base related to chemistry and film manufacturing were rendered obsolete. The vertical integration that had previously been a core asset to Kodak lost its value. Digital cameras became a commodity business with low margins. The problem facing Kodak wasn’t just that film profits had died but that those revenues could not be replaced.

Once images became digital, Kodak’s business model of “doing the rest” was effectively destroyed. Doing the rest used to entail a large and complex process that only a couple of companies in the world could master. Today, it is done by the click of a button.

Related graphic from DSC:

From Daniel S. ChristianAlso see:

 

12/15/11 addendum re: the conversation moving away from higher ed:

Excerpt (emphasis DSC):

No single blog can adequately capture or represent what was going on at Learning 2011. But if you are intrigued, I suggest you go to www.Learning2011and see what the agenda and the presentations looked like for yourself.
.
What I sensed, and what I am trying to describe here, was an accelerating transition in workforce education from a higher education-centric model to a learner-workplace-centric model. In a world where higher education institutions have dominated, controlled, and driven the conversation about quality, content, access, and results; the balance of power is shifting away from that more monolithic tendency to a far more disaggregated power structure where good information, metrics, and results that can be validated against third party standards are the “coin of the realm”.

 

Deficit Supercommittee’s failure triggers steep cuts for education and research — from The Chronicle by Kelly Field

Excerpt:

The Congressional supercommittee charged with cutting $1.2-trillion from the federal budget conceded defeat Monday, after its members reached an impasse over taxes and entitlement spending.

The panel’s failure to produce a deficit-reduction plan triggers across-the-board cuts of roughly $1-trillion in discretionary spending over nine years, starting in the 2013 fiscal year. Unless Congress finds a way around the process, the Education Department’s budget will be slashed by $3.54-billion in 2013, according to the Committee for Education Funding, an advocacy group.

While the Pell Grant program is exempt from cuts in the first year, the other student-aid programs will lose $134-million, reducing aid to at least 1.3 million students. Career, technical, and adult education will lose $136-million, affecting 1.4 million students, says the committee.

If not now, when? – from Educause ReviewMagazine  by Adrian Sannier
Adrian Sannier is Digital Strategist and Senior Vice President of Product at Pearson eCollege and is Professor of Computing Studies at Arizona State University, where he was also the University Technology Officer prior to joining Pearson eCollege.

Excerpt:

Strong signs are indicating that higher education is finally on the verge of a long-awaited digital shift. Given that experts have been prophesying such a shift for more than forty years, with little if any real change, it’s reasonable to approach such a statement with healthy skepticism. Various factors—some cultural, some technological—have indeed retarded progress along this path to the future. Nevertheless, the unprecedented challenges facing the educational system, combined with higher education’s cultural success at solving daunting challenges through the widespread application of information technology, have created the conditions for rapid change. In the coming months, we will see major shifts in the role that technology plays in the creation, distribution, consumption, and improvement of learning experiences. And education will never be the same.

Beyond Textbooks, Beyond Bookstores, Beyond Learning Management Systems, Beyond School—the changes introduced by technology have already begun. The digital shift is upon us. If other industries and other fields are any guide, once the dominos begin to fall, progress will be swift and irreversible.

I, for one, can’t wait to be a part of it. If not now, when?

 

From DSC:
Readers of this blog will not be surprised at what I’m about to say…

Higher ed, if we are wise, will quickly wake up and heed the disruptive changes that have already occurred within other industries (i.e. those caused by a variety of technologies).  The following quote is especially relevant for those of us in higher education, because the conversation is no longer being controlled by those within the world of higher education. 

“For the first time, the tools to drive change and improve learning lie beyond the scope and the control of the academy, in the community which surrounds it. So, for the first time in our history, colleges and universities do not control either the conversation or the drive to innovate. As a consequence, also for the first time, if they stand still, they will be left behind, bobbing in the wake of rapid change.” — HEMG

The writing on the wall is coming into a bolder/stronger/clearer view:  Higher ed needs to respond to society’s needs and to its own customers…otherwise, it will become irrelevant. Much of this is due to what things often come down to — money.

The cost of education is one of the most potent forces acting as a catalyst to these changes — and the tidal waves of technological change will finish the job.


Staying Relevant

 


…and more forcefully illustrated:

 

From Daniel S. Christian

Thinking about innovation in higher education — from Tony Bates

Excerpt:

This article by Peter Stokes, an executive vice-president at Eduventures, has some interesting ideas about how to promote real innovation in the higher education system. In principle, he’s suggesting US Federal funding for a conventional public institution to set up a parallel organization to test alternative ways of organizing, delivering and assessing teaching and learning, but within the Federal regulatory environment to stop diploma mills benefiting from the funding.

Also see:

 

Addendums later on 10/28/11:

  • Where’s the Innovation: Part 1 (Dr. Peter Smith)
    In my next three blogs, I will discuss, with examples, the obstacles faced by existing institutions when they try to innovate, where innovation has already begun and where innovation will come from in the future.

    What makes this moment in time so compelling is that, just as we see the need for a vastly better educated citizenry, the tools to do just that have been revolutionized by the web. For the first time, the tools to drive change and improve learning lie beyond the scope and the control of the academy, in the community which surrounds it. So, for the first time in our history, colleges and universities do not control either the conversation or the drive to innovate. As a consequence, also for the first time, if they stand still, they will be left behind, bobbing in the wake of rapid change (emphasis DSC).
  • Where will innovation begin? — from the Chronicle by Jeff Selingo
    If there was any question that the current model for the vast majority of colleges is not sustainable for much longer, two pieces of news this past week should give the remaining skeptics yet more evidence (emphasis DSC).
    .
    First was the news from a survey of economists that Americans’ incomes, which have dropped some 7 percent since 2000, aren’t expected to even recover those losses until 2021. What’s more, a third of the respondents to the survey said today’s college grads would fare worse than their parents’ generation.
    .
    Then earlier this week we saw news reports of a previously published study on household debt by the Federal Reserve Bank of New York, which predicted that the total amount of student-loan debt would hit $1-trillion before the end of the year.

New College Board Trends Reports Price of College Continues to Rise Nationally, with Dramatic Differences in Pricing Policies from State to State — from collegeboard.org
Increases in federal tax credits, combined with growth in grant aid, help some students cover rising expenses
10/25/2011

Key Tuition and Fee Findings:

  • Published in-state tuition and fees at public four-year institutions average $8,244 in 2011-12, $631 (8.3 percent) higher than in 2010-11. Average total charges, including tuition and fees and room and board, are $17,131, up 6.0 percent.
  • Published out-of-state tuition and fees at public four-year colleges and universities average $20,770, $1,122 (5.7 percent) higher than in 2010-11. Average total charges are $29,657, up 5.2 percent.
  • Published in-state tuition and fees at public two-year colleges average $2,963, $236 (8.7 percent) higher than in 2010-11.
  • Published tuition and fees at private nonprofit four-year colleges and universities average $28,500 in 2011-12, $1,235 (4.5 percent) higher than in 2010-11. Average total charges, including tuition and fees and room and board, are $38,589, up 4.4 percent.
  • Published tuition and fees at for-profit institutions average an estimated $14,487 in 2011-12, 3.2 percent higher than in 2010-11.

Student loans outstanding will exceed $1 trillion this year — from USAToday.com by Cauchon

Excerpts:

Students and workers seeking retraining are borrowing extraordinary amounts of money through federal loan programs, potentially putting a huge burden on the backs of young people looking for jobs and trying to start careers.

The amount of student loans taken out last year crossed the $100 billion mark for the first time and total loans outstanding will exceed $1 trillion for the first time this year (emphasis DSC).  Americans now owe more on student loans than on credit cards, reports the Federal Reserve Bank of New York.

Students are borrowing twice what they did a decade ago after adjusting for inflation, the College Board reports.

“It’s going to create a generation of wage slavery,” says Nick Pardini, a Villanova University graduate student in finance (emphasis DSC) who has warned on a blog for investors that student loans are the next credit bubble — with borrowers, rather than lenders, as the losers.

 

From DSC:
Again, this speaks for the need for higher education to work hard on reinventing ourselves — innovating and thinking creatively to come up with significantly lower cost alternatives in offering a quality education to the youth of today. 

 

 

When the dam breaks… — from learning with ‘e’s by Steve Wheeler

Excerpt:

Publication of research is one of the most important facets of academic life. I can’t stress enough how important it is for good research to be as widely and swiftly disseminated as possible. Without it, our practice is less likely to be informed, and more prone to repeated errors. As a researcher myself, I take this challenge very seriously. Along with other educational researchers, I attempt to identify key issues for investigation and then spend considerable time and energy examining as much of the terrain that surrounds my research question as I can. Once I have analysed the data, I am usually able to arrive at some conclusions and write some form of report, which is likely to include a set of recommendations that I hope will benefit my community of practice. Such findings should be published widely to inform the entire community. This is the way it should be. And yet often, sadly, it just doesn’t happen.

From DSC:
Steve, I was unsuccessful in leaving a comment on your posting here…but I celebrate your walking the talk on this and for pushing the envelop on the proliferation of open access journals. And thanks for making some recommendations in your reports — for taking some stances. I was greatly disappointed in my ID Master’s Program to find how few scholarly articles took any sort of stand and asserted much of anything to move their communities of practice forward.

 

 

Content execs at TheGrill warn: Move aside, Netflix — movies are going into the cloud — from thewrap.com (emphasis below from  DSC)

In this digitized world of renting, streaming and downloading, three executives from major content creators agreed on at least one remedy – monetizing ownership.

That is why Sony’s John Calkins, Warner Bros.’ Thomas Gewecke and CBS’ Jim Lazone took the stage on Tuesday at TheGrill, TheWrap’s annual media conference, to discuss, among other subjects, Ultraviolet, the cloud-based home- entertainment system.

UltraViolet will let consumers buy a digital copy of a movie at a standard retailer and upload it to the cloud, making it available whenever they want to watch it.

… UltraViolet not only offers the opportunity for repeated viewing but also a “degree of portability and multiple device interactivity you don’t get” when using something like video-on-demand.

 

 Also see:

 

Tagged with:  
Addendum on 9-21-11:
© 2024 | Daniel Christian