2012 Congressional Briefing National Release of Speak Up 2011 K-12 Teachers, Librarians and Administratorsfrom Project Tomorrow

“Districts are looking into BYOD approaches not only because so many students
have their own mobile devices and because parents of all income levels are
willing to purchase the devices, but because administrators are dealing with the
reality of shrinking budgets and the need to incorporate more technology in learning.”

— Julie Evans, CEO of Project Tomorrow

Excerpt:

Personalizing the Classroom Experience – Teachers, Librarians and Administrators Connect the Dots with Digital Learning
On May 23rd, 2012 Project Tomorrow released the report “Personalizing the Classroom Experience – Teachers, Librarians and Administrators Connect the Dots with Digital Learning” at a Congressional Briefing held in Washington, DC. Julie Evans, Project Tomorrow CEO, discussed selected Educator national findings from the Speak Up 2011 report and moderated a panel discussion with educators who shared their insights and experiences.

Closing the door, opening the gap -- by Gary Rhoades - April 2012

Dr. Gary Rhoades | Center for the Future of Higher Education | April 2012

 

Excerpt from Executive Summary:

Across our nation, community colleges are closing their doors, deferring the dreams of more than 400,000 prospective students. It is a retreat from America’s commitment to expand college access and success happening, ironically, at the very moment that our nation’s leaders say we need more, not fewer, people with post-secondary education. It is a retreat that threatens our nation’s future.

This report, the first by The Center for the Future of Higher Education, analyzes recent problematic enrollment and policy trends at the nation’s community colleges. It uncovers trends toward expanding caps on community college enrollment and narrowing the educational programs available for students, denying access to higher education for large numbers of lower-income students and students of color.

 

From DSC:
I doubt the state governments — and Americans at large — will have more money to throw at this situation.  Instead, I’d put my $$ on online learning and the innovations that are occurring — and will continue to occur.

Example:

 

From DSC:
A quick “P.S.” on this image — it won’t be telepresence, per se, as that’s too expensive. It will be the Skype’s of the world.

 

Tagged with:  

Student-loan debt tops $1 trillion — from WSJ.com by Josh Mitchell and Maya Jackson-Randall

Excerpt:

The amount Americans owe on student loans is far higher than earlier estimates and could lead some consumers to postpone buying homes, potentially slowing the housing recovery, U.S. officials said Wednesday.

Total student debt outstanding appears to have surpassed $1 trillion late last year, said officials at the Consumer Financial Protection Bureau, a federal agency created in the wake of the financial crisis. That would be roughly 16% higher than an estimate earlier this year by the Federal Reserve Bank of New York.

From DSC:
Phrases/words that come to my mind include (which many readers of this blog and my archived website will instantly recognize:

  • Reinventing ourselves
  • Staying relevant /addressing our customers’ needs
  • Innovation
  • Strategy
  • Leadership
  • Vision
  • The business side of higher ed / new business models
  • Game-changing environment
  • Disruption
  • Dangers of the status quo
  • Student-related
  • Future of higher education
  • The Walmart of Education
  • Learning from the Living Room

Addendum on 3/23/12:

 

Wait, isn’t this the old normal? — from InsideHigherEd.com by Kevin Kiley
Big tuition hikes at elite private institutions contradict the notion that colleges are focusing on reining in sticker price to make education affordable.
Excerpt:

The justification for the large increases at publics has been the need to maintain quality in the face of state appropriations cuts, an excuse private universities don’t have. For many privates, other revenue sources, including endowment returns and private giving, are back to where they were before the recession. And almost half the presidents of private doctoral universities surveyed recently by Inside Higher Ed said their institutions could make additional spending cuts without hurting quality, meaning there is little imperative for increases.

For this reason, the presidents of several private institutions have taken some measures to control costs. “Somewhere out there is a line, on the other side of which we become unaffordable. We haven’t crossed it yet, but we know we’re getting closer to it,” McCardell said. Total cost of attendance at some liberal arts colleges, including tuition, room, and board, is more than $50,000 a year.

Also see:
  • No diploma, no GED, no aid — from by Libby A. Nelson
    Excerpt:
    .
    WASHINGTON — Students who wanted to attend college, but didn’t have a high school diploma or GED, used to be able to get federal grants and loans through a back door: either take a basic skills test to prove their “ability to benefit” from a college education, or successfully complete six credits.
    .
    This year’s federal budget, in an effort to trim spending on Pell Grants, shut off both routes. As of July 1, newly enrolled students are required to have a high school diploma or GED in order to receive federal financial aid. College administrators say they worry the new policy will shut out older students seeking training to find a new job, immigrants, and students in states where money for basic adult education has been cut in budget crises.
    .
    Either those students will turn to riskier private loans, they say, or — more likely — they’ll just give up on pursuing higher education.

 

Staying Relevant

College presidents say $10,000 degrees available now — from texastribune.org by Reeve Hamilton

Excerpt:

Called “The Evolving Role of University Systems in Higher Education,” today’s panel mostly focused on efforts to lower the cost of college. It was moderated by Texas A&M System Chancellor John Sharp and featured Heldenfels, Texas Higher Education Commissioner Raymund Paredes, and two pairs of university and community college leaders actively collaborating: Texas A&M-San Antonio President Maria Ferrar and Alamo Colleges Chancellor Bruce Leslie, and Texas A&M-Commerce President Dan Jones and South Texas College’s Chief Academic Officer Juan Mejia.

Leslie said that Perry’s push has led to an increased emphasis on cooperation between community colleges and four-year universities. The result, he said, is a degree that meets Perry’s target — and is even less expensive. At Texas A&M-San Antonio, Ferrar said, a bachelor’s in information technology with an emphasis on cyber security will cost about $9,700.

Pentagon: You know what’s cool? A trillion-dollar fighter — from  cnet.com by D. Terdiman

From DSC:
Cool? Seriously?! Is this where we want to spend a trillion $$?  On more instruments of death?  Geez…

Instead, I wonder what the United States could contribute to the world by building multimedia-based, high-end, interactive, engaging, personalized/customized, online-based learning materials that are expensive to build, but inexpensive to access?
.
Also see:

Cap and gown learning on a shoestring budget — from timeshighereducation.co.uk by Jon Marcus

Excerpt:

With novel credentials being developed and employers seeing the value of low-cost study based on open courseware, Jon Marcus asks if the bricks-and-mortar elite will end up on the wrong side of history

 

Cap and gown learning on a shoestring budget

Credit: Paul Bateman

Below are the concluding paragraphs of Introducing Bennett Hypothesis 2.0 [by Andrew Gillen, Center for College Affordability and Productivity, with emphasis below from DSC)

Original Bennett Hypothesis + a couple refinements + Bowen’s Rule = Bennett Hypothesis 2.0.

The original Bennett Hypothesis held that increases in financial aid will lead to higher tuition, but the empirical evidence testing the hypothesis is inconclusive. The next generation of the concept, Bennett Hypothesis 2.0, adds three refinements.

1.  All Aid is Not Created Equal
2.  Selectivity, Tuition Caps, and Price Discrimination are Important
3.  Don’t Ignore the Dynamic Story

These three refinements not only help explain the mixed empirical evidence, but also provide a better understanding of the relationship between financial aid and tuition. While the first two refinements weaken the link between the two (lessening our concern about Bennett Hypothesis 2.0), the third refinement strengthens the link, implying that we should almost always be concerned about financial aid leading to higher tuition.

Given the current structure of the higher education system, Bennett Hypothesis 2.0 implies that the government will always be fighting a losing battle to increase access to college or improve college affordability since “additional government [financial aid] funds keep providing revenues that, under the current incentive system, increase costs.”54  As higher financial aid pushes costs higher, it inevitably puts upward pressure on tuition. Higher tuition, of course, reduces college affordability, leading to calls for more financial aid, setting the vicious cycle in motion all over again.

Bennett Hypothesis 2.0 exacerbates rather than causes out of control spending by colleges, the ultimate cause of which is Bowen’s Rule. Nevertheless, that is no excuse for ill-designed financial aid programs to pour fuel the fire.  As Bennett noted:

“Federal student aid policies do not cause college price inflation, but there is little doubt that they help make it possible.”55

Those words remain just as true today as they were a quarter century ago.

From DSC:
This report seems to show that the current system is only serving to expand the higher ed bubble even further; surely a pop will be heard in the future (if it hasn’t already at some individual colleges and universities).  Such a financial aid system seems to be causing one of the elements of the perfect storm — the cost of higher ed — to mount its waves to an even higher level.  (Keep in mind I created the image below in September 2010, but many of these forces are still with us today.)

The perfect storm in higher ed

 

An infographic series on the current crisis facing higher education — from educationnews.org

  • Video
  • Infographic Part I
    A breakdown re: how an economic bubble forms, expands, and bursts; a comparison of the higher ed bubble to the housing bubble, and a look at the first major contributor to college’s bubble behavior: the rising cost of tuition.
  • Infographic part II:
    Analysis of the second and third big factors in blowing up the higher ed bubble: the student loans crisis, and the unforgiving post-graduation job market.

 

 

University of Charleston: How we cut tuition by 22% — from money.cnn.com by Blake Ellis

Excerpt:

What has been the impact of the decision to lower tuition so far? Have you seen applications increase?
So far, the reaction from parents and students has been very positive. We expected a spike in applications, and applications are up nicely in our primary markets — West Virginia, Virginia, Maryland, Pennsylvania, and Kentucky. Total applications are ahead of our two-year average but slightly behind last year.

More importantly, our deposits are up 40%. This suggests that students and families who look at us are finding the new tuition structure attractive and are depositing at a higher rate than previously.

From DSC:
Good move University of Charleston.  I wish more institutions of higher education would follow your example (for the sake of their students as well as for their own sustainability).

 Addendum on 2/13/11:

openstaxcollege.org -- Access. The future of education.

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”.

 

© 2024 | Daniel Christian