From ‘gainful employment’ to lower college costs — from The WashingtonPost.com by Matt Miller

Excerpt (extra emphasis by DSC):

But whatever happens as these new rules are implemented in next few years, for-profit colleges will never get out from under a cloud, nor make good on their potential social contribution, until they pass on to students the benefit of the lower educational cost structures they are creating. To date, they’ve been reluctant to do so, because, for public companies especially, it seems tantamount to ignoring the shareholder interest in maximizing profits.

But this is shortsighted. For one thing, it ensures a perennial political backlash, which can’t serve shareholders over time. And beyond this, as a business matter, it means there’s a huge opening for any number of “Wal-Marts of higher ed” to win a vast market of underserved or overindebted young Americans (or mid-career workers who seek training) who desperately need affordable, high-quality educational services. The strategy should be to lower costs, lower prices and “make it up on the volume.” The firms that do this and earn a reputation for quality will force the traditional college world to reexamine its own inefficient practices, to the lasting benefit of students and the governments that fund them.

 

From DSC:
Also see:

 

Textbook rental: Web-rejuvenation rocks post-secondary market — from MDR/EdNetInsight by Nelson Heller, President, EdNET, MDR

Excerpt:

The Rental Phenomenon
In the past two years, the post-secondary textbook rental market has exploded. Driven by the outcry over book prices, federal legislation, readily available pricing information on the Internet, and sophisticated web-based rental management platforms, old and new competitors are disrupting the $10 billion college textbook business. Book rental isn’t really a new phenomenon—a few college stores have been renting books since the Civil War. The National Association of College Stores (NACS) proclaimed fall 2010 as the “Year of the Rental.” Players include long-timers like Follett and Budgetext, institutional stores and fast-growing start-ups. BookRenter, started in 2008, netted $40 million from investors in a funding round this past February. Chegg, started in 2007, has raised $200+ million in venture capital and attracted senior management from Yahoo and Netflix. The same drivers are growing trade in used books, eBooks, and online instructional content. Rental is also driving new business models for sourcing and distributing educational materials that may carry the industry forward into digital. Having book inventory isn’t necessarily required—at least one high-flying firm, BookRenter, exists mainly as an online marketplace. Read on to see how this change in distribution is impacting the higher education market. Next month we’ll look at what all this means for K-12.

Online Learning: Is College (Finally) Ready For Its Innovation Revolution? — from The Atlantic by Derek Thompson; originally saw this at one of Ray Schroeder’s blogs

“The price of college is going to fall, and the Internet is going to cause that fall. The rest of it is really difficult to figure out.”

Is Higher Education Ready for “The Education Bubble”? — from CampusTechnology.com by Trent Batson

Excerpts:

American higher education–the jewel in the global crown of universal education, with nearly a quarter of the total number of higher education institutions in the world, and including graduate programs that are the envy of the world–is facing the prospect of being the next bubble to burst. Technology is both a culprit and a promising ally.

The spread of information technology, and its infusion into our culture, has opened the world to learning opportunities–raising expectations for college graduates and changing the terms of success.

Is American higher education ready to either prevent the bubble from bursting or to weather the storm when it does burst? And what is the bubble?

The bubble, as we can see by all the dimensions just described, is, in fact, a potential “perfect storm.”

But this effort must also result from a presidential-level decree: “The learning theory that fit so well in our culture and with the dominant technology pre-1995 (print-based and paper-based technologies), now is not working very well for any of us, so we have to change. Each of you on campus has sincerely and devotedly committed yourselves fully to learning, but now we know that our learning epistemology is less and less appropriate. This is not your fault; it is simply a time of incredible human growth; it is a time of rapid evolution in our culture; a time of re-shaping our economy. We must transform or become irrelevant.”

 

From DSC:
Good to see I have some company in these perspectives; thanks for the article Trent. Also see:

  • The Forthcoming Walmart of Education
  • The below graphics that I created a while back reflecting on whether there was a bubble building within higher ed (2/16/09) as well some of the elements of “The Perfect Storm in Higher Education” (9/10/10).
  • The point is we need a response to these trends — we don’t want to be broadsided.

 

The perfect storm in higher ed -- by Daniel S. Christian

Is higher ed the next bubble?

 

Daniel S. Christian: My concerns with just maintaining the status quo (from 2009).

From 5/21/09

Update on “Perspectives on the elephant of college pricing” — by Lloyd Armstrong, University Professor and Provost Emeritus at the University of Southern California

Excerpt/conclusion:

The situation from all perspectives is obviously greatly exacerbated by the current unusually bad economic times. Pressures to increase discounting have been enormous for many institutions, especially those whose selectivity is lower. Economic times eventually will get better, of course, but NACUBO warns that it may be some time before institutions see the year-to- year gains in net tuition revenue they experienced before the beginning of the economic downturn. In fact, there are increasing indications that there may not ever be a return to such gains for many institutions.  There are serious questions being raised by the general public regarding whether higher education produces a value equal to its cost. This issue will hit those institutions that are “non-elite” most strongly, and make it increasingly difficult for them to raise tuition at the historic rate.   It also may well be the case that the American public will be more cautious in taking on loans in the future, and thus will look much more carefully at the concept that a loan is really decreasing the net cost of education (as the current terminology implies). Should this happen, it could significantly raise pressure to raise grant aid, leading to higher discount rates.

All in all, the data clearly indicate that the current cost/price model of higher education is working less well with each passing year from each of the three perspectives. Is it time to start thinking of sustainable alternatives?

Key education issues dividing public, college presidents, study finds — from the WSJ by Kevin Helliker

The general public and university presidents disagree about the purpose of college, who ought to pay for it and whether today’s students are getting their money’s worth.

But university presidents and the average American agree that the cost of higher education now exceeds the reach of most people.

Those are broad findings from a pair of surveys released late Sunday from the nonprofit Pew Research Center. The surveys took place this March and April, one posing college-related questions to 2,142 American adults, the other to 1,055 presidents of colleges large, small, public, private and for-profit. The two surveys contained some identical questions and some peculiar to each group.

Excerpt of report:

As is the case with all Center reports, our research is not designed to promote any cause, ideology or policy proposal. Our only goal is to inform the public on important topics that shape their lives and their society.

Higher education is one such topic. The debate about its value and mission has been triggered not just by rising costs, but also by hard economic times; by changing demands on the nation’s workforce; by rising global competition; by growing pressures to reduce education funding; and by the ambitious goal set by President Obama for the United States to lead the world by 2020 in the share of young adults who have a college degree.

 


From DSC:
I submitted the following comment to the solid article “Fixing accreditation, from the inside” (from today’s InsideHigherEd.com posting by Doug Lederman)


Thank you for the article/posting here.

Re: the committee:

  • Where are the students?
  • Where is the representation from those outside academia?
  • That is, can more parties who pay the bills for education be represented?

Re: higher ed as an industry:
I am a liberal arts grad and I work at a liberal arts college; as such, I believe in the value of liberal arts. However, I’ve been reflecting upon why the teaching and learning environment has been changing so much and why higher education has become more of a business.

Actually, I think it’s always been somewhat of a business, but even more so these days. The key reason for me involves the *cost* of obtaining an education.

It’s one thing to charge $3000/yr for tuition and it’s another to charge $25,000+/yr for tuition. If it means essentially having to pay the price of a house to obtain an education for your children, doesn’t the set of expectations change for students? For the parents of those students? For businesses who are helping pay the tuition of their employees?

If the accreditation bodies don’t respond to the growing suspicion towards them — and towards higher education as a whole — it will be like water going around a rock in a stream. People will flow right by them — whether the government assumes control or not.


Staying Relevant

Number of the week: Class of 2011, most indebted ever — from The Wall Street Journal by Mark Whitehouse

Excerpt:

$22,900: Average student debt of newly minted college graduates

The Class of 2011 will graduate this spring from America’s colleges and universities with a dubious distinction: the most indebted ever.

Higher education’s toughest test — from by Jon Bischke and Semil Shah

In the debate sparked by Peter Thiel’s “20 Under 20 Fellowship” (which pays bright students to drop out of college), one fact stands out: the cost of U.S. post-secondary education is spiraling upward, out of control. Thiel calls this a “bubble,” similar to the sub-prime mortgage crisis, where hopeful property owners over-leveraged themselves to lay claim to a coveted piece of the American dream: home ownership.

Today, however, the credentialing provided by universities is becoming decoupled from the knowledge and skills acquired by students. The cost of obtaining learning materials is falling, with OpenCourseWare resources from MIT and iTunes U leading the charge. Classes can be taken online on sites like Udemy and eduFire, either for free or a fraction of the cost to learn similar material at a university, and sites like Veri, which recently launched at TechStars NYC Demo Day, aims to organize and spread one’s accumulated knowledge.

The fresh cadavers from the shakeouts in the music and publishing industries should provide motivation to presidents, chancellors, and provosts to look seriously at this problem, as many of the same dynamics that disrupted those industries are now at play in higher education. As students around the world start preparing for their year-end exams, it will be interesting to see how seriously leaders of universities prepare for one of the toughest tests that they’ll ever face.

 

From DSC:
I have been trying to get these trends/warnings/messages across to others for years — more people are starting to raise the same red flags on some of these same topics as well.

There is great danger in the status quo these days. Don’t get me wrong — I’m a firm believer in education, especially liberal arts education. But the traditional model is simply not sustainable it continually shuts more people out of the system and/or puts such a burden on students’ backs as to significantly influence — if not downright limit — their future options and experiences.

But as the saying goes, “Change is optional — survival is not mandatory.”


Addendum:

 

 

Study: 30% of all US households already have TV connected to Internet

New consumer research from Leichtman Research Group, Inc. (LRG) finds that 30% of all households have at least one television set connected to the Internet via a video game system, a Blu-ray player, and/or the TV set itself — up from 24% a year ago. Overall, 10% of all adults watch video from the Internet via one of these devices at least weekly, compared to 5% last year. This increased usage is heavily driven by Netflix subscribers, with 30% of Netflix subscribers watching video from the Internet via one of these connected devices weekly, compared to 3% weekly use among all non-Netflix subscribers.

 

Also see:

Addendums:

 

From DSC:
Why post this? Because:

  1. These postings demonstrate a continued convergence, a continued trend that is impacting the distribution of content. If it hasn’t already (in some shape or form), online-based learning — with social networking capabilities/functionality baked in — will be entering your living room. Given the budgetary pressures out there, such change may happen sooner rather than later.
  2. The Forthcoming Walmart of Education is definitely involved here.

 

 

Poll: No matter what their major, today’s college students getting hard lessons in finance — from WashingtonPost.com by Associated Press

WASHINGTON — In these tight times, college students are getting a lesson in economics no matter what their major. Students say money influences everything from what school they attend and what career they pursue to how quickly they complete their degrees — or whether they graduate at all.

Money problems, not bad grades, are the reason cited by most college students who have considered dropping out, an Associated Press-Viacom poll finds.

Recession-battered parents have less money to spend on their kids’ tuition. Jobs that used to be waiting upon graduation aren’t there anymore — consumed by the nation’s 8.8 percent unemployment rate. And college prices keep going up, as states struggle with budget deficits. Average tuition, room and board rose to about $16,000 at in-state public schools this year and $37,000 at private schools.

 

On track for $1 trillion: Student loan debt greater than credit card debt — from GOOD Education by Liz Dwyer

student.loans

Last June, for the first time in history, Americans owed more on their student loans, a record $833 billion, than on their credit cards, $826.5 billion. The amount owed on student loans increases at a rate of about $2,853.88 per second, meaning we’re on track for total student debt to cross the $1 trillion mark sometime this year.

According to Mark Kantrowitz, publisher of FinAid.org and Fastweb.com, this increasing student debt has long term, macroeconomic implications for our society. He told NPR’s Marketplace that the amount of money students owe—on average, $24,000—is usually repaid over a 20-year time frame, which means

more and more students are going to still be repaying their own student loans when their children enroll in college. That may make those families less willing to borrow to pay for their children’s educations. It also means that they aren’t going to be as capable of saving for their children’s education or even for their own retirement.

The other insidious consequence of the debt is that students are less likely to purse nonprofit careers or work they truly enjoy.


From DSC:
Not that I’m on board with everything here…but the following excerpt from Rethinking colleges from the ground up — from the World Future Society by Thomas Frey — is worth reflecting upon; and so are some of the questions listed at the bottom of this posting. 

(NOTE: You may need to be a member to access this article in its entirety; emphasis DSC)

 

So What’s Changed
The obvious question to start with is simply, “What’s changed?”

Why is it that an education system that has produced some of the world’s top scientists, engineers, and business executive is no longer good enough to serve today’s young people?

The answers can be found in the following five areas:

  1. From information poor to information rich
  2. Fierce competition
  3. The cost to benefit ratio is changing
  4. New times require new intelligence
  5. Shift from individual intelligence to group intelligence

The following are but a few of the reasons why changing times demand different solutions…

Colleges are being pushed in a number of directions but the big dividing points will be oriented around in-person vs. online, and for the in-person side of the equation, doing the things in-person that cannot be done through online education.

 


Also see:

What does the “new normal” of shrunken classroom budgets, greater reliance on information technology and the ongoing science and math skills shortage mean for the future of education? Join fellow futurists this summer in Vancouver to solve these and other questions during our two-day WFS-exclusive Education Summit. This year’s speakers include FUTURIST magazine authors Maria H. Andersen, David Pearce Snyder, and Tom Lombardo among many others.

Sessions include:

  • Defining the “New Normal” for Education
  • Education as a Service
  • Where’s the “Learn This” Button?
  • Learning in Depth: A Simple Innovation That Can Transform Schooling
  • A New Education Vision: Reinventing School-to-Employment Systems for Knowledge-Based Global Economies
  • The New Tech Network
  • Jump-Start Your Career as a Foresight Educator
  • Reinventing Educational Activism by Creating Linkages: Technology, Content-Driven Collaboration, and Financial Literacy
  • A New Century: A New Instructional Paradigm
  • Educating the Wise Cyborg of the Future
  • Deconstructing the Education Monopoly in the United States
  • Futurists and the Future of Education

WorldFuture 2011 Education Summit: $295 for WFS members/$345 for nonmembers. Learn more and register here.

 

The newsonomics of oblivion — from the Nieman Journalism Lab by Ken Doctor
Excerpt:

The threat of oblivion should be a powerful motivator, and we now see — finally — after a decade of decline, its specter moving us away from incremental, “experimental” tests to a fundamental restructuring of the business of news.

From DSC:
(I don’t mean to be full of doom and gloom here. However, a healthy respect of the disruption being caused by technology is warranted here I believe.)

I couldn’t help but think of higher education as an industry when I reviewed this particular blog posting.  Those of us working within higher education need to be highly aware of how other industries are dealing with the disruptions being caused by the Internet and other technologies. Why? Because the disruption has already begun within higher education.

© 2024 | Daniel Christian