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

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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.

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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.

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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.”

Stormy waters ahead as ‘disruptive forces’ sweep the old guard — from timeshighereducation.co.uk by Sarah Cunnane
Online education will turn the academy inside out, argue US authors. 

Excerpt:

Graduation rates in the US have fallen, and states have slashed funding for higher education. As a result, public universities have raised tuition fees, and many are struggling to stay afloat during the recession. But two authors working in the US higher education sector claim that the academy has a bigger battle on the horizon: the “disruptive innovation” ushered in by online education.

This disruption, they say, will force down costs, lure prospective students away from traditional “core” universities, transform the way academics work, and spell the end for the traditional scholarly calendar based around face-to-face teaching.

Clayton M. Christensen, the Kim B. Clark professor of business administration at Harvard Business School, and Henry J. Eyring, advancement vice-president at Brigham Young University-Idaho, outline their ideas in The Innovative University: Changing the DNA of Higher Education from the Inside Out.

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The perfect storm in higher ed

 

Also see:

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.

Population of needy college students is exploding — from The Washington Post by Daniel de Vise

Excerpt (emphasis DSC):

A higher education official from Wisconsin who attended the recent Council of Independent Colleges conference in Florida made a remarkable statement during a question-and-answer session.

There is a group of students who enter college with such dire financial need that the amount the federal government expects their families to contribute to college is effectively zero. In Wisconsin, that zero-pay population has grown by half in a single year: from 42,641 students in the 2008-09 academic year to 65,800 in 2009-10.

The data come from Rolf Wegenke, president of the Wisconsin Association of Independent Colleges and Universities, and surely they mirror a national trend.

Incoming college students have grown markedly more needy since the 2008 economic downturn.

From DSC:
This perfect storm that continues to amass must be addressed.

How can all institutions of higher education — across the board — cut tuition costs by 50% or more?

That should be the #1 question boards are asking themselves throughout 2012 until they have some ideas/answers — then begin experimenting with implementing those pilots/ideas/potential directions.  If not, the conversation will continue to move outside of academia and fewer people will even care what those of us inside higher ed think.  The development of a Walmart of Education has become a sure thing in my mind — it will happen. In fact, it’s already started.

 

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:

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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.

Will your college survive?– from TechCrunch.com by John Katzman

college

 

Editor’s note: Guest contributor John Katzman is the founder and CEO of 2tor, an education startup that partners with universities to deliver selective degree programs online to students across the world. Katzman also founded the Princeton Review where he served as president and CEO from 1981-2007.

The Internet will save higher education, but it may kill your alma mater.

Peter Thiel believes smart people don’t need college, and he’s right: There have always been autodidacts who can learn without assistance. Of course, we don’t really need supermarkets and restaurants either; we could all grow and cook our own food.

Yet having professionals help us has always been a cost-benefit decision. What are the costs of a great education, including the opportunity cost of four years of work, and how do these costs balance against the impact of that education on your life?

The Internet is the first technology since the printing press, which could lower the cost of a great education and, in doing so, make that cost-benefit analysis much easier for most students. It could allow American schools to service twice as many students as they do now, and in ways that are both effective and cost-effective. For reasons that will be outlined below, however, it will probably end up doing this with half as many schools. And your school, even if it’s bumper-sticker worthy, might not make the cut.

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Evolve or Else

Like any other disruptive transition, the move to online and blended universities will bring tremendous benefit to students—better education in more places at lower tuition. However, these changes will be painful for many schools. Most bookstores and travel agencies found themselves on the wrong side of a steadily growing force; the schools that thrive over the next two decades will do so only because they have carefully harnessed that very same force: the Internet.

 

Also see:

  • Mary Sue Coleman’s (President of the University of Michigan) Open Letter to President Obama
    Mary Sue Coleman is president of the University of Michigan and chair of the Association of American Universities.
    Excerpt:
    And yet college is costly – too costly for some families. To meet the myriad needs of students and society, we absolutely must find ways to provide a college education at a cost that is sustainable. President Thomas Jefferson was rightfully adamant that a cornerstone of democracy is education for all, “from the richest to the poorest.”

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.

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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.
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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”.

 

Official calls for urgency on college costs— from the New York Times by Tamar Lewin

Excerpts:

As Occupy movement protests helped push spiraling college costs into the national spotlight, Education Secretary Arne Duncan urged higher-education officials Tuesday to “think more creatively — and with much greater urgency” about ways to contain costs and reduce student debt.

“Three in four Americans now say that college is too expensive for most people to afford,” Mr. Duncan said. “That belief is even stronger among young adults — three-fourths of whom believe that graduates today have more debt than they can manage.”

Also see:

Addendum later on 11/30/11:

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(Official Department of Education Photo by Joshua Hoover)

“My chief message today is a sobering one,” said Secretary Duncan yesterday at the annual Federal Student Aid conference in Las Vegas, Nev. “I want to ask you, and the entire higher education community, to look ahead and start thinking more creatively—and with much greater urgency—about how to contain the spiraling costs of college and reduce the burden of student debt on our nation’s students.”

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.

As of 11/20/11 (~2:00pm EST)

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As of 8/24/11:

usdebtclock.org

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From DSC:
With the increase in globalization — and from what I’ve seen happening in the financial systems (i.e. how what happens in Europe affects the financial systems in the U.S./Asia/other and vice versa) — it seems clear that we are all in this boat together.  If that’s true, what does that mean for:

  • Businesses and economies around the world?
  • The ability of families and individuals to afford the increasing cost of getting a degree?
  • Higher educational systems — and business models — around the world?
  • How do we resolve such massive problems?
  • What does all of this mean for how we should be educating our students?

 

Addendum on 11/21/11:

  • Debt committee: Why $1.2 trillion isn’t enough — from money.cnn.com by Jeanne Sahadi
    Excerpts:
    That’s because under the most likely scenario, reducing deficits by $1.2 trillion won’t stop the accumulated debt from growing faster than the economy.

    Thus, to stabilize the debt, Congress would need to pass a debt-reduction plan worth $4 trillion to $6 trillion, budget experts say.

Could “Badges for Lifelong Learning” be our tipping point? –– from hastac.org by Cathy Davidson

Excerpt:

As more and more fascinating and creative and surprising applications to our DML Badges for Lifelong Learning Competition flood in (we’re at almost 100 and the competition does not close until the end of today), I am wondering if, a hundred years from now, some historian ploughing through the dusty data archives of the Internet, will see this moment as digital learning’s tipping point. I mean that.

This could be our tipping point for how we measure, the entry point to thinking up an array of new forms of deciding what counts for our era.

So many of us work in schools or in jobs where what counts has been decided for us. The array of badging systems in these applications is starting to suggest that there are many, many of us who are frustrated with our inherited systems and want to come up with new ways of deciding what we want to count, what we want to value and acknowledge and credit and reward. A badge system can be the symbol of all that, visible proof of  some quality of participation and contribution that previously wasn’t even defined.

 

Cloud Learning as Universal Primary Education — from Teemu Arina

Excerpts:

The internet is lowering the transaction costs of learning. This leads to a situation where learning happens more and more in the open markets, in a distributed and decentralized manner. It is obvious that the primary interface will be based on mobile, cloud-based devices. Some principles…

There are effectively three levels of certification: 1st hand, 2nd hand and 3rd hand certification.

  • 1st hand certification is what you say you know.
    In the old world you would describe your skills in a resume and leave it to the employer to evaluate if that holds true. In the new world you can make your work and learning processes visible as it happens, demonstrating progress and increasing the believability of your 1st hand descriptions. A simple blog (a log of thoughts) makes reflection visible  and demonstrates the evolution and iteration of thinking as it happens.
  • 2nd hand certification is what others say about you.
    In the old world you would describe your references in a resume and leave it to the employer to call these references to evaluate if these people really value your work and learning. In the new world people accumulate links, likes and comments to the resources you produce on social networks. A Klout score on social media or a personal stock price based on social media activity on EmpireAvenue demonstrate your social capital through a simple metric. The question is, are you making an impact with your progress, enabling other people to build on top of your work through reflection and co-creation, or are you effectively invisible to others?
  • 3rd hand certification is what an authority says about you.
    In the old world you would get a certificate on hand to add in your resume that you have demonstrated the ability to pass a specific rat test (a school). This doesn’t necessarily mean you have mastered all the topics involved, but it demonstrates that you have been capable of passing such tests under the supervision of an authority. In the new world a single test in isolation is not enough but your ability to solve problems in connection with others.

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

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