Textbook American Higher Education in Crisis What Everyone Needs To Know 1St Edition Goldie Blumenstyk Ebook All Chapter PDF
Textbook American Higher Education in Crisis What Everyone Needs To Know 1St Edition Goldie Blumenstyk Ebook All Chapter PDF
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AMERICAN HIGHER EDUCATION IN
CRISIS?
WHAT EVERYONE NEEDS TO KNOW®
AMERICAN HIGHER
EDUCATION IN CRISIS?
WHAT EVERYONE NEEDS TO KNOW®
GOLDIE BLUMENSTYK
1
1
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on acid-free paper
CONTENTS
INTRODUCTION 1
Will the U.S. Supreme Court’s ruling in the Fisher v. University of Texas at
Austin case make it less likely that colleges will actively recruit minority
students? 35
What is “undermatching,” and what role does it play in higher-education
diversity? 37
How many students come to college prepared to do college-level work?
What happens to those who are not prepared? 39
Are distance-education courses or “alternative-education” approaches
effective for students from educationally disadvantaged backgrounds? 41
How much does America spend on higher education, and how has that
changed over time? 43
Besides tuition, what are other sources of income for colleges? 44
What impact do donations have on college revenues? 46
Don’t most public colleges get the majority of their support from their
states? 48
Why do people say states have “disinvested” in public higher education? 49
How have tuition prices changed over the past few decades? 52
So how expensive is college? 54
Is this why people talk about colleges having a “sticker price” and a “net
price”? 55
Don’t middle-class and even upper-income families struggle to pay for
college, too? 58
In the past, students would work their way through school. Why can’t they
just do that today? 59
How big is the student-loan burden? 60
What steps are being taken to address this debt burden? 64
Which sectors produce the highest rates of student-loan defaults? 65
What is the significance of a default rate? 66
What is the difference between the price and the cost of college? 67
Are the factors that drive prices at private nonprofit colleges different from
those at public institutions? What about for-profit colleges? 69
Contents vii
What is a “discount rate,” and why is the rise in this rate a concern? 72
Are some colleges in such financial trouble that they are in danger of
closing, merging, or being acquired? 74
Do for-profit colleges pose a competitive threat to traditional colleges and
universities? 76
Does distance education make money for colleges? 79
Do projected changes in the population of the country pose a threat to
colleges’ financial health? 80
Why have some public colleges emphasized recruiting of out-of-state and
international students? Will this help their financial picture? 81
Don’t multimillion dollar broadcast contracts for football and basketball
games and apparel-licensing deals produce big windfalls for colleges? 82
Does intercollegiate athletics pay off for colleges in other ways? 86
Do universities make money on the drugs and other inventions that they
patent and license? 86
What is the prognosis for revenue strategies that rely on “profits” from
master’s programs or law schools, or similar approaches based on
internal cross-subsidies? 87
Are salaries of professors to blame for higher spending by colleges? 89
So what about the spending on these noninstructional costs? Is
“administrative bloat” a factor in rising prices? 90
Do those “lazy rivers” and other elements of the “amenities race” drive
up college costs? 93
What about colleges’ debt? 94
What other things contribute to rising college costs? 96
Are there financial threats from other looming costs,
like deferred maintenance? 97
How do the faculty models at large for-profit colleges compare with those
of traditional institutions? Are these “core faculty” models catching on in
traditional higher education? 104
What concerns have been raised about the future of the college
presidency? 106
Do American colleges face international competition? 107
What do people mean when they talk about the “accountability
movement” in higher education? 109
Is the accountability movement having an impact? 110
Do the reports and measures actually say much about what students
learn? 112
Is the federal government also looking to hold colleges accountable? 113
Might these “accountability” pressures make their way into federal law? 115
Why is there interest in changing what accreditors do? 116
What other kinds of organizations are calling for a new direction in higher
education? Is this kind of attention new? 117
What role are big foundations playing in shaping the national
higher-education agenda? 118
Have nonprofit universities been “corporatized”? 121
Is the “higher-education industry” attractive to investors? 123
CONCLUSION 151
ACKNOWLEDGMENTS 155
NOTES 157
FURTHER READING 179
INDEX 183
FACTS AND FIGURES ON AMERICAN
HIGHER EDUCATION
me. I dropped out after the first week. I’m told it was an
interesting course, but with no real grades or money on
the line, it was one experimental educational experience I
could afford to skip. Millions of people have signed up for
MOOCs in the past few years and most, like me, never fin-
ish them. There may be a small lesson in that, too. Colleges
face mounting pressures to do more with less. Until about a
year ago, many pundits were proclaiming the potential for
mass education through the MOOC model as one potential
answer to that challenge, just as pundits had earlier declared
the virtual-reality experiments of Second Life (remember
that?) the future of teaching, and as some are now exuber-
antly touting competency-based education as the next great
answer to higher-education’s cost and quality conundrum.
Innovations in higher education can be exciting, but the lus-
ter often fades as reality sets in.
Like others with long experience in this field, I’m often
asked what’s next for higher education. How much more
expensive can it get? If not MOOCs, is there another innova-
tion—data-driven personalized education, perhaps—that will
radically change the experience? Frankly, it’s impossible to
say with certainty how higher education will change, and one
should have serious doubts about anyone who says they know.
It is safe to say, however, that there is no one “killer app,” but
rather a combination of many of these ideas that will inform
the future.
What is certain is that the pressures are real, the need for
colleges to innovate is pressing, and the changes, some of
them already underway, will be myriad. And it is vital to
recognize that the risks in getting in it wrong, in rushing
headlong toward the next shiny thing without careful con-
sideration of what, and more importantly, who, will be left
behind, are all too great. It’s in that spirit that I offer what
I hope will be a useful grounding in some of the most crucial
developments and issues of this next era of higher-education
evolution.
INTRODUCTION
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