In “Here’s a New Way to Pay for College,” an article published in USA Today [http://college.usatoday.com/2014/04/17/heres-a-new-way-to-pay-for-college/], Daniel Wheaton reports on a new Far-Right proposal to address the student-debt crisis. In a bill that they have called “The Student Success Act,” Marco Rubio, the Republican Senator from Florida, and Jim Petri, a Republican House member from Wisconsin, are proposing private financing of college educations with money pooled from corporate sources.
So, how is this different than student loans secured through private banks? Well, the funding would be framed or defined more as a long-term investment. The recipients would agree to pay back a portion of their incomes for 30 years as a sort of dividend to those who have made the investments in their educations. Rubio and Petri call these contracts “income-share agreements,” and the percentage of the participating student’s income that he or she will owe the investors will increase as his or her income increases.
In its broad shape, the proposal seems comparable to what some entertainers, such as David Bowie, and some athletes, such as Houston Texans running back Arian Foster, are now doing in creating “celebrity bonds.” But since students have a much less certain basis for projecting future earnings, I almost immediately suspected that for students this sort of deal would amount to a sort of indentured servitude. Continue reading
John Romano, writing in the Tampa Bay Times over the weekend, reviews the connection between Charles Koch and Florida State University, a problematic connection (and not the only one of its type) that has been under scrutiny for at least three years now:
The relationship at FSU drew howls of protest in 2011 when a couple of professors uncovered a memorandum that indicated Koch could wield considerable influence over the hiring of professors and some of the curriculum in economics classes.
FSU officials initially denied he had that type of power on campus, but a Faculty Senate review determined the agreement with Koch had several troublesome features. The school vowed to fix the agreement and the story soon disappeared from the headlines.
In this past week’s issue of the Chronicle of Higher Education, there is a very revealing graph representing the changes in employment in colleges and universities from 1976 to 2011. The graph is based on an analysis of IPEDs data by AAUP’s John Curtis.
Full-Time Tenured and Tenure-Track Faculty
1976 – 353,681
2011 – 436,293
Increase – 23%
Graduate Student Employees
1976 – 160.086
2011 – 358,743
Increase – 123%
Last Sunday, the New York Times published an editorial, signed by the editorial board, titled “The College Faculty Crisis” [http://www.nytimes.com/2014/04/14/opinion/the-college-faculty-crisis.html].
In many ways, the editorial does not say much that should be new to anyone in higher education, but it is certainly significant that the most highly regarded newspaper in the country is highlighting the issues related to the declining state support for public colleges and universities and the effects of the increasing contingency among faculty.
Citing a new study by the Center for Community College Student Engagement, a research center at the University of Texas at Austin, a study that is based on the responses of some 71,000 faculty about their working conditions, the editorial writer emphasizes four major points, which I not only will summarize but will also elaborate on to some degree. Continue reading
The Tacoma News Tribune very recently published a very thoughtful editorial by Bill Virgin titled “It’s Not So Far-Fetched to See the Future of Collegiate Sports as a Business Entity” [http://www.thenewstribune.com/2014/04/13/3147199/its-not-so-far-fetched-to-see.html?sp=/99/261/].
Virgin considers the following contrasts: the erosion of the concept of the amateur athlete and the rise of professional sports as a major entertainment industry, the rise in the profits generated by intercollegiate athletics and the low graduation rates among college athletes; and the tension between increased allocations to intercollegiate athletics ostensibly to market academic institutions and the rise in student debt and cuts to instructional budgets.
Virgin concludes that the end of amateur collegiate athletics is on the horizon—not because of the recent NLRB decision to allow the student athletes at Northwestern University to unionize but because that decision reflects a broader societal awareness of the hypocrisy of pretending that, at its top levels, this “big business” should be able to generate huge profits for everyone involved except for those most fundamentally involved, the athletes themselves.
Like Virgin, I don’t think that there is much point in mulling over the specifics of the NLRB decision on Northwestern. It seems more significant as a pivotal event than as a critical event: that is, it has created an awareness and a certain momentum that will extend beyond even its being overturned in the courts. Continue reading
Those regular readers of this blog will know that we have published several posts on the proposed elimination of faculty positions at the University of Southern Maine ostensibly to close a continuing budget gap but also to allow the administration more “flexibility” in funding programs.
This afternoon, the Lewiston Morning Sentinel is reporting that the president of the university of Southern Maine, Theodora Kalikow, has reversed herself on those faculty cuts: Continue reading
Writing for Forbes, John Ebersole, the president of Excelsior College, has identifeid the following ten issues as the most significant issues facing higher education this year:
2. Renewal of the Higher Education Act.
3. Workforce development.
4. Competency-based education.
7. Quality assurance in non-institutional learning.
8. Recognition of the new majority in student bodies.
9. Crisis in leadership.
10. The economy.
Ebersole notes that many readers may wonder about his exclusion of MOOCs as an issue, but he feels that the questions about their efficacy for most students and their over-exposure in the media have greatly decreased the consideration of MOOCs as an major innovation in higher education.
I agree largely with that assessment, but I would take issue with a fairly large number of his choices for the list. Continue reading
In a recent post, I discussed a dubious proposal put forward in Ohio to award associates degrees to all university students who have simply completed a specified number of credit hours, regardless of the distribution of those credit hours [http://academeblog.org/2014/04/04/kent-state-university-announces-plans-to-increase-dramatically-the-number-of-associates-degrees-that-it-grants/].
A much more reasonable program has been initiated in Missouri, though to date the results have not been anything close to what the proponents of the program hoped to achieve with it.
In 2012, the Missouri legislature approved what it called a “reverse-transfer program.” Recognizing the need for the state to produce more degrees at all levels and looking for inexpensive ways to achieve that goal, the legislature considered the number of students who had earned well over the number of credit hours needed for an associates degree without receiving any degree. Continue reading
The Columbus Dispatch recently reported that Kent State University is planning to grant an associates degree to any student who completes 60 credit hours, or about half of the credit hours needed for most baccalaureate degrees.
Apparently the university will create a generic associates degree for this purpose.
In addition to its main campus in Kent, Ohio, the university has the most extensive system of regional campuses of any university in the state. There are seven regional campuses in the Kent system, stretching from the northeast corner of the state and the shores of Lake Erie to the Amish region just north of I-70, which runs west to east across the entire state, passing through Dayton at the western end of the state and Columbus in the center. Kent State’s seven regional campuses are the Ashtabula, East Liverpool, Geauga, Salem, Stark, Trumbull, and Tuscarawas campuses.
At those regional campuses, the university has always awarded associates degrees. Ohio’s two dozen regional campuses are treated as colleges within nine of the state universities. Established during the 1960s and early 1970s, the regional university campuses initially offered selected technical programs, comparable to those typically offered at technical and community colleges, as well pre-baccalaureate coursework for students transferring in their third year to the main campuses of the universities. Over the past two decades, the university regional campuses have phased out many of the more “blue-collar” technical programs and have increased the number of baccalaureate degrees that can be completed entirely on the regional campuses.
So, the Kent campus’s announcement that it plans to start awarding associates degrees runs counter to the gradual and ongoing shift at the regional campuses away from an emphasis on associates degrees and toward a greater emphasis on baccalaureate degrees. And it is therefore hardly surprising that many questions would be raised about the rationale for such a plan. Continue reading
In its December 2013 report on state support for higher education in the previous fiscal year, the American Association of Colleges and Universities highlighted the singular decline of state support in Bobby Jindal’s Louisiana, where the 17.6% decline in state funding was very close to double the second highest decline among the states, an 8.9% decline in West Virginia.
To put those numbers in further perspective, in the 2012-2013 fiscal year, only seven of the 50 states failed to increase their spending on higher education. This general pattern of increased allocations reflected the states’ attempts to restore some of the funding lost in the unprecedented cuts that occurred during and immediately following the Great Recession. The increases in funding were, however, fairly modest in comparison to the cuts, averaging about 2.9%.
Over the last seven years, the Jindal administration has cut almost $700 million in funding for higher education in Louisiana. At the same time, the state has permitted tuition increases covering only about two-thirds of that lost funding.
In his new budget, Jindal is calling for a $142 million increase in state spending on higher education, but $88 million of that total is simply permitted tuition increases that, unlike in previous years, will not be offset by even larger cuts in state support. Continue reading