In yesterday’s post, I highlighted the disproportion between the revenues being generated by major college football programs and the value of the scholarships provided to the 85 players per team permitted to receive scholarships.
If the compensation being received by the players seems disproportionately low, that being received by the coaches heading major programs seems disproportionately high—if not in comparison to the revenues being generated, certainly in comparison to what the players are receiving and in comparison to what anyone else in the universities is receiving, including the very generously compensated presidents. (Let me be clear: I am not at all suggesting that the presidents’ compensation be increased to what the coaches are receiving. I am, in effect, raising the issue of why the coaches’ salaries have gotten so high, and I am not at all questioning why the presidents’ salaries are not even higher than what they already are.)
Here are the twenty-five most highly paid college football coaches:
25. Steve Sarkisian, Washington: $2.58 million. (Just hired by USC, Sarkisian will be moving up in next year’s rankings.)
24. Dana Holgersen, West Virginia: $2.63 million.
23. Dan Mullen, Mississippi State: $2.70 million.
22. Will Muschamp, Florida: $2.73 million.
21. Jimbo Fisher, Florida State: $2.75 million. Continue reading
Wednesday, November 6, 2013
California State University, Dominguez Hills
Good Morning: Thank you for holding this public forum. We are honored to have you on our campus. My name is Kate Fawver and I am Professor and Chair of the Department of History here at CSU Dominguez Hills. I come before you today speaking as faculty member and as a former student, who in 2003, graduated from the University of California Riverside with a PhD in History and $100,000 in student loans. More than most, I recognize the enormous and immediate crisis in higher education – because I live there.
“Between 2008 and 2013, state funding for higher education as a percentage of state personal income declined by 22.6%. States have cut their annual investment in higher education by nearly half since 1980 (February 2013 report from Postsecondary Education Opportunity). As a consequence, institutions have both increased tuition and diverted funding from instruction, so that 75% of the faculty now work on temporary, low-wage contracts without benefits, which undermines their ability to serve students properly, especially economically disadvantaged first generation students, most of whom enter college underprepared.”1 Continue reading
By David Kociemba
This is the seventh in a series of Academe Blog guest posts arranged by the AAUP Committee on Contingency and the Profession in celebration of Campus Equity Week. For information on and resources for CEW, see the national website at http://www.campusequityweek.org/2013/.
There’s a new benefit worth tens of thousands of dollars that will cost your institution nothing—but they’ll fight to deny it to you anyway. It’s the Public Service Loan Forgiveness Act, which forgives certain kinds of education loans of individuals working in public service jobs… if they’re certified as full-time. There’s the catch: qualifying for this program by working 30 hours a week in public service also might qualify you for eligibility for health care under the Affordable Care Act. Unlike the ACA, however, hours working multiple part-time jobs can be combined to meet eligibility requirements.
By Robert Samuels
This is the third in a series of Academe Blog guest posts arranged by the AAUP Committee on Contingency and the Profession in celebration of Campus Equity Week. For information on and resources for CEW, see the national website at http://www.campusequityweek.org/2013/.
In my book, Why Public Higher Education Should be Free, I argue that the problems facing higher education cannot be resolved in a piecemeal or institution-by-institution process. We need a comprehensive plan to deal with tuition increases, student debt, decreased degree attainment, questionable educational practices, and the casualization of the academic labor force. Fortunately, we can resolve all these issues if we start with the notion that all public higher education should be free. One reason why we need to begin with this strong claim is that, if education is seen as a private good accessed by private individuals for private means, there will be no way to make higher education a public good. Continue reading
Our media has conditioned us to focus on the moment, on the immediate situation. It is very seldom that the media encourages us to take a longer perspective. And in those few instances in which a longer view is attempted, very often the immediate situation is simply projected outward–multiplied as if the current conditions will not change, when in fact the premise should be that they will almost certainly change and most likely will do so quite dramatically.
So when we are in a period of rapid economic growth, the media can be counted on to ignore the sometimes obvious evidence that another “bubble” is swelling toward the point at which it will inevitably burst. In that type of cycle, the media is afraid to be characterized as alarmist. And yet, over the past thirty years, the most predictable feature of our economy has, ironically, been the series of “bubbles” that have burst with almost astonishing regularity: the rapid defense build-up at the tail end of the Cold War, the savings and loan deregulation, the junk bonds, the dot.com stocks, the Enrons and World Coms, the mortgage-backed derivatives. And then, when we experience a sudden economic downturn after a “bubble” does burst, the media typically frames things as if the country may never climb out of the downturn. Continue reading
The following is excerpted from a Columbus Dispatch article by Charlie Boss and Jennifer Smith Richards. The article is titled “Education Roundup: Retired Gee’s Wit Still Working Overtime,” and it briefly surveys a series of stories from around Ohio.
E. Gordon Gee might not be in the daily spotlight since retiring as president of Ohio State University this summer. But he can’t help stealing the show.
When Gov. John Kasich told a crowd at Columbus State Community College on Monday that he’d like to change the name of the state’s highereducation chancellor, Gee responded, “I came up with El Magnifico.” Continue reading
An “On the Issues” Post from the Campaign for the future of Higher Education [http://futureofhighered.org]
The Oregon legislature recently passed a law requiring the state to study a “Pay It Forward” model for higher education. Under the plan, students could attend college with no upfront costs but with a payback over 24 years amounting to 3% of their annual earnings. The state would then use that money to fund costs for students in the future.
With tuition through the roof, it is understandable why students might support a program that promises no upfront costs.
Given the current pressures on state budgets, it is also understandable why the “Pay It Forward” model might be attractive to legislators. It’s not often they can “do something” significant about higher education without offering more public funding.
But as many analysts have pointed out, it is important to think through the implications of the Oregon plan and others based on the “Pay It Forward” model.
Here are just a few questions to consider: Continue reading
The purpose of the letters in this toolkit is to provide material that can be edited to be sent to listserves, to be posted on blogs or to be shared on social media sites, and to be submitted as op-eds to campus or community newspapers.
Some of the letters may be too lengthy to be very practical or engaging. But they can be edited however a writer wishes: for instance, the detail can be reduced to emphasize the key points, or the writer can focus on one part to the exclusion of the rest.
Here are a few trends that have converged over the last three decades.
The number of high school graduates choosing to attend a college or university has roughly doubled, from one out of every three high school graduates to two out of every three.
The cost of instruction at a college or university, in inflation-adjusted dollars, has actually remained relatively flat. The biggest cost driver has been increases in administrative positions and salaries, especially at the upper level.
The state support for public colleges and universities has declined, on average, from covering 50% to 60% of the cost per student to covering just 20% of the cost per student.
The percentage of an institution’s revenue generated by tuition has typically increased from about 20% to between 50% and 60%.
Federal grants to middle-class students have largely been replaced by federally guaranteed student loans.
As a result of all of these trends, the cost being borne directly by students has skyrocketed, and much of that cost–$1 trillion as of the fall of 2012—will be carried by college and university graduates over a significant portion of their working lives as they pay off their student loans. Continue reading
On Monday, the Columbus Dispatch reported that Governor Kasich has appointed Gordon Gee, President Emeritus of Ohio State University, to “lead a study looking for ways to make college more affordable and relevant for Ohio students.”
More specifically, Gee will “spend the next year working with other college presidents, K-12 education leaders, and the business community to come up with ways to tie education to potential jobs and to find ways that students can save money while they work toward those goals . . . ‘Quality and cost are the biggest issues facing students who are struggling with increasing tuition and fees, rising student-loan debt, and stagnant graduation rates,’ Kasich said. ‘If the status quo remains in effect for higher education over time it will crumble, and I’ll tell you why: It costs too darn much to go to school,’ he said. ‘Mothers and fathers and students—young men and young women— they’re getting tired of this.’”
Indeed, Kasich “warned that if Ohio’s schools do nothing to prove their value, they will become like the churches in Europe: big buildings with few people as students increasingly turn to less affordable options such as online colleges. . . . Innovation will take a new way of thinking, Kasich said. Gee is the best person to lead the effort because of his experience leading five colleges.” Continue reading
FutureofHigherEd.org • #futureofHE • facebook.com/FutureofHigherEd
The “Promises” of Online Higher Education: Profits
With so much national focus on the “promises” of online higher education to expand access and to reduce costs, one truth about online higher education rarely mentioned is that it is big—Very Big—business. Understanding and assessing developments in online higher education require that we look at them not just through the lens of industry slogans—“innovation,” “expanded access,” and “reduced costs,” but also through the lens of corporate interest and influence.
This paper examines ways in which investors and corporate leaders have “followed the money” to be made in online higher education–expanding rapidly in areas where profits were robust, moving into virgin territory when new laws or other changes created new possibilities, tweaking their ventures when faced with bad press or regulatory crackdown, and always shaping their sales pitch to make each move appear a boon for students and for our country. Continue reading