If students graduating from college are unable to pay off their student loans because they cannot earn enough money, maybe the cost of education is too high. Maybe some kind of business model is appropriate to rein in education costs.
Today young folks graduating from college cannot get jobs, are still living with their parents, and are burdened with payments on loans.
Given that everybody should be able to go to college, given grade creep, given watered down education programs, something must be done, do you not agree?
Some kind of business model is appropriate. It cost me $20,000 to go to college, $5,000/year for four years. I gave up an income of $5,000/year for four years to go to college, so I started my career $40,000 in the hole. But my earnings overcame that in another five years. Do today's students enjoy the same in the current job market? By the way, I was an engineer, not a liberal arts major.
The high cost of a college education today is of questionable utility when evaluated with the simplest business model. Perry is on the right track.
Unfortunately, Perry is on the wrong track. The cost of higher education has risen chiefly because of the expansion of administration, both in numbers, salaries, and number of staff. And administrators, by and large, are also enamored of the university-as-business, student-as-customer model.
On the education side: if the students are customers, and the university run as a business, then the students become ineducable: “the customer is always right” is the motto of a well-run business, but students are not always right. Indeed, that’s the point: if they were always right, they wouldn’t need an education. Standards have been watered down, not primarily because of a liberal professoriate seeing equality of outcome, but because of administrators insisting that “student evaluations of instruction” be a major component of faculty evaluation: a feature of the business-mentality that assumes students are customers. Professors who give an easy A get good evaluations.
Universities as educational institutions cannot be run according to a business model because students do not fit into any category existing in a business model. Are they customers or raw materials? They have aspects of both. How should “output” be measured? Number of students graduating? Number of credit hours generated? Both encourage watering down of education. Universities would be better off is professors were required to (or at least rewarded for) grading on a strict old-fashioned curve: grade ranges a standard-deviation wide, mean score at the middle of the C’s, 6.7% get As, 24.2% B’s 38.2% C’s 24.2% D’s and 6.7% fail. But then the darling students would be unhappy, and the ones who flunk out stop paying tuition, bad for “the bottom line”, and a lot of students who clutter up classes really should be flunked out, or shouldn’t have come in the first place, but gone to a trade school instead.
On the research side, measuring productivity in terms of grants, only exacerbates the herd-mentality that is destroying American science. You only get grants if you’re doing the same thing as everyone else, and pushing the same theory as everyone else (just look at theoretical physics which is all string-theory even though it hasn’t made a testable prediction in 40 year, and has to be jiggered to get rid of predictions it does make that don’t occur in nature; or climatology. . .), or what some committee of Federal bureaucrats at the NSF has decided is important. (There are at least 5 different NSF programs with the goal of getting more Americans to get Ph.D.s in mathematics. But Ph.D.s in mathematics graduating now have trouble finding jobs, and have since the 1980’s! But there’s going to be a shortage. . . )
Fitting everything into the mold of commerce is as stupid as turning everything into a social program. Running a church like a business is ruinous to souls (esp. of the clergy), running an infantry division like a business gets men killed, and running a university like a business is bad for human knowledge, both its advance through research and its propagation through education.
Want to fix the universities? Return them all to the governance structure that grew up organically in European universities and still exists at Harvard and Yale, with the administration serving at the pleasure of the faculty.
As the French academics put it “Le savoir n’est pas une marchandise!”
A lot of people understand this. But of course Big Education will fight it.