Higher ed as a commodity? Colleges have only themselves to blame (washingtonpost.com)
This is a response to Hunter Rawling's post College is not a commodity, stop treating it like one (June 9), and it's pretty reflective of the other side of the balancing act colleges are facing. The hard reality is that colleges need tuition to operate, and not all would-be tuition-payers would be convinced by the message author Jeffrey Selingo feels higher education needs to promote.
Selingo offers three reasons why the commoditization of higher education is its own fault:
- For decades, higher education has promoted the personal economic value of higher education.
- Students are not solely responsible for their success. The college does matter.
- Colleges have turned the four-year degree into an assembly line of getting in and getting out as quickly as possible.
College is not a commodity. Stop treating it like one. (washingtonpost.com)
This is a fabulous, fabulous post written by Hunter Rawlings, president of the Association of American Universities and former president of Cornell University and the University of Iowa. His main point is that the public forms all perception about higher education as if it is a commodity by focusing on the economic dimension of it; he uses the example of a car. However, "unlike a car, college requires the 'buyer' to do most of the work to obtain its value" (para. 4). He goes on: "...most public discussion of higher ed today pretends that students simply receive their education from colleges the way a person walks out of Best Buy with a television" (para. 5).
2 + 2 Shouldn't = 5 (InsideHigherEd.com)
Transfer credits appear to be yet another sticky spot that requires higher education to decide if it is a public- or private-good industry. The process of trying to transfer over a class from one college to another seems to pit one college against the other in much the same way the value of a new car plummets as soon as its driven off the dealer's lot: both happen because of a lack of knowledge, which leads to a lack of trust. This is tough, because competing interests should have a little something different that makes them stand out. But if higher education, as seems to be the case, emerges as an opportunity that everyone should have, those differences will have a hard time existing since we'll need everyone to know the same thing. It seems that the answer to this problem has been to make more classes transferable, which, in turn, makes them more similar among different colleges that have traditionally had to compete for students.
Working Together to Prepare Students for College Success (CCDaily.com)
There is hope. A few great examples of partnerships between community colleges and high schools are discussed in this article. A program out of Maryland graduated 92 students from the Academy of Health Sciences Middle College; these students earned their associate's degree the same day they earned a high school diploma. In California, a consortium of eight colleges, 30 high schools, and more than 100 employers are organized into four hubs to offer support systems like dual-enrollment, bridge programs, mentorships, and tutoring to prepare students for ICT-related careers. Maricopa Colleges in Arizona implemented Hoop of Learning, a program that covers most of the financial costs of college and works with school districts to guide qualified participants into mainstreaming with regular college students. The GC PASS initiative in Texas encourages its eight community colleges and 11 school districts to create transition teams, and tackles the ever-present blame game between high schools and colleges in the process.
Technical colleges would do even better to recognize the potential in partnering with high schools. Research out of the NRCCTE found that many students who have trouble with traditional academic subjects choose technical fields. Furthermore, research from the CCRC found that students in technical programs are less likely than students in an academic field to achieve their degree.
Adult Course Offers Learning for the Sake of Learning (npr.org)
Imagine that: intrinsic motivation increases success and value in higher education. This kind of motivation makes going to college more meaningful than just getting a degree for the end goal of making more money at a better job--and I say "just" because it should be one reason, not the only reason.
The students at the program in this article are those students that we, in the learning center, see the most often. These are the students who traditionally need the most help, and are most likely to drop out before completion. Why? Just a handful of lines down the page, we find an answer:
"'I was so freaking nervous,' Mitchell says, 'because I felt so dumb. You know, I felt like I was too old.'"
