Colleges and universities are turning out graduates faster than America’s labor markets are creating jobs that traditionally have been reserved for those with degrees. More than one-third of current working graduates are in jobs that do not require a degree, and the proportion appears to be rising rapidly. Many of them are better described as “underemployed” rather than “gainfully employed.” Indeed, 60 percent of the increased college graduate population between 1992 and 2008 ended up in these lower skill jobs, raising real questions about the desirability of pushing to increase the proportion of Americans attending and graduating from four year colleges and universities. This, along with other evidence on the negative relationship between government higher education spending and economic growth, suggests we may have significantly “over invested” public funds in colleges and universities.
By Richard Vedder, Christopher Denhart, Matthew Denhart, Christopher Matgouranis and Jonathan Robe | December 2010 Download the entire report (pdf, 12 pp.)
Just because higher education isn't going away doesn't mean that those arguing that radical change is on the way are incorrect, writes Michael Staton.
The future prospects for education are more optimistic than [Peter Thiel] suggests for two primary reasons: 1) Though it looks like an economic bubble, it's unlikely that there will be a precise moment in which the market crashes. Instead, there will be a slow market shift towards amorphous market entrants that can deliver relevant, quality education conveniently and affordably. 2) There's a path forward if folks in higher education understand the processes of both disruption and change management.
How do we recapture education's idealism in an environment driven by parsimony and focused relentlessly on short-term issues of solvency and relevance?
How about redefining education as our true Homeland Security? A security based not on military power or intrusive surveillance but on creativity and critical thinking and informed citizenship? How about stimulating and facilitating a lifelong pursuit of fresh ideas and innovative solutions to national and global challenges?
They’re the people who dare to do things differently and change our view of the world and our perception of what’s possible. Here, in no particular order, are the people we’ve named as the 10 greatest disruptive thinkers in the recent history of technology.
Applies just as well to Higher Ed! EXCELLENT post!
The Single Best Idea for Reforming K-12 Education: Change the goal from making a system of teaching more efficient to making the system more effective by inspiring lifelong learning in students, so that they are able to have full and productive...
The U.S. is not the only nation with problems in the higher ed sector...Here's an article from The Australian on how the Austrailian university sector is pinning its hopes of securing a boost in teaching funding on talking up productivity gains it says would amount to $325 billion by 2040.
"In an industry obsessed with preserving tradition and monitoring quality, innovation can be a double-edged sword."
StraighterLine, which offers online, self-paced introductory courses, became a darling of the industry—and the company's founder, Burck Smith, has been hailed as a potential revolutionary.
But a revolution is hard to pull off. If StraighterLine is going to transform higher education, it needs mainstream colleges to take it seriously—and that means counting its courses for credit. In the past month, it has suffered on that front. Four of the more-established institutions that had agreed to grant credit have cut ties with StraighterLine. If colleges won't cooperate, Mr. Smith has a plan; he's already talking to state lawmakers, who can make them.
Jeffrey Selingo is editorial director of The Chronicle of Higher Education. On Next, he shares insights on news and trends in higher education. Follow Jeffrey on Twitter (@jselingo)
"Last week’s annual snapshot of American living standards from the Census Bureau offered plenty of statistics to show just how bad the last decade was for the paychecks of most Americans. For higher education, the report was mixed: good news for students on the degree payoff, but another healthy dose of reality for colleges that believe current upward trends in tuition prices will continue unabated."
By CHRISTINE AMARIO, Associated Press MIAMI (AP) -- The United States is losing its advantage in the global talent pool as the number of adults gaining college degrees in countries such as China and South Korea increases rapidly, according to a new...
Our country’s dominant higher education policies have focused on expanding access for more than half a century—allowing more students to afford higher education. Yet changing circumstances mandate that we shift the focus of higher education policy away from how to enable more students to afford higher education to how we can make a quality postsecondary education affordable. The challenge before the country also mandates a new definition of quality from the perspective of students—so that the education is valuable to them and that through it they improve their lives and thus improve the country’s fortunes, too. And if a postsecondary education is fundamentally affordable—meaning lower in cost, not just price—this will also answer the question of how to extend access by enabling students to afford a higher education.
This report tackles these questions by treating the industry’s challenges, at their core, as problems of managing innovation effectively. It examines the industry of higher education through the lenses of the theories that have emerged from our research on innovation.
Preface | Dan Cohen and Tom Scheinfeldt On May 21, 2010, we posted these intentionally provocative questions online: Can an algorithm edit a journal? Can a library exist without books? Can students build and manage their own learning management platforms? Can a conference be held without a program? Can Twitter replace a scholarly society?
We asked for contributions to a collectively produced volume that would explore how the academy might be beneficially reformed using digital media and technology. The process of creating the edited volume itself would be a commentary on the way things are normally done in scholarly communication, with submissions coming in through multiple channels, including blogs, Twitter, and email, and in multiple formats—everything from a paragraph to a long essay to multimedia.
Between May 21 and May 28, 2010 we received a remarkable 329 submissions from 177 authors, with nearly a hundred submissions written during the week-long event and the other two-thirds submitted by authors from their prior writing on the subject matter.
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