community

Should higher education be regulated?

If someone were to ask me this question in 1990, I would have said, “absolutely not.” I was an undergraduate in business and economics and self-regulation as a preventative measure to regulation was the code of the day. Regulation creeps in when there are market failures.

Fast forward fifteen years and I had a dean who was making a big deal out of regional accreditation, stating that without it, the Federal government might step in to regulate the higher education industry. This was in an era between Enron and the subprime mortgage meltdown and I wasn’t so sure about self-regulation in higher education. Why? Over the past few years, I’ve thought about higher education as an institution with multiple stakeholders. The university not just a place to get a degree or obtain pre-professional skills, but a site of lifelong learning that’s integrated into a larger local and regional community. In light of this, I’ve thought about how distance learning factors in the mix and have seen these and “industrial park” programmes pass for higher education that are suspect at best. I began to wonder if the higher-education model may be broken? I’m not sure I’ll go that far, but I have concerns about the value-added and the shift of higher education towards being a business. Given this, I’ve been wondering if there should be some standards in place and who should develop them?

I’m not interested in a standardization of education or a regulatory body making curricular decisions, but one of the things that can make a university a unique place for developing and disseminating ideas is a sense of community that’s embedded within an organizational culture. I get a sense that many institutions of higher education are struggling with how to remain relevant and viable, in light of looming global and domestic competition for students. Perhaps a good first step is to develop guidelines with respect to channel {mode of instruction}, structure {organizational}, and governance {decision-making} in light of all of the stakeholders. The question remains is who should develop this? Accrediting bodies, which are comprised of member universities, or the government?

When I was at the University of Oregon, the doctoral students gathered around regularly, shared a beer, and discussed what they were working on or challenges in the classroom {we taught independent preps of undergraduate courses}. I now realize that that type of “community” is quite rare and The Chronicle of Higher Education has hundreds of articles on the solitary toil of the academic. Is community the answer and can community help to restructure or regulate higher education?

Twitterversion:: Should higher ed. be regulated in light of distance learning & industrial park programmes? Does academic community matter? @Prof_K

Song:: Steely Dan-‘My Old School’

A few months ago, I blogged on how no-frills universities were catching on and have been reading on how higher education may be in a state of impending crisis.  Plus, I saw how one university was offering commencement in the online virtual realm of Second Life.  All of this had made me think about the future of the university::

• Will the traditional “university” setting give way to the “business park” mode?
• Will online degrees become increasingly prevalent?
• How will the functions {research, teaching, community engagement, etc.} of the university change in society over time?
• Should the university be treated like any other business and at what price?

I’ve always seen universities as communities, rare places where one interacts with others about ideas and knowledge. In the mid-1990s, I had the chance to be a visiting scholar at UC Berkeley and remember it being a place open to inderdisciplinary perspectives, where interesting research was being done and intelligent conversations could be had.  I read somewhere that a few decades ago, the Stanford University Faculty Club was once a vibrant place where professors from the various schools and departments would kick around ideas.  I was talking to a recently retired computer science professor who was at my alma-mater, UC Irvine, in the 1970s, recalling conversations and debates with post-Marxist historians and scholars in the humanities.  From my perspective, it’s the community that a university creates that matters and I feel that uses of technology should be working not only on online instruction but on helping to foster a virtual intellectual community.  In terms of non-traditional settings and online instruction, I think there are challenges of legitimacy.  Online and “business park” universities taught primarily by adjuncts need to address the quality issue and ensure that the pedagogy is not just having students jump through hoops.  Students also need to adjust to learning in these environments.  I used synchronous chat in a recent class.  I heard from students I never heard from in the face-to-face discussions and it became clear who prepared and who didn’t.  Some students were quite candid in confessing this in front of everyone, virtually.

The “crisis” that universities face in my book is not just a financial one, but also one of relevance.  Relevance to individuals and to society.  While there is a business aspect to running a university, treating it too much like a business by focusing on efficiency metrics and revenue opportunities, rather than how it fits into a community structure, is a sure-fire way to balkanize faculty.  I think it will be challenging for universities to keep an infrastructure in place and deliver value that students want.  I do expect a shakeout, especially in a globalized world connected to the Internet, unless universities adapt to being more competitive and rethink pricing.

Finally, I think universities can learn from the writer Ray Bradbury, who thinks libraries are more important than universities and a staunch library advocate::

“Libraries raised me…I don’t believe in colleges and universities. I believe in libraries because most students don’t have any money. When I graduated from high school, it was during the Depression and we had no money. I couldn’t go to college, so I went to the library three days a week for 10 years.”

It makes me wonder how ideas like Chris Anderson’s “free-conomics” could be applied to universities, an idea I’m mulling over and would love my colleagues to chime in on.  Can a university business model be created that offers up free education, but brings in revenues through non-tuition means, begging the question, what business is the university really in?  Is a degree the “product” or is “lifelong learning,” as in the building cultural capital?  I leave with this Anderson quote, with my mind on how free knowledge, rather than free electricity, could transform society and improve democracy::

“What if electricity had in fact become virtually free? The answer is that everything electricity touched — which is to say just about everything — would have been transformed. Rather than balance electricity against other energy sources, we’d use electricity for as many things as we could — we’d waste it, in fact, because it would be too cheap to worry about.”

Twitterversion:: What’s the future of higher ed? Can it be #Free: #ChrisAnderson #freeconomy ideas? Peddling degrees or lifelong learning? http://url.ie/1xzu @Prof_K

Song:: The Headmaster Ritual – The Smiths