Category: Week

CHAPTER 4 – THE FIVE DISRUPTIVE FORCES THAT WILL CHANGE HIGHER EDUCATION FOREVER

I must start by saying that I got quite lucky with Chapter 4, given our assignment is to talk about 5 issues or questions – just take a look at that title! That aside, Selingo starts the second section of his book with what he believes are the five forces that are “disrupting” higher education as we know it. I think that he makes some good points, but doesn’t fully convince me that these forces will change higher education forever. It sounds a little extreme for me!

 

  1. The first force of the five, Selingo characterizes as “a sea of red ink,” (58) meaning that many colleges are operating by spending money that they don’t have. Colleges put themselves in debt hoping that their expenditures will result in a nice reward. Sadly, for many of these schools, it just doesn’t pay off. It seems that the money isn’t there; with extensive discounted tuition, difficulty with increasing enrollment, and rising expenses, colleges have a hard time staying away from that “red.” It makes me wonder: how fragile is this system? What can colleges do differently to pay their bills while also staying competitive?

 

  1. The second force has to do with state funding and how it is reducing. The economic downturn in 2008 marked a point where state funding to public and private universities was slashed. More disheartening is the fact that state funding to higher education has not been fully restored to as it was before 2008. Enrollment in many public institutions is going up, but its funding is being cut, making it difficult to expand programs that cater to the needs of the communities where the colleges are. As Macaulay students, we are seeing this lack of state funding first-hand. Some of the opportunities that we were promised may not be possible anymore. What does the future hold for public institutions if there is minimal funding and a larger demand for public education? I can foresee some tuition increases!

 

  1. Selingo explains his third force as the decreasing number of students willing to pay full tuition costs. As fewer and fewer American students are making the decision to pay full tuition for higher education, colleges are starting to suffer and make up for it by accepting more foreign students. More people are looking to stay in-state and go to public colleges to save money, which is hurting many schools. Although there are still people out there that do pay full price for tuition, the number is decreasing; the lower-rated private colleges are the big losers in this case.

 

  1. Improving alternatives are Selingo’s fourth force. Innovations in technology have shown us advancement in all different fields. Despite this, in higher education, it hasn’t had as much of an influence. The structure of the college system is still the same as it was years ago. Of course technology enhances how everyday tasks are done, but the crux of the system has not changed. With the rise of online resources like Khan Academy and ideas of different qualification practices (like the badge system as opposed to degrees), it seems that the future can hold a different path than the one we are on, but will it? As a student, I use Khan Academy and different Youtube videos to help myself understand math everyday, but will these resources change the system or are they just aids to the system that is in place? Although Selingo sees this as a potential major influence on the current system, I personally do not. Time will tell!

 

  1. For his final force, Selingo mentions our former Dean, Ann Kirschner, who speaks about how people just don’t know if a college education is worth it anymore. Does the benefit make up for the high cost? As Macaulay students, we seemed to have had this in mind when making our college choice, but for students at private universities who are paying thousands, will their degree make it worthwhile? A growing feeling is that college may not be what it’s supposed to be for some people, especially if the cost is too high.

 

One thing that radiated throughout the book was that college is a business. In the end, it will always be about the money it seems. It’s what schools need to function and it’s the reason people are attending those schools (to make money). I wonder if the combination of these forces will actually change higher education as we know it. I am skeptical.

 

Selingo, Jeffrey J. “Chapter 4: The Five Disruptive Forces That Will Change Higher Education Forever” College (un)bound: The Future of Higher Education and What It Means for Students. Las Vegas: Amazon, 2013. 55-72. Print.

Week 2 Post. Chapter 7.

  1. One of the major points that were brought up in this chapter in regard to how higher education is now structured is the difference between the stereotypical 4 year college experience and reality. Selingo mentions how the college experience has been viewed as when 18 year old kids “pack up their family sedans… head off to college” (81), he even referred to this mindset as a “great Hollywood narrative”. This however proves to not be the case in real life as only 2 in 10 undergraduates actually go to a 4 year residential college and even less actually finish on time showing one major difference between higher education now and how it is perceived through Hollywood due to the experiences of past generations. Selingo references how many colleges and many paths of students is now beginning to follow that of colleges such as Valencia college which not only offers its students a 4 year degree but also contains a University of Central Florida outpost in its college giving students an opportunity to also receive a degree with majors from the University without actually having to leave Valencia College.

2) Another point that was mentioned within this chapter is the idea of credits. Credits were originally developed so the federal government can predict how long a faculty member was present within the school which includes teaching time as well as work outside the class.  Selingo references in this chapter that there is a flaw with the credit system in modern higher education because campuses no longer hold only 18-20 year old students with a lot of free time on their hands, it is now the opposite with students of many different ages and of course many different responsibilities. Colleges are also more expensive than they were 2 or 3 decades ago yet they still teach the same way in regard to credits and it is something that didn’t evolve with the changing dynamic of college students.

3) The Competency Model (84) is a model of learning that allows students and colleges to receive their credits not on how long they spent in a chair but instead on how much they know. Through a series of tests which serve to see if a person understands the concept it opens up 2 major possibilities that are simply unavailable in the credit system mentioned above. First of all, this series of tests allows a person to move on in their studies once they know the topic, they no longer have to spend 3 months studying a topic that they may already know and they would not have to arrange time to go to the unneeded classes which holds value to the ever changing type of students present in colleges such as a single mother who would like a degree for a new job but simply doesn’t have the time to go to the classes. On the other end of the spectrum the competency model allows members of the college to take as much time as they would need to study for the test. They would not be rushed with the rigor of a 14-15 week semester which may also be crowded with a full time job. The model is seen successful  in the case of Sheryl Schuh who paid 3000 dollars for a 6 month period where she can complete as many classes as she could’ve (85).

4) Selingo mentions the importance of prior credits as well (87) and their overall importance to a college student. This is when a college offers credits for things learned outside of the classroom which their skills are tested on. It is mentioned that students who can receive credit for work or skills learned outside of the classroom are twice as likely to graduate than those who did not receive said credits (88).

5) Another big topic that Selingo mentions in chapter 7 is the case of Jose Brown who is a man about to retire but does want to get a new degree to get a job for after his retirement. In turns out that he needs 6 more credits to graduate however the next semester begins in 3 months. Brown sees an ad for “Straighter Line” a diploma mill that doesn’t hand out degrees for cheap (78). Brown decides to take the classes anyway, passes and receives the necessary credits that can get transferred to his college which allow him to graduate.