- Is college necessary in order to be successful? When ever people discuss this question, many people say that it is not necessary, and they bring up people like Bill Gates, Steve Jobs, and Mark Zuckerberg who all did not receive a college degree (they dropped out), yet they are three of the most successful people that we have seen in the last several decades. However, can we make them the ultimate models for people who did not graduate college, or are they just exceptions, and they just got lucky?
- Many students take a gap year in between their senior year in high school and their freshman year at college, but is a gap year really helpful to students or is it just an excuse for students to have fun and delay their college education?
- From an economic perspective, is college really worth it? (On one hand, if you try to get a job directly after high school, it will be a low-paying job, but you won’t have to pay back an enormous amount of loans. One the other hand, if you go to college first, your job might pay you much more, but you won’t be earning for the four years of college and you’ll have huge loans to pay off.)
- Is going to college directly after high school really a wise decision for someone that doesn’t know what they’re interested in, or is it better for them to take some time off until they know what they want to go in to?
- As we look towards the future, is the pay gap between those with college degrees and those only having a high school diploma only going to continue widening, or will it stabilize or even lessen any time in the near future?
Chapter 9 – The Skills of the Future
In Chapter 9 Selingo discusses a very important skill that present day colleges don’t always teach to their students: cognitive abilities. Some examples of this would be problem solving ability or critical thinking skills. In other words, colleges need to do more than just prepare students for tests, they need to prepare them for real life experiences where solutions aren’t always very simple to find. Selingo therefore offers 4 activities that can “help develop the skills necessary to succeed in the workforce…” (149).
1) The first activity is to find passionate faculty members. Selingo quotes a couple of statistics that indicate that most students don’t have much of a relationship with a professor outside of class. However, he claims that “getting to know at least one faculty member well…improves the chances that students will get more from their college experience.” (150) Professors are knowledgeable and experienced people who could really offer advice that leads students in the right direction in school and in life. Many Georgetown students even told Selingo that a professor has had an important impact on their choice of a very crucial decision: their major. The potential issue that students may have with this activity is that professors can be more concerned with their own research than the development of one of their students. Therefore, it seems college kids may have to put in a lot of effort to find those professors who will aid them properly in their education.
2) The second activity that students should engage in is a research project. He claims that a proper research project can “[teach the student] a lot about themselves. about what they can do and what they can’t do.” (152) A successful research project shows potential employers that a student can write, reason and be successful. In other words, it gives students skills they will need for the workforce (i.e. critical thinking). Additionally, employers will notice these abilities in a student, leading to a greater chance of landing a decent job. David Lopatto, a psychology professor at Grinnell College, even believes that a research project can give students the feeling that they can better tolerate and overcome obstacles. In summary, a research project is something that can give students the kind of skills they need for the workforce.
3)The third activity Selingo recommends is to go on a “transformative global experience” (152). When students spends time abroad they can gain a better understanding of different cultures. “[They] take things in on a human level rather than the theoretical level of a class” (153). A positive experience abroad, argues Selingo, can even help students better understand global issues. This could make it easier for those students to help solve those issues once they become employed. The biggest obstacle students may face with this activity is a financial one. Study abroad trips can be very costly and not everyone has easy access to some kind of grant like we do at Macaulay. There are universities such as Duke that offer financial aid to students studying abroad, but overall many students from around the nation would struggle to pay for an overseas experience.
4) The fourth and final activity is to be creative, take risks and learn how to fail. An author, Daniel Pink, believes that the economy and society are moving away from the linear, logical attributes of the left brain and are instead moving towards the big-picture capabilities of the right brain. (154) He argues that colleges nowadays are turning students into vending machines for right answers without giving them a real ability to think for themselves or see the big-picture. He further argues that to truly be successful people need to be able to take a step back and recognize what life is throwing at them. This will allow them to be more successful in their careers. If colleges don’t give students these skills they will just be producing good test takers, but not good problem solvers. The way colleges can try to teach these skills would be to provide students with an environment where they can try to be creative and even fail without being penalized. Learning through doing or learning through failure or even learning through having fun is the most effective way students will gain the necessary skills for their careers.
However, it should be noted that present day colleges don’t seem fit to teach their students in this way. For a lot of people success in college is determined by high GPAs. When this is the case students do what it takes to get an A, but won’t necessarily learn any new skills that will be helpful later on in life. If colleges wish to truly benefit their students they’ll need to come up with some innovative measures to break students free from a focus only on GPAs.
The chapter also focused on how students should choose a major, Some of the students interviewed told Selingo that they wanted to pick a major that could lead them into a good job, while others claimed they didn’t really need any specific major since the economy is constantly changing. The latter group argues that all they really need is the ability to think critically, the skills set of a specific profession won’t matter as much. All they really need to do is major in what interests them. Richard Arum, the author of ‘Academically Adrift’, claims that “it doesn’t matter what these students focus on as long as they focus on it in a rigorous way.” (148) Once again Selingo returns to the importance of being able to creative and critical. However, this does prompt the question of how much his idea should apply. Some professions require a vast amount of textbook knowledge (doctors, accountants etc.). Critical thinking still matters to these professions, but to what extent can they forgo the opportunity to learn vital information in order to learn such a skill?
Overall students will be faced with many challenges in the future. However, if they truly want to gain the necessary skills and knowledge that will ne important in their careers they best be prepared to take on the appropriate challenges.
Chapter 4 The Five Disruptive Forces
Chapter 4
Striving to be one of the top is a goal for most colleges in the United States. However, the day of the larges bankruptcy filed by the Lehman Brothers in 2008 “marked the beginning of the end of a decade of remarkable excess” in American higher education (p56).
Why was this bankruptcy so significant?
-The collapse of the Wall Street investment firm led to huge economic crisis and the US economy went into deep recession. This not only changed the stock market and home pries but also led to great loss of endowments and massive deficits that caused huge budget cuts. The Admissions officer had to decide whether to boost their discount rates to maintain enrollments. Each year, the colleges increased the tuition to keep pace with the discount rate. Although this strategy kept the enrollment steady, there was no change in their revenue.
Unfortunately, bad decisions made by the college were exacerbated by the economic downturn because they had a difficult time to catch up to the expenses that are quickly growing to cover them.
So why not just increase the tuition without the increasing discount rate?
-Net tuition per student is important because that would be the cash flow into the institution. However, if tuition is raised or less aid is given, the college wouldn’t be able to attract as many students and its enrollment rate would decrease. Discount rate is their marketing strategy
So why not choose students who are willing to go to its college and can pay for the tuition?
-Usually in that case, the student is below the desired standards of the college. The schools don’t want to lower their standards that they’ve worked so hard to maintain and increase. It is important to remember that one of their main goals is to be at the top.
-Since the 2008 crisis, the number of graduating high school students in the Northeast decreased which affects the colleges in the region. Experts predict “a drop in the number of affluent, well-prepared high school graduates- the type of students that every college is after” (p68). Therefore this once again leads to competition amongst the colleges. How to they stand out in the competition? By once again offering scholarship or discount rate to that out standing student.
Why can’t we count on the government/state anymore?
-The states too are facing difficulties and their budgets are running low. Since they cant make prisoners to pay for their room and food, they are asking the students to pay for the increased tuition. States have been disinvesting in higher education and if this trend continues, colleges would have to run by “shrinking share of full-paying students” (p64).
Chapter 8: Degrees of Value
Colleges are ultimately in business to sell a product, that is, a greater earning potential (arguably not the only product). However, as the cost of education slowly climbs, “customers” are hesitant to shell out the money without substantial promise that they will see return on their investment. The many factors that come into play when considering the worth of a college degree make choosing a college-if choosing any at all-that much more difficult. This chapter sorts these factors into two loose evaluation categories, “fit” and “value”.
1.One major factor that is used to measure the value of a degree from a particular college is the average income of its graduates. For instance, applicants are often hesitant to go to a community college, since the average income of graduates is often lower than that of graduates of a four-year college. But another factor may be conflicting with “value”, and that is “fit”. The anecdote about Carey and his passion for automotive technology illustrated this point. Suppressing your interests and aptitudes (sacrificing “fit”) in order to pursue what America’s economy favors (“value”) may ultimately prove counterproductive for some. Carey, for instance, wasted two years in Ratford before switching back to Northern Virginia Community College. Incidentally, Carey’s decision to return to Community College paid from an economic standpoint as well. The average starting income for graduates or the Community College was actually greater than that of graduates from Ratford.
2.Making the data on the average starting income and 10-year-post-degree income of each institution readily available would make it much easier for applicants to make calculated and informed decisions. For instance, had Carrey known that staying in Ratford would not have put him in a much better financial situation than graduating from Community College, he might not have transferred there. However, some institutions, particularly private universities, appose this proposal. Perhaps because such data may “elevate the standing of public colleges” as applicants see that public and private graduate earning potential is not markedly disparate. This of course resonated with me as a Brooklyn College Student. And I certainly believe that attending a public college in no way squashes your chances of achieving financial stability.
3.Selingo is worried that pinning values to colleges based solely on graduates’ incomes may drive colleges to sacrifice quality for rank. They might scale down on the humanities and admit applicants on the basis of their earning potential (white, of a higher income bracket, and expressing interest in the STEM fields). I found this point especially intriguing, but I was unsure how to resolve it. Even if the incomes were listed along with some other evaluation criteria (such as available majors), the prospect of earning twenty thousand more at college A than college B would certainly pull an applicant to a certain school (even if this means sacrificing “fit” for economic “value”), and business-minded colleges would use that knowledge to operate their institutions accordingly.
4.Another major factor in evaluating colleges that Selingo mentions is completion rate. Unfortunately, many Freshman do not make it to graduation. Brooklyn College has attempted to reduce the number of dropouts by putting emotional buffers in place. For instance, freshmen join “learning communities” where they are encouraged to befriend their classmates. And peer-mentors share their experiences and tips in order to ease the anxieties of the newbies.
5.I found the chapter’s discussion on college majors to be particularly relevant to me. As I accumulate more credits, the pressure to choose a major builds. In an effort to learn more about the available options, I have gotten into the habit of asking every new person I meet in college what they are majoring in and whether their experience is a positive one. Surprisingly, the answers I’ve heard do not suggest that potential income is the major guiding factor in choosing a major. Interest seemed to trump earning potential. For instance, I’ve spoken to peers who are majoring in English and Art (the “no-no” majors if you want to make a decent salary) who speak passionately about what they’re learning. And my friends who are majoring in math all gush about their multivariable calculus and theoretical math classes (not the fact that their major supposedly has the highest earning potential). I don’t believe riding on passion alone is the ideal way to go, so I’m hoping to complete a major that is the right “fit” for me and that will deliver financial return.
In choosing a college and a career path, the two factors, “fit” and “value” are at play. Until this point I have been describing these factors as separate and perhaps even oppositional, but they do at some point converge. If a college is not the right fit, you will unlikely see return, financial or otherwise. And if your college doesn’t offer you the guidance that will help you follow through or your choice of study doesn’t land you a job, your enthusiasm for that institution will probably quickly wane.
“College (Un)Bound” Chapter 9 – The skills of the Future
While the previous chapters put their focus onto topics such as student debt and issues faced by colleges, chapter 9 is placed into, “the future” section of Selingo’s book. This chapter had mainly discussed different aspects that make a contribution to a college student’s knowledge.
One of the first issues brought up in the chapter had to do with a student’s decision on picking a major. The discussion starts off with how many students initially do not know what their plans for a major are, however towards the end it seems that people do not care about the major a student has at the end of the day.
The reason that majors are not much of an issue had partly to do with how employers would like students who are able to think on their own. Since critical thinking helps people advance in the future. Critical thinking is one of the broader issues the chapter addresses. This is mainly due to how much change can possibly happen in the future and how possibly the current majors that people have might not be reflected in the future.
The rest of the chapter discusses different tasks which student’s should do in their college life that will allow them to have better success in their future. This is not an issue for this chapter, however it contributes to the main theme of, contributions to a college student’s knowledge.
Doing things outside of simply going classes for your major is something Selingo believes is important for students. Having professors, or faculty, who you are able to have non-class related discussions with is something George Kuh feels improves the college experience. Being very engaged in college life is something he feels will better college students in the future.
Other important task such as study abroad, which allows students to broaden their knowledge of the world around them, and research projects, which help to stimulate critical thinking in students, are things that help a student since it is not important to have a lot of knowledge on simply one topic, but to also have some knowledge of all other things not related to your field. This seems to be what Selingo feels will help college students in their future in chapter 9.
Week 2: Chapter 3–The Trillion Dollar Problem
This chapter essentially goes over the total amount of loan debt students have accumulated throughout their years in school, which has now passed the 1 trillion dollars mark. Questions/discussion topics:
I feel as if Selingo is always pointing fingers at somebody but then he is a little bit hypocritical as he switches the blame. To explain, I guess I first have to say that I was a bit offended when Selingo called financial aid offices “another cog in the wheel” in the anecdote where he describes a high school student speaking with his counselor about the financial aid that is offered in the colleges. There was a question that the mother of the student asked that boggles my mind. She asked why the schools factor in loans as part of the offered financial aid instead of asking how much the parents are willing to contribute to the tuition payments. Selingo then makes it seem that the schools are almost forcing the loans on the students which I don’t believe it is true. Working as a financial aid representative, one thing I can say is that loans are “factored” in the package deal presented to students only because technically loans fall under the term “financial aid” which is offered. As for the offices that don’t “explain” things well enough for students, it’s not as if the students nor the parents don’t know that they are taking out loans. In fact, at this point in the story, Selingo introduces another student who he claims, like most others, is delusion and her judgement is clouded, unable to let the reality of taking on future debt sink in until it is too late and the only thing left for most students to do is to complain and file unsuccessful lawsuits. This is why I found him to be hypocritical almost. That said, who do you think is primarily at fault for the trillion dollar problem-the schools or the students for taking out those loans?
My second question of interest would be about financial aid offices. Selingo does not (or barely) discuss improvements that financial aid officials should make to improve student satisfaction. A biased part of me believes that it is because no evident changes can be made and that the problem is not at the offices. I feel that Selingo puts financial aid offices at such a bad light (maybe this is true for most of the schools, I guess but I really don’t like his sassy tone) that it almost seems like financial aid offices are the ones at fault for enticing students to take out loans when rather, students and parents are provided enough information to start with, and the offices are only informing them of all of their options, which includes loans. Students these days, and I know from direct experience with them, are taking out loans as if they are grants not to be paid back. There was a great anecdote in the chapter where a student could not afford to pay the deposit fee and the college had to advise the delusional mother that if the family could not even afford the deposit fee, how could they possibly afford to pay tuition or the loans back? If students don’t have the money now, what makes them think that they would have the money for repayment 6 months after they graduate with a bachelors degree? Cutting to the chase, my question is on what improvements should be made (if needed) to the financial aid offices at schools?
My third question is how do you think we should go about reducing the trillion dollar loan debt? Selingo does suggest that schools limit the amount of loans students can take out but as far as I know, at Brooklyn College, even if there is a limit to loans (and there is) students would still take out more alternative loans from private companies like banks to pay for tuition instead (and there is no limit to those, I think). Since alternative loans typically have a high interest rate, the students end up having to pay back more. In this case, the capping of federal loans as Selingo suggests is not a good solution. What do you think we should do to reduce the loan debt?
There is a section in the chapter about a hypothesis that was proposed to explain why tuition has been increasing. Basically, tuition is increasing because federal financial aid is increasing, driving the colleges to increase the tuition. However, one can argue that the amount of aid has been increasing because the tuition has been increasing (so the other way around). It is basically a vicious cycle that has no end in sight. What do you think we should do about it?
The last thing I have on my mind for this chapter has to deal with the delusional thinking Selingo is saying most students have towards loans and future debt. Paying for college is obviously an investment and taking out loans is really no different than paying with a credit card. My question is this: why do you think some students are “delusional” towards accepting the fact that they would have to go into deep debt for their college degree? Do you think it is because colleges tend to “distract” the students from this reality or could it be because of the student’s pride? Or maybe it is because taking out loans and paying off student loan debt is now considered part of the “essential” college experience along with dorming, a rite of passage, that students long for?
– Lindie
College Unbound Chapter 5
This chapter focused on creating a personalized education primarily through the incredible means of data analytics. Some of the issues and/or questions raised:
- Software for the classroom, not just outside of it. This is something totally new to me; we’ve all heard of online classes, or even hybrids, but the program described, Knewton, really takes the technology to a whole new level. It allows students to move at their own pace, which is beneficial for everyone. The teacher is more of an advisor as opposed to the primary educator, and it allows students to be more active in their learning. Does this mean the role of an educator in the future going to change? What is the primary role of an educator anyway–to spit out information, or to ensure that students are learning and motivated? New learning software like Knewton puts the question into perspective.
- Software to help students choose a college, or maybe even to choose it for them. Currently, programs like Naviance are aiding students in their quest for the right fit, but Craig Powell, the founder of ConnectEDU, hopes to one day get rid of the whole admissions process altogether because “an algorithm will have already told them.” Are we relying too much on the algorithms? Or rather, is there something in choosing a college that a data software can’t mimic? It could very well be the emotional aspect that Selingo spoke about elsewhere in the book–the reason why many students make bad decisions. So maybe it’s not such a terrible thing if the computer leaves that out completely and places you purely on the analytics, right?
- Similarly, these sorts of software can have an impact on the college search for students, not only the student search for college. Colleges can make smarter moves in advertising to certain demographics or types of students, instead of subscribing to the expensive and excessive mode of marketing to students. I personally remember getting hundreds of brochures in 11th and 12th grade. Regarding many of them, I would just think to myself, “if they knew the first thing about me they wouldn’t advertise to me.” Or maybe they’d just advertise smarter, which is also better.
- Software to advise students during college, like Degree Compass. Despite being “incredibly accurate,” is it limiting students’ choice? Selingo brings this up more than once, and I think it’s a very valuable point to discuss. It moves us further into the realm of viewing college as a pre-constructed road map to getting the degree, which seems to be the only thing we care about getting. But, as Selingo says, we are moving into a different world–dropout rates are higher than ever, and college tuition is steadily climbing. “It simply costs too much money not to follow roadmap.” Is that the end for exploring passions and curiosities for most students, and should we worry?
- There’s the aforementioned issue of limiting students’ curiosity, but in addition, I think programs like Degree Compass may limit students’ willingness to accept a challenge. The example given of the fictional Jessica depicts the student switching majors after an apprehensive one star given for stats. Is the program encouraging students to shy away from anything that may be slightly difficult and resort to only the things she’s best at? What happened to doing something you enjoy over something you’re good at? It seems to be in line with the previous question, and may come down to the same thing–it simply costs to much money not to focus solely on the thing you’re best at. The greater issues here seems to be of the changing value of the degree and purpose of higher education altogether, a theme which is explored consistently by Selingo.
Week 2: Selingo, Chapter 5 A Personalized Education
Chapter 5 primarily discusses the steps that are being taken for higher education, especially on the undergraduate level, to be a more personalized experience. By digitalizing essential services such as applying to college and choosing classes, students across the U.S. can cut costs and save on time to make the most out of their education, and more importantly, the rising cost of a four-year experience.
- Arizona State is regarded as a leading pioneer in rolling out innovative learning technologies, with one such software, Knewton, described by Selingo as an “adaptive learning technology that watches a student’s every click and then adjusts on the fly what is delivers next” (74). Rather than taking remedial classes that end up being a waste of time, students are able to get real-time help on a certain question with the help of Knewton. This comes as a big money and time-saver as remedial classes (1) should have been offered and taken in high school, and (2) more often that not do not help as students never get out of these classes or fail their primary course. This is an issue that I see a lot with peers at Brooklyn College and at other CUNYs/SUNYs. They are forced to take classes that they could have taken in high school, or stuck taking classes that they have passed and could have been exempt from retaking. For those who aren’t as lucky and must pay out-of-pocket, this may be an extra hundred to thousands of dollars from their savings, or in loans.
- Arizona State and Harvard, the long-regarded model for higher education institutions, have experimented and found success in a technique called ”flipping the classroom” (77). The idea of flipping the classroom is simple: students amass information online and then spend class time discussing and processing this information with professors and fellow students. As Selingo puts it, professors leave the traditional role of lecturer and replace it with that of a coach. However, many professors habitually cling to tradition and fail to see the benefits that this method has on students. This is not only an issue with professors, but with students as well. Many may also be unaware of alternative options in which classes are administered. Students should be given the option to choose the method that best benefits them, whether it be in a traditional lecture setting or the flipping the classroom approach.
- Software like Naviance (79) and ConnectEDU (80) are test-driven and appealed to students as a college admissions measure. These applications narrow down choices that best fit each student’s interests, financial capabilities, and geographic preferences, and were meant to offset the limitations of uninformed college counselors. Furthermore, ConnectEDU can access students’ academic portfolios- of course with permission- to determine the most suitable major or area of study. As the information in the portfolios may date back to middle or even primary school, ConnectEDU may even reach out to prospective students as early as eighth grade. Selingo mentions that some students lose the opportunity to get into their perfect-fit school due to their counselor’s carelessness. This software shouldn’t be seen as an alternative, but as a complement since there are other areas of counseling that may be unable to be put into an algorithm.
- Once again, Arizona State sets an example with another alternative system they term eAdvisor (83). Much like high school/college counselors, college advisors are also limited by the knowledge they have and the information they can get. eAdvisor serves to offset these human errors to keep students as well as advisers on track by giving advisory warnings when students go off track. This way, the college can maintain a high retention and graduation rate. However, similar to the point I made with the third issue above, this should be used as a complement and not completely replace human advisers. Students’ performance isn’t only measured in their academics, but may be affected by other factors as well. For example, students may take a leave of absence or a gap year due to personal reasons unrelated to their academic performance. A completely computerized system would not account for that personal touch associated with human advisors.
- Like Arizona State with eAdvisor, Tristan Denley at Austin Peay State University released Degree Compass, a data reader that helps keep students on track with major-related and general education courses (84). Degree Compass tracks through each student’s course history and uses this information to customize a list of recommended courses and even possible majors. If the student has already chosen a major but haven’t been faring well in the required classes, Degree Works will send a warning to the student, in time for him/her to switch majors if he or she so wishes and still be on track to graduate. Choosing majors is a hit or miss. Like Selingo mentions, college itself is an”experience good”; you do not know if it was good until after you experience it. Computer software may offset limited knowledge and advice from relatives or school faculty, but at the same time, they cannot determine the “perfect” major for everyone as well.
College (Un)bound: Chapter 8: Degrees of Value
This chapter discusses the value of college. Selingo mentions that since there are many different ways in which college is valued it is hard to figure out a way to fairly rank schools (page 139). I think the fact that the “one size fits all” mentality isn’t relative nowadays justifies the incapability to rank all the universities in the nation. The top school for one person may not be the top school for another. So saying that Harvard is the top school may not hold true for all individuals.
Selingo asks the question, “Does the student make the institution or the institution make the student?” (page 136) This is critical when someone is deciding which college to attend. If the latter part of the question is true than the school is a major part in molding the student into the person they will become. Each person will evaluate a school differently according to their priorities. Alternatively, I think that if the former were true then that means it wouldn’t matter which school is good for the individual; it only matters what the individual does while in a college. The student would be able to mold the school into a place they can use to grow and learn.
One thing that Selingo suggests students and parents should have as a priority is the average salary for each major after graduation. This is putting a monetary value on the college degree. Some people may choose school A over school B because of the higher average salary of the graduates. Without that information the student might choose school B thinking it is a better “fit.” It is also interesting that students still choose the major that they are interested in even if it is one that would not get them a high paying job (page 130). I wonder if it would be better to major in something that is higher paying rather than the desired major that may be difficult to land a job with. Would graduates be better off in a job that may not interest them than unemployed with a degree they enjoyed acquiring?
Something that I am a little confused about is what Selingo says employers seem to want. I get the feeling that he mentions employers want more of a well rounded employee and will tend to hire graduates that have experience in a few subjects, showing that they are able to adapt or think critically. However, I also understood that starting schooling with a more specific focus, even for a shorter amount of time like with Carey in Northern Virginia Community College (pages 124-125), is better for getting employed after college. These two ideas seem contradictory to me. Employers want well-rounded workers, yet are hiring those with an education in more specific fields?
In the last couple of pages in this chapter, he mentions a standardized test that is encouraged for public colleges to give to see how much students have learned from their freshman year to their senior year (pages 140-141). Selingo mentions that it is the most controversial solution to ranking colleges. It is already implemented in more than a thousand schools. I don’t like this idea of standardized testing because I dont see how it is possible to compare the results from one school to the next. Although there may be similar majors in the schools, they definitely do not teach the same things or in the same style. Often times within the same school courses of a particular subject aren’t even taught in one way. The test may be formulated in a way that is more similar to one school’s style of teaching than another. But who said that is the right way?
Yes, graduation rates and salary numbers can be used to rank schools but that cannot and is not the only factor that plays in the role of colleges. It still comes down to a matter of opinion and priorities.
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!
- 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?
- 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!
- 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.
- 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!
- 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.