Ithaka S+R recently published a report funded by the Bill & Melinda Gates Foundation and titled, “Barriers to Adoption of Online Learning Systems in U.S. Higher Education.”  I have written extensively on this blog about the economic constraints facing institutions of higher education, issues of student persistence and retention, and the litany of other issues daunting the American higher education system today.  In their report, the authors explore many of these same topics explaining why they believe online education could be a boon for higher education in general and students, faculty, and individual institutions specifically. 

Though the authors state in the Introduction that, “We believe such [online] systems have the potential to improve faculty productivity and lower instructional costs without sacrificing educational quality,” online education continues to face staunch critics.  Fundamentally, the report notes that the onslaught of online education in the higher education landscape has the potential to completely transform our concept of and basic approach to educating the nation’s college students.  The concept of online education is so foreign to many that there is some resistance based solely on it being “different.”  The authors conducted interviews with a variety of institutions utilizing online education in a variety of ways.  Not surprisingly, considering the relatively recent arrival of online education on the higher educational scene, institutions are still working to figure out how best to utilize new technologies to reduce instructional costs, improve student learning outcomes, and maximize faculty effectiveness.

Online education is becoming such a disruptive force (to use Clayton Christensen’s terminology) in education that the authors state, “Online learning is taking place at just about every college and university in the nation.”  In their interviews with administrators and faculty at institutions implementing online education in some way, there were some common themes uncovered discussing the rationale for the introduction of online education.  Many institutions, for example, see online offerings as a revenue generator.  Online education has the ability to reach non-traditional students (adult learners who are not able to attend class in a physical, more traditional setting) as well as students who would otherwise not enroll with the university due to geographic location.  While there are significant startup costs associated with implementing an online environment, many schools anticipate eventually recouping that initial investment through decreased use of facility space, increased enrollments thanks to the online offerings, and more effective use of faculty time.  Interestingly, some universities have seen cost savings as well as increased revenue yet the authors point out, “Very few institutions are using either the savings from online education or the net incremental revenue to reduce the price of education to students.”

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The state of the economy is a well-known story these days and the unemployment rate is just one indicator of the trouble.  Unemployment rates linger around 8.3 percent (as reported by the Bureau of Labor Statistics [BLS] on March 9 for February 2012).  The number of long-term unemployed (classified as those unemployed for 27 weeks or more) remained unchanged in February, hovering at 5.4 million people (approximately 43 percent of the total unemployed).  The statistics related to unemployment among America’s veterans, however, are especially troubling. 

According to a March 20 report from the BLS, for those veterans serving active-duty since 2001 (known as the Gulf War-era II veterans) the unemployment rate was 12.1 percent in 2011.  The jobless rate for all veterans was 8.3 percent, comparable to that of the US population as a whole.   The BLS report points out that 26 percent of Gulf War-era II veterans reported a service related disability in August 2011 while only 14 percent of all veterans reported the same.  There can be little doubt from these statistics that America’s bravest men and women, those who were willing to make the ultimate sacrifice for the nation’s safety, have come home to a bleak employment situation. 

Unemployment among veterans has been a persistent problem.  In a 1972 report of the National Advisory Council on Vocational Education, Chairman Lawrence Davenport encouraged “an all-out national effort” to address the “crisis” of unemployment among returning Vietnam veterans (during a time of otherwise relatively high general unemployment).  In another era of high unemployment, America’s veterans are returning home to face seemingly insurmountable obstacles in finding meaningful employment.  It is encouraging, however, to see that some organizations are taking this collective responsibility as their own and working to make a difference in the lives of our military men and women and their families. 

On March 21, Aon and Wounded Warrior Project hosted their 4th Annual Salute to America’s Wounded Warriors at the Sheraton National Hotel in Arlington, Virginia.  Approximately 45 wounded veterans had the opportunity to meet with recruiters from more than 60 companies with open positions and a commitment to supporting the nation’s veterans.  In addition to the veterans in attendance, a handful of military spouses also participated.  Without question, military spouses and families make a tremendous sacrifice as well as their loved one in uniform and we should support their achievement as well.  While I was not at this event, I asked several American Public University System (APUS) recruiters and staff to participate.  They reported back that they were impressed by the high quality of the candidates they met. 

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I have read three articles in the last three days about alternatives to earning a college degree, primarily through certification of one kind or another.

The first article, from The Chronicle of Higher Education, discusses the concept of “badges” that are awarded by various websites, training companies, individuals, etc. The concept is that the badge is relatively easy to earn (to keep the learner motivated and engaged) and indicates that they have achieved a certain skill level or learning competency.  At the Khan Academy, students receive a “Great Listener” badge for sitting through 30 minutes of video lectures and can earn an “Awesome Listener” badge after completing a full hour of video lectures.  In addition, visitors and users of that site can earn badges indicating “Master of Algebra” or “Challenge Patches.”  Similarly, MITx is a newly announced venture by Massachusetts Institute of Technology (MIT), slotted to be released in an experimental prototype version in the spring of 2012 and designed to recognize people who complete MIT’s online courses and successfully pass the tests and quizzes.  MIT has an arrangement with OpenStudy to offer badges to students who are helpful in course discussions.  The John D. and Catherine T. MacArthur Foundation has a $2 million grant to test the badge platform in education.  With the Foundation’s support, The Mozilla Foundation (best known for the Firefox browser) is “building an Open Badge Infrastructure to enable the interoperability and collection of badges” which will “support badges from any issuer across the Internet.” 

Both The Chronicle of Higher Education and Inside Higher Education wrote about the tenured Stanford professor who has left to form a startup, Know Labs.  Sebastian Thrun and a colleague taught an artificial intelligence MOOC (Massively Open Online Course) this summer to more than 160,000 students and he plans to commercialize that type of course through the Udacity portal owned by his startup, Know Labs. Thrun’s venture will not only offer courses developed and taught by him but also by others.  One of the first courses that Udacity will offer is “Building a Search Engine” which will be seven weeks in length and which will be taught by David Evans, Associate Professor of Computer Science at the University of Virginia.  Thrun is betting that the word (grades/recommendation) of a highly regarded professor will win over prospective employers or current employers of students taking courses.

Richard Vedder, an economist at Ohio University, wrote an article for the Chronicle’s Innovations blog entitled “Beware: Alternative Certification is Coming.”  Most of the article talks about Straighterline’s lower priced college course offerings and the announcement last week that Straighterline is offering students the opportunity to take the Educational Testing Service (ETS) iSkills test and the Council on Aid to Education’s (CAE) Collegiate Learning Assessment (CLA) test (the one made famous by New York University Professor of Sociology and Education, Richard Arum and University of Virginia Assistant Professor of Sociology, Josipa Roksa in their book, Academically Adrift: Limited Learning on College Campuses).  Vedder also discusses the Khan Academy and MIT certification offerings.  My favorite paragraph from his article relates to his discussion of the first week of beginning economics courses when professors explain the point that:  “If the price of something rises a lot, people look for substitutes.  Resources are scarce and they [people] maximize their utility by shifting away from high priced goods or services to the lower priced good or service.”

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In the past several years, online higher education has come under increased scrutiny by the federal government and policymakers.  As a relatively new trend, online education has been closely examined by some, not so closely examined by others, and has a number of critics.  In a recent report called “Odd Man Out: How Government Supports Private-Sector Innovation, Except in Education,” published by the American Enterprise Institute, author John Bailey notes that an acute lack of support and engagement from government agencies to the private sector in education is not only out of sync with other public-private enterprises, it is counterproductive in attempting to reform higher education. 

Bailey points out that the public sector has frequently employed the expertise of private industry in various attempts to solve the nation’s problems.  For example, in March 2010, President Obama reached out to private-sector businesses, agreeing to provide some $150 billion in support of those businesses developing an alternative to foreign oil.  He said to the CEOs in attendance, “’Your country needs you to mount a historic effort to end, once and for all, our dependence on foreign oil…And in this difficult endeavor, in this pursuit on which I believe our future depends, our country will support you.’” 

In another example, Bailey points out that the Review of US Human Spaceflight Plans Committee established by the White House Office of Space and Technology Policy recommended that NASA seek private sector assistance in developing commercial spacecraft.  “The review argued that this would free NASA to focus its attention and investment on developing more advanced capabilities, particularly in deep-space exploration.”  In each of these examples, a significant problem or dilemma has been acknowledged and government has rightly recognized that private sector innovation has the business agility and market understanding to propose and execute a meaningful solution.

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The October 2011 issue of American Enterprise Institute for Public Policy Research’s (AEI) Education Outlook included an interesting analysis of the total cost of a bachelor’s degree titled, “Cheap for Whom?:   How Much Higher Education Costs Taxpayers.”  The authors, Mark Schneider and Jorge Klor de Alva, go beyond a surface analysis of tuition rates, student fees, and books.  Their analysis delves deeper into the overall financial cost model to consider and analyze taxpayer subsidies as part of the cost of a bachelor’s degree. 

Schneider and de Alva note that consumers are largely oblivious to the cost of an item, focusing almost solely on the price instead.  As long as the price seems reasonable (or, at least comparable to other similar products), the consumer is not likely to consider what the actual cost of the product is.  As the authors point out, nowhere can this be seen more clearly than in higher education.  Since the downturn of the economy in 2008, a deluge of articles have been published exploring the price of a college education (see the “Impact of the Economy on Higher Education” section of this blog) but little has been written for the American public about the true cost of a degree (that data is typically buried in academic policy and research reports that typically do not receive broad media coverage).  Schneider and de Alva have undertaken the daunting task of publishing the total cost of a bachelor’s degree for the American taxpayer.  Their findings are notable, assuming that those in a position to influence public policy and a broader national discussion read their paper.

The authors divided their sample into the following categories: public, private not-for-profit, and private for-profit institutions.  Beyond that,  they used a variation of the well-known rankings reported in Barron’s Profiles in American Colleges which provides six categories for schools ranging from “noncompetitive” (open admissions schools) to “most competitive” (highly selective, elite institutions).  Interestingly, American taxpayers subsidize the least competitive schools far less than they do the most competitive.  The irony is that the largest and fastest growing sector of the college population includes low-income and non-traditional students who are attending the lesser competitive schools.  These schools tend to offer greater flexibility for part-time students, working adults, and other “nontraditional” student populations.  To provide perspective on the dramatic differences in taxpayer subsidies, consider that “among not-for-profit institutions, the amount of taxpayer subsidies hovers between $1,000 and $2,000 per student per year…”  Among the most selective institutions in the nation, “the taxpayer subsidy jumps substantially to more than $13,000 per student per year.”

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I read an article in the October 15, 2011 issue of The Economist entitled “Trouble in the Middle.”  The article begins by stating that interest in MBA programs at American business schools peaked in 2009 and applications have fallen since then.  The author states that some business schools are worried that the trend is related to more than just a slow recovering economy, but in fact a greater change.

The Economist presents data that may back the case that it’s not just the economy.  In examining data accumulated in their annual ranking of the top 100 MBA programs, they note that in 2010, the average cost of an MBA for the 85 schools outside of the top 15 was $81,911 while the average starting salary for the graduates of those schools was $81,178.  Five years earlier, the two year cost for the same 85 schools was $60,247 while the starting salary average was $78,442.  The attached graph shows that the disparity was greater ten years ago when the average starting salary was over $80,000 and the average cost was slightly less than $50,000.  The comparison could hardly be more dramatic; increasing costs of tuition have cut the noticeable advantage of attending a residential MBA program outside of the top 15. 

Elite schools like Harvard still have an advantage according to The Economist’s survey data.  Additionally, the article mentions a recent event at Harvard hosted by a large consulting firm where a member of that firm’s senior management noted while speaking to the faculty that the most valuable player on the Harvard Business School team was the Director of Admissions, a not so subtle reference to the elite students recruited to the school and subsequently recruited by that consulting firm.

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