Business of Education
A few years ago, I was asked to develop and teach a course on Educational Entrepreneurship to a cohort of doctoral students enrolled in the Executive Doctorate in Higher Education Management program at the University of Pennsylvania’s Graduate School of Education. As I constructed the syllabus for the one-semester course, I realized that I needed to find instructional content/materials to provide the students with some knowledge about business models in order to adequately complete the final assignment. That final project was an 8- to 10-page paper outlining in some detail a unique idea to generate revenues or reduce expenses for their institution.
Yesterday, Secretary of Education Betsy DeVos announced additions to the data available to consumers and researchers using the College Scorecard. Some of the changes announced include the average earnings two years after graduation based on field of study, the amount of Parent PLUS loans borrowed by parents of students to pay for their child to attend an institution, and the amount of loans borrowed at previous institutions attended for students who transfer.
The National Student Clearinghouse (NSC) has provided monthly updates of Fall 2020 college enrollments. The most recent update reports enrollment as of October 22 and the percentage of institutions reporting enrollment data has increased from 54 percent to 76 percent.
When the Gainful Employment regulations were first proposed by the Obama administration in 2010, I stated that they might be reasonable if they applied to all institutions of higher education.
In this week’s Inside Higher Education learning innovation blog, Josh Kim writes about how the future of the automobile industry is electric vehicles. Gasoline-powered pickup trucks, specifically the Ford F-150, are among the largest sellers and most profitable automobiles. As a result, the entry of electric pickups into the market has started to pick up.
This article is Part 2 of a two-part series on the digital transformation of educational institutions and solving two of the Grand Challenges in higher education: reputation and relevance. This article discusses reputation and how American Public University System (APUS) has met that challenge.
This article is Part 1 of a two-part series on the digital transformation of educational institutions and solving two of the Grand Challenges in higher education: reputation and relevance. This article discusses relevance and how American Public University System (APUS) has met that challenge.
Of the four Grand Challenges to higher education, financial health is foremost among the minds of many traditional higher education institutions, particularly in the midst of the COVID-19 pandemic. Recently published articles and books call attention to the warning signs and at-risk metrics for traditional institutions that are financially troubled. For example, I’ve written about Robert Zemsky’s College Stress Test, Scott Galloway’s Value-to-Cost ratio and Vulnerability Score, and the Hechinger Report’s Financial Fitness Tracker.
During the COVID-19 crisis, Inside Higher Education and Hanover Research have regularly surveyed college and university presidents, asking questions about their actions during the crisis. More recently, these presidents have been asked about their expectations of when campus life will return to normal.