In a recently published research paper, “Priced Out: What College Costs America,” National Association of Scholars Research Fellow Neetu Arnold examines three issues in U.S. higher education: inflated tuition, continuously expanding administrative positions, and increasing levels of student debt. She also shows how they join and reinforce each other to the detriment of America.
“It’s the economy, stupid!” was Bill Clinton strategist James Carville’s directive to keep his presidential campaign staffers on message during his successful 1992 run for the presidency. While I chose not to use a paraphrase of that slogan in my recent post about Caitlin Flanagan’s article stating that private schools in the U.S. have become obscene, perhaps I should have.
Lindsay McKenzie’s article in Tuesday’s Inside Higher Ed provided me with the news that the University of Missouri System had launched a new online arm called Missouri Online.
Perhaps it was Rebecca Natow’s article in The Chronicle of Higher Education Review titled “Why Haven’t More Colleges Closed?”. Maybe it was Allison Salisbury’s article in Forbes titled “Building Equitable Upskilling Programs: It’s Not Degree Vs. Short Credentials – It’s Both.” Also, it could be the hundreds — if not thousands — of articles and books about the pending changes in higher ed that have been written and published over the past two decades. Clearly, the most recent two articles cited triggered my motivation to pen this article.
Credential Engine released its latest report, “Counting of U.S. Postsecondary and Secondary Credentials,” which is a summary of its attempt to list all postsecondary credentials in the United States. Thanks to funding from Ascendium Education Group, Bill & Melinda Gates Foundation, ECMC Foundation, Google, JP Morgan Chase & Co., Lumina Foundation, Microsoft, and Walmart, Credential Engine was able to hire the Center for Regional Economic Competitiveness (CREC) to prepare the analyses for the report.
There have been many articles describing the pivot to online teaching implemented by many colleges and universities around the world as they responded to the social distancing required due to the COVID-19 pandemic. I have written about that in general and about a specific institution’s actions through interviews with the leadership team at Saint Francis University.
In a recent Forbes article titled “This $12 Billion Company Is Getting Rich Off Students Cheating Their Way Through Covid,” Susan Adams introduces her readers to Chegg, the most valuable edtech company in America. Chegg’s capabilities to assist students with cheating are so well known that Ms. Adams reports that students refer to the act of accessing Chegg’s website as “chegging.”
Google the term “Higher Ed predictions 2021,” and Google’s search engine indicates that there are about 398,000,000 results. Fortunately, Google attempts to put the most relevant search results on the first page, and 10 appears to be the number that can fit in Google’s listing format. I decided to summarize a few.