Higher Education Controversies
Bob Jensen
at
Trinity University
Please do what
you can to lend financial support to Wikipedia --- Keep Knowledge Open Sourced,
Interactive, and Free ---
http://wikimediafoundation.org/wiki/WMFJA010/en/US?utm_medium=sitenotice&utm_campaign=20101125JA006&utm_source=20101124_JA011A_US&country_code=US
Wikipedia is
about the power of people like us to do
extraordinary things. People like us
write Wikipedia, one word at a time. People like us fund it, one donation at a
time. It's proof of our collective potential to change the world.
Introductory Quotations
Effectiveness and Efficiency in Learning
Universities Approaching
a Financial Cliff (Low Paid Adjuncts Now Teach Over 70% of Students)
Are Researchers
Paid Too Much for Too Little?
Have You Been Invited to
Retire?
Aging Professors Create a Faculty
Bottleneck
Robotics Displacing Labor
Even in Higher Education
Largest
Universities Worldwide
Our Compassless Colleges:
What are students really not learning?
Purpose of
Education
Skip the MCAT:
From High School Directly Into Medical School
Innovations for
Accounting Education and Research
Those Newer MS
Specialty Programs in Business: How does one become a Professor of Pricing
Fulbright Fellowships,
Including the Fulbright-Hays Program
Student Loans,
Financial Aid, and College Net-Price Calculators
Common
Curriculum: Some Nonsense Distinctions Between Training and Education
Can You Train
Students To Be Ethical? The way we’re doing it now doesn’t work. We need a new
way.
MITx: MIT’s New Free
Courses May Threaten (and Improve) the Traditional Model, Program’s Leader Says
Open Sharing of Courses,
Lectures, Videos, and Course Materials
Commercial Scholarly and Academic
Journals and Oligopoly Textbook Publishers Are Ripping Off Libraries, Scholars,
and Students ---
http://www.trinity.edu/rjensen/FraudReporting.htm#ScholarlyJournals
Have We
Overvalued Science (STEM) Degrees to a Fault?
College Degrees
Without Instructors
Financial
Literacy Should Be Required Learning on Campus
Is $1+ Trillion in
Student Debt a Huge Problem?
THE COLLEGE OF 2020: STUDENTS ---
https://www.chronicle-store.com/ProductDetails.aspx?ID=78956&WG=0
Some Things
to Ponder When Choosing Between an Accounting Versus History PhD
Why Do They Hate Us?
Faculty Inbreeding
University CEO
Compensation and Other Highest Paid University Administrators and Faculty
Humanities
Versus Business --- That is the Question
The Case Against
College Education
The Demise of Guys
Why Are Finland's Schools
Successful?
Test Drive Running a
University
Are Elite Colleges Worth It?
Gaming for Grades
(Gaming for a high gpa)
Gaming for Tenure as an Accounting
Professor ---
http://www.trinity.edu/rjensen/TheoryTenure.htm
(with a reply about tenure publication point systems from Linda Kidwell)
Tenure Tacks
for Professionally Qualified (PQ) Faculty as well as Academically Qualified (AQ)
Faculty
Grade Inflation and Dysfunctional Teaching
Evaluations (the biggest scandal in higher education)
Competency-Based
Assessment
Micro Lectures and
Student-Centered Learning:
The panacea for dealing with student attention deficits and budget deficits
Upward Trend in
Grades and Downward Trend in Homework
Guidelines for Textbook
Shopping
Social
Networking: The New Addiction
The Critical Importance of
Metacognition and Retrieval For Learning
Academic Whores
Some states are rigging achievement tests to get more money and deceive the
public
Minimum Grade Policies
Where Highest Ranked Colleges Don't Excel
Barf MBA: The
Shorter, Faster, Cheaper MBA Accelerated MBA programs
Our Under Achieving Colleges
Bok's Dark View of the Sad State of Learning in Higher Education
Life/Work Experience College Credit
Controversies
Golden Parachutes Rewarding Failure
Professors Who Cheat and the Need for
Research Replication
What are the big faculty cat fights all about?
Stanford University confronts the graying of academia
Should Classroom Lectures Remain Privileged and
Private?
The 3-2 Five Year College Degree Duo Gaining Steam
The Wandering Path from Knowledge Portals to
MOOCs (Distance Education and Asychronous Learning)
Online Distance Education and Education Technology in General are Rapidly Gaining Acceptance
Even in Elite Research Universities
Should
Universities Be Forced to Accept Online Course Transfer Credit?
For-Profit Universities Operating in the Gray
Zone of Fraud (College, Inc.)
A Guide on How to Be an Online
Student and Survive in the Attempt
"The Overworked College Administrator," by Barbara Mainwaring,
Inside Higher Ed, August 10, 2007 ---
http://www.insidehighered.com/views/2007/08/10/mainwaring
How can teachers/researchers gain collegiate administrative skills?
Many professors worry that colleges these days prefer a
professional class of administrators to promoting faculty members. In turn, many
administrators complain that faculty members — however good at their teaching
and research — may lack key skills for more responsibility. A new program at
Simmons College —
one of six master’s institutions receiving grants
Tuesday to promote “faculty career flexibility” — aims to provide professors
with a path to pick up administrative skills, without just adding on to their
workloads. The grants are being awarded by the Alfred P. Sloan Foundation, which
last year
awarded similar grants to research universities.
Scott Jaschik, "Promoting Career Flexibility," Inside Higher Ed, January
30, 2008 ---
http://www.insidehighered.com/news/2008/01/30/sloan
The Almanac of Higher Education
The new Almanac of Higher Education features national and state-by-state data on
colleges and universities, and their students, finances, and faculty and staff
members, as well as regional profiles of the issues facing academe across the
country.
Chronicle of Higher Education ---
http://chronicle.com/article/Almanac-2010-The-Profession/123918/
2011-12 Edition ---
http://chronicle.texterity.com/chronicle/20110826a?sub_id=yf6H2Es7OzfJ
Jensen Comment
There's a ton of financial information here, including salary juxtaposed against
cost of living in different regions.
Law School Faculty Salary Links from Paul Carone on the TaxProf Blog
on June 11, 2013
Following up on my recent post,
Law Faculty Salaries, 2012-13: Above the Law has blogged individual law
faculty salaries at these Top 20 public schools:
Jensen Comment
This is a better way to compare faculty salaries in top schools. Large surveys
like those of the AAUP, Chronicle of Higher Education, and the AACSB are
too skewed by small and low paying colleges.
Keep in mind that salary comparison in general can be like comparisons of
apples and kangaroos. Things to consider are the many aspects of "compensation"
contracts such as summer income assurances (research or teaching), expense
budgets (that in prestigious schools may be near $20,000 allowances for travel,
etc.), and most importantly access to additional consulting revenues. For
example, faculty at the Harvard Business School may make more consulting with
and teaching CPE credits in HBS alumni companies than they make from their
Harvard salaries.
Just being on the faculty of a prestigious university also opens doors to
lucrative expert witness offers, consulting offers, and textbook publishing
deals where prestigious faculty are offered deals to publish with lesser known
writers who write most of the books.
Some schools like Stanford, NYU, and Columbia offer faculty great housing
deals such as relatively low rents or 100-year lot leases for a dollar a year.
Foreign Students Pour Back Into the U.S.
Asian Countries, Especially China, Investing Trillions
More in Education
Critical Thinking: Why It's So Hard to
Teach
Turkey Times for Overstuffed Law
Schools
- Turkey Times
for Overstuffed Law Schools
- Lean Times for
MBA Programs
- Accounting Profession Holds Steady Despite Turbulent
Economy
- Doctoral-Level Accounting Faculty Numbers Continue to
Decline (while demand increases)
- Credentials of Accounting Instructors Are Changing
Dramatically
Drinking and Linking in Dormitory and
Fraternity Hotbeds
Student Engagement
Student Partying Controversies
How should administrators handle student-sponsored events that feature alcohol?
Or, for that matter, half-naked partygoers dressed in caution tape?
Unacceptable Dropout Rates
Sex and the Modern Language Association Academic
Conferences
Teaching Excellence Secondary to Research
for Promotion, Tenure, and Pay
Teaching Evaluations and RateMyProfessor
Smile Professor, You're on Candid Camera
Does faculty research improve student
learning in the classrooms where researchers teach?
Put another way, is research more important than scholarship that does not
contribute to new knowledge?
Do we want the Shotgun Game to be so dominant in
academic research?
How much tenure credit should be given to
micro-level research?
How should credit to co-authors (joint authors)
be granted in tenure and performance evaluations?
Anthropology Without Science: A new
long-range plan for the American Anthropological Association that omits the word
“science” from the organization's vision for its future has exposed fissures in
the discipline
Privatization Issues
Endowment Funds and Accounting
Controversies
Issues in Computing a College's Cost of Degrees
Awarded and "Worth" of Professors
Supplemental fees for excellence
A rose by any other name is , ... , ah er , ... a required supplemental
enhancement charge
Financial and Academic Lack of Accountability
and Conflicts of Interest
Study Abroad Conflict
of Interest Fraud
What students and
their parents should, but probably don't, know about study abroad programS
Questions about globalization of business
schools
Professors and Colleges Skating on the Edge of
Questionable Ethics
Colleges throw rocks at students who cheat
Colleges throw powder puffs at professors who cheat
Professors Who Cheat ---
http://www.trinity.edu/rjensen/Plagiarism.htm#ProfessorsWhoPlagiarize
Liberal Bias in the Media and in Academe
Are we Overworking Our Graduate Teaching
Assistants?
Are we Overworking Our Students?
Admissions and Financial Aid Controversies: Grades
are Even Worse Than Tests as Predictors of Success
Bound to Fail
We need to get serious about creating universities that are actually designed to
educate undergraduates successfully
Too Much Need for
Remedial Learning in College, Too Little Success
Pre-collegiate Remedial Studies
Paying for Improved SAT, GRE, GMAT, LSAT, TOEFL and Other
Qualifying Test Scores
Note to College Presidents: We've got
kickback ethics problems right here in River City!
Controversial Changes in Financial Aid: Some Colleges Cut Back Merit Aid
How to recognize
and avoid Advanced Placement (AP) credits
Fraudulent Advanced
Placement (AP) Credits
Students
Don't Particularly Want to Read and Write Well When it Takes Effort
Too Much Need for
Remedial Learning in College
What is "negative learning" in college?
Class Size Matters, But
the Importance of This Factor is Highly Variable
Full Disclosure to Consumers of Higher
Education?
Academic Calendar Issues (it's more than just quarters
versus semesters)
Professors Who Cheat ---
http://www.trinity.edu/rjensen/Plagiarism.htm#ProfessorsWhoPlagiarize
Students Who Cheat ---
http://www.trinity.edu/rjensen/Plagiarism.htm
In terms of earnings expectations, should a black
student graduate from a historically black college or another college?
Failure to Utilize Retirees
Glut of Unemployed or Underemployed PhDs
(People on Doctorates Playing Poker for a Living)
Playbook: Does Your
School Make The Grade? Here are four things to consider when applying to an
undergrad business program
Tracking undergraduates into graduate school
and into adult life
ROTC and Military Recruiting and the Solomon Amendment
Academic Standards Differences
Between Disciplines
Some Doctoral Programs Are in Need of Big
Change
The New European Three Year Plan for
Undergraduate Degrees
Nontraditional and Online Doctoral Degree
Programs: Some With No Courses
Students may take the easiest way out in
customizable curricula
Are Elite Universities Losing Their
Competitive Edge?
Was Earning That Harvard M.B.A. Worth It?
What's it really like to be the president of a
university?
How can you ruin a student's career and maybe her/his
life on a discussion board?
Debates Over the Limits of Academic Freedom
When Professors Can't Get Along
A Call for Professional Attire on Campus
U.S. Supreme Court Speaks Out About Religion on Campus
Controversies in Doctoral and Other Graduate Programs
(more clinical studies possible?)
Are American Scientists an Endangered Species?
An Internet Casualty: The Losing Research
Edge of Elite Universities
Universities in the Marketplace: The
Commercialization of Higher Education
Authoring and Faculty Ethics or Lack Thereof
Issues in Information Technology on Campus
Teaching With versus Without Textbooks
Accreditation Issues ---
http://www.trinity.edu/rjensen/assess.htm
Colleges On the Far, Far Left Are Having a
Difficult Time With Finances and Accreditation
Peer Review in Which Reviewer Comments are Shared
With the World
Flawed Peer Review Process
Elite Researchers No Longer Need Peer
Reviewed Elite Journals
Rethinking Tenure, Dissertations, and Scholarship
Academic Publishing in the Digital Age
Obsolete and Dysfunctional System of Tenure
Over 62% of Full-Time Faculty Are Off the Tenure Track
Helpers for Women in Academe
Inexorable March to a Part-Time Faculty
National Association of College Business Officers (NACUBO, CFOs) ---
http://www.nacubo.org/
Political Correctness and Other Academic Freedom Issues
Intellectuals, Free speech, and Capitalism
Political Correctness, Free Speech and
Academic Freedom:
How Unsafe Are Horowitz's 101 Most Dangerous
Professors?
Does a professor have more freedom of speech than
any employee?
Liberals Debate Political Islam
The Politically Correct Fracture of Academe
(including sponsored boycotts of some professors)
Ethics Centers in Universities Devote Scant Attention to Ethics Breaches in
Their Own Houses
What type of alumni gifts to colleges
are just not politically correct?
The Politically Correct Fracture of Harvard University
(including the gender gap in science)
Should Colleges Pay for Housework?
Salary Compression, Inversion, and Controversies
How you can compare living costs between any two college towns in the U.S.?
Gender Differences versus Discipline
Differences in Salaries
Non-salary Controversies
Rethinking the Roles of Spouses of College Executives
Debates on Size: Pomona College, Amherst, and Some
Other Small Colleges Plan to Grow in Size
Debates on Unionization of Faculty and Graduate
Assistants
New Critique of Teacher Ed
Do we need revolutionary changes in Economics 101?
Do we need revolutionary changes in Government 101?
Do we need huge changes in J-Schools and B-Schools?
Some Business Schools No Longer Have Silo Core Courses
New, Albeit Shaky, Partnership Forming Between Professors
and the FBI
Elite colleges are for the rich and the poor and selected minorities,
but less and less for middle income families
Fraternity and Sorority Controversies
College Dating/Marrying Ain't What It Used to Be Many
Long Years Ago
Athletics Controversies in Colleges
On the Dark Side of the Higher Education Academy:
Generation Gaps, Collegial Apathy or Hostility, and Loneliness
How much would you charge to help restore
the tarnished image of a CEO you never knew?
Bob Jensen's threads on the dark side of distance learning and education
technology are at
http://www.trinity.edu/rjensen/000aaa/theworry.htm
Incredible shrinking men in higher education:
The problem is not just a shortage of black male applicants
Declining Rate of Growth
The Eroding Faculty Paycheck
Universities may not provide commissions
or other success-based rewards to student admissions officials
Controversial Issues in Affirmative Action
Hiring and Pay Raises
Controversial Issues in Affirmative Action
and Academic Standards
The Third Wave of Feminism (Gender Studies)
Pre-collegiate Remedial Studies
Too Much Need for
Remedial Learning in College
Graduation Trends
Why are blacks and latinos avoiding teacher
education majors?
The Controversial Top Ten Percent (10 Percent) Law
Controversial Issues in Silver Spoon Admissions and
Academic Standards
Controversial Issues in Affirmative Action Preferences for Gay Students
Controversial Issues of the Study Abroad
(International Studies) Curriculum
Dealing With Disturbed and Possibly Dangerous
Students
Engineering Programs Facing Up to Possible
Requirements for Masters Degrees
Accounting Programs Were Forced to Do This Via Newly-Enacted State Laws for CPA
Licensure
Many Professors Oppose Free Open Sharing of
Research
Some Disciplines, Especially in Business Research,
Do Not Encourage Replication
Appearance Versus Reality of Trustee/School Kickbacks
Appearance Versus the Reality of Research
Independence and Freedom
Appearance Versus Reality in Church Dogma and Education
Integrity
College Ranking (Rankings) Issues in the Media
Journal and School Ranking Controversies and Eigenfactor
Scores
Paying More for a Lower-Ranked University: Where What You Pay is Supposed to
Mean Prestige
Commission on the Future of Higher Education Final
Report:
The National Education Database and College Assessment Controversy
Earmarked research funding
The Decline of the Secular University
Too Many Law Schools
Residence Hall and Fraternity/Sorority House Fires a
Growing Threat
Executives' accountability and
responsibility?
Prestige Competition from U.K. Universities:
"Who Needs Harvard or Yale?"
Since the Virginia Tech massacre are college
instructors more at risk?
Are college students good surrogates for real life studies?
Human Subject Research Review Boards
How can you protect your work in progress and finished works on your computer?
Why are some of these alternatives problematic for your college and/or your
employer?
Long Deferred Campus Maintenance:
Crumbling Buildings and Stadiums
What is the best method of peer review?
Is it truly a value-adding process?
What are the ethical concerns?
And how can new technology be used to improve traditional models?
Differences between "popular teacher"
versus "master teacher"
versus "mastery learning"
versus "master educator"
Bob Jensen's threads on Cognitive Processes and Artificial Intelligence
are at
http://www.trinity.edu/rjensen/000aaa/thetools.htm#CognitiveProcesses
In an educational system strapped for money and
increasingly ruled by standardized tests, arts courses can seem almost a
needless extravagance, and the arts are being cut back at schools across the
country
"YouTube Begins Streaming Commencement Speeches Live," by Jeff Young,
Chronicle of Higher Education, June 10, 2011 ---
http://chronicle.com/blogs/wiredcampus/youtube-begins-streaming-commencement-speeches-live/31693?sid=wc&utm_source=wc&utm_medium=en
YouTube is Going Live ---
http://youtube-global.blogspot.com/2011/04/youtube-is-going-live.html
Miscellaneous Tidbits
"QuickWire: Top 10 Trends in Academic Libraries," by Jennifer Howard,
Chronicle of Higher Education, June 16, 2011 ---
http://chronicle.com/blogs/wiredcampus/quickwire-top-10-trends-in-academic-libraries/31796?sid=wc&utm_source=wc&utm_medium=en
Downfall of Lecturing ---
http://www.trinity.edu/rjensen/assess.htm#DownfallOfLecturing
Social Networking for Education: The Beautiful and the Ugly
(including Google's Wave and Orcut for Social Networking and some education uses
of Twitter)
Updates will be at
http://www.trinity.edu/rjensen/ListservRoles.htm
How to author books and other materials for online delivery
http://www.trinity.edu/rjensen/000aaa/thetools.htm
How Web Pages Work ---
http://computer.howstuffworks.com/web-page.htm
Technology Student Association ---
http://www.tsaweb.org/
Bob Jensen's threads on Education Technology ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
Carnegie Connections [what's happening in higher education]
http://www.carnegiefoundation.org/carnegie-connections
Need Some Inspiration to be a better Teacher?
Joe Hoyle recommends that you watch a particular film
http://joehoyle-teaching.blogspot.com/2010/09/need-some-inspiration.html
Free Book Online ---
http://www.nap.edu/openbook.php?record_id=13396&page=1
Research Universities and the Future of America: Ten Breakthrough Actions Vital
to Our Nation's Prosperity and Security ---
http://www.nap.edu/catalog.php?record_id=13396
Summary from the Scout Report on September 7, 2012
What is the state of America's universities? That
is a vast question, and it was posed to the National Academies by the U.S.
Congress. Specifically, Congress asked the National Academies to assess the
competitive position of America's research universities over the coming
decades. The results of the Academies' findings are in this 227-page report
issued in 2012. Visitors to the site can download the entire report,
although those looking for something a bit more brief may wish to download
the 24-page executive summary. The summary offers some terse advice in the
"Ten Strategic Actions" area, including the suggestion that states may wish
to provide greater autonomy for public research universities so that these
institutions may "leverage local and regional strengths to compete
strategically and respond with agility to new opportunities." Some of the
other suggestions include improving university productivity and reducing
regulatory burdens. [KMG]
To find more high-quality online resources in math
and science, visit Scout's sister site: AMSER, the Applied Math and Science
Educational Repository at
http://amser.org
Intelligence Versus Work Ethics: Comment on Some Psychometric Slides
"More on Psychometrics," Stephen Hsu, MIT's Technology Review, September
14, 2010 ---
http://www.technologyreview.com/blog/post.aspx?bid=354&bpid=25750&nlid=3505
I've had some email discussions elaborating on the
psychometrics slides I posted earlier. The slides
themselves don't convey a lot of the important points I made in the talks so
I thought I'd share this message on the blog.
Hi Guys,
I'm very interested in exactly the question Henry is getting at.
I think our simple two factor model
Grades = ability + work ethic = IQ + W
is not too crazy. Note that once you fix the ability level (=SAT score)
the remaining variance in GPA has about the same SD regardless of value
of SAT score (vertical red lines in the big figure in the slides). That
suggests that we can think of IQ and W as largely uncorrelated random
variables -- so there are smart lazy people, hard working dumb people,
etc. I can't really prove the residual variance after IQ is controlled
for is due to work ethic, but my experience in the classroom suggests
that it is. (Note work ethic here isn't necessary general work ethic as
a personality factor, but how hard the kid worked in the specific
course. However, in our data we average over many courses taken by many
kids, so perhaps it does get at variation of personality factor(s) in
the overall population.) Beyond work ethic, some people are just more
"effective" -- they can get themselves organized, are disciplined, can
adapt to new challenges, are emotionally robust -- and this is also
absorbed in the W factor above.
Now, in some fields there seems to be a minimum cognitive threshold.
I've known physics students who worked incredibly hard and just couldn't
master the material. That is reflected in our data on pure math and
physics majors at UO. For all majors there is a significant positive
correlation between SAT and upper GPA (in the range .3-.5).
Whether IQ has a large impact on life outcomes depends on how you ask
the question. I do believe that certain professions are almost
off-limits for people below a certain IQ threshold. But for most jobs
(even engineer or doctor), this threshold is surprisingly low IF the
person has a strong work ethic. In other words a +1 SD IQ person can
probably still be a doctor or engineer if they have +(2-3) SD work
ethic. However, such people, if they are honest with themselves,
understand that they have some cognitive disadvantages relative to their
peers. I've chosen a profession in which, every so often, I am the
dumbest guy in the room -- in fact I put myself in this situation by
going to workshops and wanting to talk to the smartest guys I can find
:-) For someone of *average* work ethic I think you can easily find jobs
for which the IQ threshold is +2 SD or higher. The typical kid admitted
to grad school in my middle-tier physics department is probably > +2 SD
IQ and at least +1.5 SD in work ethic -- ditto for a top tier law or med
school. That's probably also the case these days for any "academic
admit" at a top Ivy.
For typical jobs I think the correlation between success/income and IQ
isn't very high. Other factors come into play, like work ethic,
interpersonal skills, affect, charisma, luck, etc. This may even be true
in many "elite" professions once you are talking about a population
where everyone is above the minimum IQ threshold -- if returns to IQ
above threshold are not that large then the other factors dominate and
determine level of success. What is interesting about the Roe and SMPY
studies is that they suggest that in science the returns to IQ above the
+2 SD threshold (for getting a PhD) are pretty high. ***
Henry is right that for ideological reasons many researchers are happy
to present the data so as to minimize the utility of IQ or testing in
making life predictions. They might even go so far as to claim that
since we use g-loaded tests in admissions, the conclusion that some
professions require high IQ is actually circular. The social scientist
who walked out of my Sci Foo talk actually made that claim.
Finally, when it comes to *individual* success I think most analysts
significantly underestimate the role of
pure blind luck (i.e., what remains when all
other reasonable, roughly measurable variables have been accounted for;
of course this averages out of any large population study). Or perhaps I
am just reassuring myself about my limited success in life :-)
Steve
PS In the actual talks I gave I made most of these points. The slides
are kind of bare bones...
*** You would be hard pressed to find someone in hard science who would
disagree with the statement it is a big advantage in my field to be
super smart. However, thanks to political correctness, social
science indoctrination, or unfamiliarity with psychometrics, it IS
common for scientists to deny that being super smart has anything
to do with scores on IQ tests. I myself question the validity of IQ
tests beyond +(3-4) SD -- I'm more impressed by success on the IMO,
Putnam, or in other high level competitions. (Although I realize that
training has a big impact on performance in
these competitions I do think real talent is a necessary condition for
success.)
Jensen Comment
Our Iowa country-town school never had IQ tests so I will never know --- I
don't think I would've tested really high. In college I graduated summa
cum laude and had a GMAT sufficient for Stanford's PhD program.. Personally
I think I overcame intelligence deficiencies with a work ethic. But it's
interesting where I had strengths and deficiencies. I was an outstanding
chemistry/botany student, a good math student (the A grades took extra effort),
an outstanding Russian language/literature student, a struggling accounting
student (got A grades and passed the CPA examination in my senior year with a
lot of memorization), and a lousy physics student. Actually I never completed a
single physics course since I was able to drop physics twice and substitute
advanced chemistry.
I seriously contemplated majoring in chemistry and then going to medical
school, but my parents really could not afford medical school, My PhD from
Stanford was totally free thanks to the Ford Foundation (for four years) and the
Arthur Andersen Foundation (Dissertation Grant for Year 5). Since I was already
a CPA/MBA upon entering Stanford, my doctoral course work was mostly in
operations research, economics, math, and statistics. I never once went near the
physics building. And Paul Williams will tell you that I'm still deficient in
philosophy.
I'm definitely a believer that a work ethic can move mountains (except in
physics). But a few of my students over the years who had really exceptional
work ethic just could not pull it off in graduate school. It really, really
pained me to flunk them. Every time I pulled the records to check on their GMAT
scores they all had scores at the bottom of their entering class. So there may
be something revealing in GMAT scores.
One time at Michigan State I had to flunk the hardest working MBA student I
ever met in my life. This really, really hurt me and him. He was the first
person in his family to ever get an undergraduate degree. I still can't get him
out of my head.
Bob Jensen's threads on learning and memory ---
http://www.trinity.edu/rjensen/265wp.htm
"Does an 'A' in Ethics Have Any Value? B-Schools Step Up Efforts to Tie
Moral Principles to Their Business Programs, but Quantifying Those Virtues Is
Tough," by Melissa Korn, The Wall Street Journal, February 6, 2013
---
http://professional.wsj.com/article/SB10001424127887324761004578286102004694378.html?mg=reno64-wsj
Business-school professors are making a morality
play.
Four years after the scandals of the financial
crisis prompted deans and faculty to re-examine how they teach ethics, some
academics say they still haven't gotten it right.
Hoping to prevent another Bernard L. Madoff-like
scandal or insider-trading debacle, a group of schools, led by University of
Colorado's Leeds School of Business in Boulder, is trying to generate
support for more ethics teaching in business programs. [image] Richard Mia
"Business schools have been giving students some
education in ethics for at least the past 25 or 30 years, and we still have
these problems," such as irresponsibly risky bets or manipulation of the
London interbank offered rate, says John Delaney, dean of University of
Pittsburgh's College of Business Administration and Katz Graduate School of
Business. Related
Can Globalization Be Taught in B-School? B-Schools
Give Extra Help for Foreign M.B.A.s
He joined faculty and administrators from
Massachusetts' Babson College, Michigan State University and other schools
in Colorado last summer in what he says is an effort to move schools from
talk to action. The Colorado consortium is holding conference calls and is
exploring another meeting later this year as it exchanges ideas on program
design, course content and how to build support among other faculty members.
But some efforts are at risk of stalling at the
discussion stage, since teaching business ethics faces roadblocks from
faculty and recruiters alike. Some professors see ethics as separate from
their own subjects, such as accounting or marketing, and companies have
their own training programs for new hires.
A strong ethics education can help counteract a
narrowing worldview that often accompanies a student's progression through
business school, supporters in academia say. Surveys conducted by the Aspen
Institute, a think tank, show that about 60% of new M.B.A. students view
maximizing shareholder value as the primary responsibility of a company;
that number rises to 69% by the time they reach the program's midpoint.
Though maximizing shareholder returns isn't a bad
goal in itself, focusing on that at the expense of customer satisfaction,
employee well-being or environmental considerations can be dangerous.
Without tying ethics to a business curriculum, "we
are graduating students who are very myopic in their decision-making," says
Diane Swanson, founding chair of the Business Ethics Education Initiative at
Kansas State University.
Stand-alone ethics courses are a start, but they
"compartmentalize" the issue for students, as if ethical questions aren't
applicable to all business disciplines, says David Ikenberry, dean of
University of Colorado's Leeds School.
Some schools are experimenting with a more
integrated approach. This fall, Boston University's School of Management is
introducing a required ethics course for freshman business students, and is
also tasking instructors in other business classes to incorporate ethics
into their lessons. It may also overhaul a senior seminar to reinforce
ethics topics.
"We need to hit the students hard when they first
get here, remind them of these principles throughout their core classes, and
hit them once again before they leave," says Kabrina Chang, an assistant
professor at Boston University's business school, who is coordinating the
new freshman class.
Students likely know right from wrong, so rather
than, say, discussing whether a student would turn in a roommate caught
stealing, Ms. Chang says she'll lead a debate on how or if a student might
maintain a relationship with the thief.
Students may find the roommate-thief scenario more
relevant than a re-examination of recent Ponzi schemes, but many remain
skeptical of how such discussions apply to real life.
As one M.B.A. wrote last year on College
Confidential, an online message board, "It's not like Johnny is going to be
at the cusp of committing fraud and then think back to his b-school days and
think, "gee, Professor Goody Two Shoes wouldn't approve."
What's more, schools can't calculate the moral
well-being of their graduates the same way they can quantify financial
success or technical acumen. One of the few rankings available—the Aspen
Institute's "Beyond Grey Pinstripes" report—was suspended last year, in part
because researchers could not determine the net benefit of ethics courses.
Without demonstrable returns, there's little incentive for deans to add
classes and instructors.
Employers, who have in the past pushed schools to
add more hands-on training and global coursework, could successfully agitate
for more ethics instruction. But many companies say completing an ethics
course won't make or break a hiring decision—especially since firms tend to
offer their own training for new hires.
Continued in article
This article also has a video.
Bob Jensen's threads on ethics ---
http://www.trinity.edu/rjensen/Fraud001c.htm
Free Online Textbooks, Videos, and Tutorials ---
http://www.trinity.edu/rjensen/ElectronicLiterature.htm#Textbooks
Free Tutorials in Various Disciplines ---
http://www.trinity.edu/rjensen/Bookbob2.htm#Tutorials
Edutainment and Learning Games ---
http://www.trinity.edu/rjensen/000aaa/thetools.htm#Edutainment
Open Sharing Courses ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
574 Shields Against Validity Challenges in Plato's Cave
---
http://www.trinity.edu/rjensen/TheoryTAR.htm
- With a Rejoinder from the 2010 Senior Editor of The Accounting
Review (TAR), Steven J. Kachelmeier
- With Replies in Appendix 4 to Professor Kachemeier by Professors
Jagdish Gangolly and Paul Williams
- With Added Conjectures in Appendix 1 as to Why the Profession of
Accountancy Ignores TAR
- With Suggestions in Appendix 2 for Incorporating Accounting Research
into Undergraduate Accounting Courses
Gaming for Tenure as an Accounting Professor
---
http://www.trinity.edu/rjensen/TheoryTenure.htm
(with a reply about tenure publication point systems from Linda Kidwell)
"So you want to get a Ph.D.?" by David Wood, BYU ---
http://www.byuaccounting.net/mediawiki/index.php?title=So_you_want_to_get_a_Ph.D.%3F
Do You Want to Teach? ---
http://financialexecutives.blogspot.com/2009/05/do-you-want-to-teach.html
Jensen Comment
Here are some added positives and negatives to consider, especially if you are
currently a practicing accountant considering becoming a professor.
Accountancy Doctoral Program Information from Jim Hasselback ---
http://www.jrhasselback.com/AtgDoctInfo.html
Why must all accounting doctoral programs be social science
(particularly econometrics) "accountics" doctoral programs?
http://www.trinity.edu/rjensen/theory01.htm#DoctoralPrograms
What went wrong in accounting/accountics research?
http://www.trinity.edu/rjensen/theory01.htm#WhatWentWrong
AN ANALYSIS OF THE EVOLUTION OF RESEARCH
CONTRIBUTIONS BY THE ACCOUNTING REVIEW: 1926-2005 ---
http://www.trinity.edu/rjensen/395wpTAR/Web/TAR395wp.htm#_msocom_1
Systemic problems of accountancy (especially the
vegetable nutrition paradox) that probably will never be solved ---
http://www.trinity.edu/rjensen/FraudConclusion.htm#BadNews
"The
Accounting Doctoral Shortage: Time for a New Model,"
by Neal Mero, Jan R. Williams and George W. Krull, Jr. .
Issues in Accounting Education 24 (4)
http://aaapubs.aip.org/getabs/servlet/GetabsServlet?prog=normal&id=IAEXXX000024000004000427000001&idtype=cvips&gifs=Yes&ref=no
ABSTRACT:
The crisis in supply versus demand for doctorally qualified faculty members in
accounting is well documented (Association to Advance Collegiate Schools of
Business [AACSB] 2003a, 2003b; Plumlee et al. 2005; Leslie 2008). Little
progress has been made in addressing this serious challenge facing the
accounting academic community and the accounting profession. Faculty time,
institutional incentives, the doctoral model itself, and research diversity are
noted as major challenges to making progress on this issue. The authors propose
six recommendations, including a new, extramurally funded research program aimed
at supporting doctoral students that functions similar to research programs
supported by such organizations as the National Science Foundation and other
science-based funding sources. The goal is to create capacity, improve
structures for doctoral programs, and provide incentives to enhance doctoral
enrollments. This should lead to an increased supply of graduates while also
enhancing and supporting broad-based research outcomes across the accounting
landscape, including auditing and tax. ©2009 American Accounting Association
Bob
Jensen's threads on accountancy doctoral programs are at
http://www.trinity.edu/rjensen/theory01.htm#DoctoralPrograms
Find a College
College Atlas ---
http://www.collegeatlas.org/
Among other things the above site provides acceptance rate percentages
Online Distance Education Training and Education ---
http://www.trinity.edu/rjensen/Crossborder.htm
For-Profit Universities Operating in the Gray
Zone of Fraud (College, Inc.) ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#ForProfitFraud
Dartmouth College Fraternity Toast to the Four Horsemen of the Apocalypse
Lying, Stealing, Cheating, and Drinking
If you're going to lie, lie to a pretty girl.
If you're going to steal, steal from bad company.
If you're going to cheat, cheat death.
If you're going to drink, drink with me.
"What's right about fraternities," Chronicle of Higher Education, Back
Cover, December 11, 2009, Page A76
By Ben O'Donnell, 2008 graduate of Dartmouth College
http://chronicle.com/article/Whats-Right-With-Fraternities/49331/
Attitudes toward women, class, and exclusion are
more entrenched in fraternity culture at some universities and must be dealt
with in a nuanced way from house to house. Student-aid policies within
houses would deal with the latter two issues, as membership dues are often
prohibitively expensive for students on financial aid, especially at
national fraternities whose corporate headquarters take a cut of the money.
Colleges must also match their fraternity spaces with equally robust
sorority and coeducational ones so that women have an alternative to
frequenting frat parties on frat terms.
Ultimately, however, universities should accept
that there is value in what a fraternity essentially is: a place where, yes,
guys can be guys; where rituals, power games, performances, competitions,
friendships, and self-regulation can be played out; a community in which
identities are cultivated. Here, in rooms of their own, young men may
sometimes thumb their noses at the dictates of grown-ups, but they also grow
up themselves.
On the surface, the cheers, the chants, and the
frat lore can seem like silly stuff, and, indeed, some frat boys do just end
up fat, drunk, and stupid. But most brothers graduate with valuable
experiences in the burdens and bonds of tradition, responsibility, and
especially camaraderie. Not such bad things to take away from an
undergraduate education and into society.
Continued in article
Jensen Comment
One thing I learned while living in a fraternity house my second year of college
was that "fraternity men" and "sorority women" never said "frat" instead of
"fraternity." It's a little like when I lived eight years near San Francisco and
discovered that it was not gosh to say "Frisco."
My experience in a fraternity was that there was just too much Mickey Mouse
stuff that was only partly balanced by the great lessons in manners at dining
tables (we had to wear suits and ties for every dinner except on Friday nights),
manners with women (you always stood tall when one entered a room and never left
one standing alone without a conversation partner), and lessons in bridge (only
farmers double or redouble).
I resigned from the fraternity when the President of our fraternity asked me
to share my answers with him on an examination. He was a cool and handsome and
sincere friend who was dumb as a fence post. I also found the fraternity too
time consuming and too stressful for a guy like me who had to study day and
night for top grades. Most of the time it didn't come real easy for me.
You can read about my first year of college at the following link:
Short story entitled
Mrs. Applegate's Boarding House (with Navy pictures)
http://www.trinity.edu/rjensen/tidbits/2007/tidbits070723.htm
Education Tutorials
Free Images from the U.S. Government ---
http://rastervector.com/resources/free/free.html
Free Federal Resources in Various Disciplines ---
http://www.free.ed.gov/
Bob Jensen's threads on general education tutorials are at
http://www.trinity.edu/rjensen/Bookbob2.htm#EducationResearch
Technology is changing the way students learn. Is
it changing the way colleges teach?
Not enough, says George Siemens, associate director
of research and development at the University of Manitoba’s Learning
Technologies Centre.
While colleges and universities have been “fairly
aggressive” in adapting their curricula to the changing world, Mr. Siemens
told The Chronicle, “What we haven’t done very well in the last few
decades is altering our pedagogy.”
To help get colleges thinking about how they might
adapt their teaching styles to the new ways students absorb and process
information, Mr. Siemens and Peter Tittenberger, director of the center,
have created a Web-based guide, called the
Handbook of Emerging Technologies for Learning.
Taking their own advice, they have outfitted the
handbook with a wiki function that will allow readers to contribute their
own additions.
In the its introduction, the handbook declares the
old pedagogical model—where the students draw their information primarily
from textbooks, newspapers, and their professors—dead. “Our learning and
information acquisition is a mash-up,” the authors write. “We take pieces,
add pieces, dialogue, reframe, rethink, connect, and ultimately, we end up
with some type of pattern that symbolizes what’s happening ‘out there’ and
what it means to us.” Students are forced to develop new ways of making
sense of this flood of information fragments.
But Mr. Siemens said that colleges had been slow to
appreciate this fact. “I don’t see a lot of research coming out on what
universities might look like in the future,” he said. “If how we interact
with information and with each other fundamentally changes, it would suggest
that the institution also needs to change.”
Handbook of Emerging Technologies for Learning ---
http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning
Preface
This Handbook of Emerging Technologies for Learning (HETL) has been
designed as a resource for educators planning to incorporate technologies in
their teaching and learning activities.
Introduction
How is education to fulfill its societal role of clarifying confusion
when tools of control over information creation and dissemination rest in
the hands of learners[3], contributing to the growing complexity and
confusion of information abundance?
Change Pressures and Trends
Global, political, social, technological, and educational change
pressures are disrupting the traditional role (and possibly design) of
universities. Higher education faces a "re-balancing" in response to growing
points of tension along the following fault lines...
What we know about learning
Over the last century, educator’s understanding of the process and act of
learning has advanced considerably.
Technology, Teaching, and Learning
Technology is concerned with "designing aids and tools to perfect the
mind". As a means of extending the sometimes limited reach of humanity,
technology has been prominent in communication and learning. Technology has
also played a role in classrooms through the use of movies, recorded video
lectures, and overhead projectors. Emerging technology use is growing in
communication and in creating, sharing, and interacting around content.
Media and technology
A transition from epistemology (knowledge) to ontology (being) suggests
media and technology need to be employed to serve in the development of
learners capable of participating in complex environments.
Change cycles and future patterns
It is not uncommon for theorists and thinkers to declare some variation
of the theme "change is the only constant". Surprisingly, in an era where
change is prominent, change itself has not been developed as a field of
study. Why do systems change? Why do entire societies move from one
governing philosophy to another? How does change occur within universities?
New Learners? New Educators? New Skills?
New literacies (based on abundance of information and the significant
changes brought about technology) are needed. Rather than conceiving
literacy as a singular concept, a multi-literacy view is warranted.
Tools
Each tool possesses multiple affordances. Blogs, for example, can be used
for personal reflection and interaction. Wikis are well suited for
collaborative work and brainstorming. Social networks tools are effective
for the formation of learning and social networks. Matching affordances of a
particular tool with learning activities is an important design and teaching
activity
Research
Evaluating the effectiveness of technology use in teaching and learning
brings to mind Albert Einstein’s statement: "Not everything that can be
counted counts, and not everything that counts can be counted". When we
begin to consider the impact and effectiveness of technology in the teaching
and learning process, obvious questions arise: "How do we measure
effectiveness? Is it time spent in a classroom? Is it a function of test
scores? Is it about learning? Or understanding?"
Conclusion
Through a process of active experimentation, the academy’s role in
society will emerge as a prominent sensemaking and knowledge expansion
institution, reflecting of the needs of learners and society while
maintaining its role as a transformative agent in pursuit of humanity’s
highest ideals.
Bob Jensen's threads on education technology ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
From the University of Michigan
National Clearinghouse on Academic Worklife ---
http://www.academicworklife.org/
Today, college and university faculty members face
many challenges, including an increasingly diverse workforce and new models
for career flexibility. The National Clearinghouse on Academic Worklife (NCAW)
provides resources to help faculty, graduate students, administrators and
higher education researchers understand more about all aspects of modern
academic work and related career issues, including tenure track and non
tenure track appointments, benefits, climate and satisfaction, work/life
balance, and policy development.
Free Online Textbooks, Videos, and Tutorials ---
http://www.trinity.edu/rjensen/ElectronicLiterature.htm#Textbooks
Free Tutorials in Various Disciplines ---
http://www.trinity.edu/rjensen/Bookbob2.htm#Tutorials
Edutainment and Learning Games ---
http://www.trinity.edu/rjensen/000aaa/thetools.htm#Edutainment
Open Sharing Courses ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
The Master List of Free
Online College Courses ---
http://universitiesandcolleges.org/
Colleges, Accreditors Seek Better Ways to Measure Learning
Assessment/Learning Issues: Measurement and the No-Significant Differences ---
http://www.trinity.edu/rjensen/Assess.htm#AssessmentIssues
Education at a Glance 2007 (Comparisons Across Nations) ---
http://www.oecd.org/document/30/0,3343,en_2649_39263294_39251550_1_1_1_1,00.html
Bob Jensen's threads on oligopoly textbook publisher frauds are at
http://www.trinity.edu/rjensen/FraudReporting.htm#ScholarlyJournals
Academic Conferences that Rip Off Colleges ---
http://www.trinity.edu/rjensen/FraudReporting.htm#AcademicConferences
Effort Reporting Technology for Higher Education ---
http://www.huronconsultinggroup.com/uploadedFiles/ECRT_email.pdf
Assessment of Learning Achievements of College Graduates ---
http://www.trinity.edu/rjensen/assess.htm#AdmissionTesting
Work Experience Substitutes for College Credits
http://www.trinity.edu/rjensen/assess.htm#WorkExperience
Has positivism had a negativism impact on research in the social sciences,
business, accounting, and finance? ---
http://www.trinity.edu/rjensen/395wpTAR/Web/TAR.htm
Bob Jensen's threads on teaching evaluation controversies and grade inflation
---
http://www.trinity.edu/rjensen/assess.htm#GradeInflation
Bob Jensen's threads on cheating are at
http://www.trinity.edu/rjensen/plagiarism.htm
Study says B-schoolers (at the graduate level) are more likely to cheat
than other students.
Now administrators are fighting back ---
http://www.trinity.edu/rjensen/Plagiarism.htm#MBAs
Bob Jensen's threads on open sharing are at
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
The Master List of Free
Online College Courses ---
http://universitiesandcolleges.org/
Bob Jensen's threads on the Downsides of
Open Sharing ---
http://www.trinity.edu/rjensen/000aaa/Theworry.htm
Bob Jensen's threads on teaching evaluations are at
http://www.trinity.edu/rjensen/assess.htm#TeachingStyle
Bob Jensen's threads on course evaluations and grade inflation are at
http://www.insidehighered.com/views/2006/07/28/caesar
Bob Jensen's threads on teaching evaluations and learning styles are at
http://www.trinity.edu/rjensen/assess.htm#LearningStyles
Bob Jensen's threads on controversies in assessment ---
http://www.trinity.edu/rjensen/assess.htm
Bob Jensen's threads on cheating and plagiarism ---
http://www.trinity.edu/rjensen/plagiarism.htm
Bob Jensen's threads on technology controversies in education ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
Bob Jensen's threads on classroom, building, and campus design are in a
module at
http://www.trinity.edu/rjensen/000aaa/thetools.htm
Bob Jensen's threads on the dark side of distance learning and education
technology are at
http://www.trinity.edu/rjensen/000aaa/theworry.htm
Bob Jensen's threads on Hypocrisy in Academia and the Media ---
http://www.trinity.edu/rjensen/Hypocrisy.htm
Bob Jensen's threads on Cognitive Processes and Artificial Intelligence
are at
http://www.trinity.edu/rjensen/000aaa/thetools.htm#CognitiveProcesses
Bob Jensen's advice to new faculty ---
http://www.trinity.edu/rjensen/000aaa/newfaculty.htm
Bob Jensen's threads on fraud ---
http://www.trinity.edu/rjensen/fraud.htm
Bob Jensen's home page ---
http://www.trinity.edu/rjensen/
My communications on
"Hypocrisy in Academia and the Media" ---
http://www.trinity.edu/rjensen/hypocrisy.htm
My “Evil
Empire” essay ---
http://www.trinity.edu/rjensen/hypocrisyEvilEmpire.htm
My unfinished essay on the "Pending Collapse of the United
States" ---
http://www.trinity.edu/rjensen/entitlements.htm
Bob Jensen's various threads ---
http://www.trinity.edu/rjensen/threads.htm
Campaign 2008: Issue Coverage
Tracker ---
http://www.washingtonpost.com/wp-srv/politics/interactives/campaign08/issues/
NewsOnline:
Digital Library and Archives, Virginia Polytechnic Institute and State
University ---
http://scholar.lib.vt.edu/NewsOnline/
Message to America's
Higher Education Faculty
You are the reason the colleges are
proud of what they do and your accomplishments represent the
performance that colleges and universities point to in developing
and justifying their reputation. Reputations are not developed in a
vacuum. You, your parents, your children, your colleagues and your
peers are the living remnants of the college experience. Your
success justifies the massive resources poured by private Americans
into supporting colleges and universities. And your success
validates the vocation that characterizes the role of so many
faculty members. There is something special about American higher
education, which continues to produce some of the world’s greatest
scientists and engineers, thinkers and scholars. There is something
unique in the education we offer, which provides a breadth, an
intellectual depth to accompany the skills and aptitudes of the
specialist. And there are the human successes in sectors whose
mission is to produce an involved, thinking efficiency... Not
everyone agrees that American higher education is characterized by
success. Numbers are quoted indicating that the quality of graduates
is not what it used to be. But they forget that sometimes the
numbers go down as the numbers go up. As American higher education
welcomes people less prepared, less gifted and often less motivated,
as the atmosphere at some colleges becomes less rarified by the
proliferation of remedial education, the average accomplishment will
go down.
Bernard Fryshman, "Grasping the Reins of Reality," Inside Higher
Ed, August 16, 2006 ---
http://www.insidehighered.com/views/2006/08/16/fryshman
Therein lies the real trouble.
Learning is labor. We're selling the fantasy that technology can
change that. It can’t. No technology ever has. Gutenberg’s press
only made it easier to print books, not easier to read and
understand them.
Peter Berger,
"The Land of iPods and Honey," The Irascible Professor,
February 26, 2007 --- at
http://irascibleprofessor.com/comments-02-26-07.htm
I wonder whether
in the rush to celebrate the virtues of openness and the fun of
group learning, we’re forgetting the virtues inherent in learning in
private, in reclusive Walden-like settings.
Luke Fernandez,
Weber State University as quoted by Josh Fischman, Chronicle of
Higher Education July 29, 2008 ---
http://chronicle.com/wiredcampus/index.php?id=3202&utm_source=wc&utm_medium=en
The Biggest Scandal in Higher Education
On the other hand, that professor who
challenges the student because he or she wants that student to be
stronger than he or she now is sends a powerful message of respect
to the student. (Why am I even writing such a comment? Isn't this
obvious? Unfortunately, no. I write this because I have seen far too
many people in charge of universities -- professors, people on
staff, administrators -- who could not wrap their minds around this
simple concept. Such a stance seemed "tough" to them, not "nice."
Such a stance seemed "unfriendly," not "sweet and welcoming." Let's
face it: such a stance is no come-on to the weakest prospective
students who might well be lured to a university by every appeal
that makes the place sound like a resort instead of a boot camp.)
The professor who believes in challenging the student says this: you
are not nothing, and, beyond that, you can achieve so much more than
you already have. You may someday thank me for these challenges I
present to you along with my willingness to work to help you succeed
in your own right. I know from experience that some students will
appreciate that work in the moment, some a decade or two later; some
may never appreciate it. But a student's appreciation of the teacher
has never been the real issue anyway, nor is it the mark of
authentic teaching.
Doyle Wesley Walls,
"How Will You Go to College?" The Irascible Professor,
October 25, 2008 ---
http://irascibleprofessor.com/comments-10-25-08.htm
Bob Jensen's commentary on how teaching evaluations cause grade
inflation (the biggest scandal in higher
education) ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#GradeInflation
Administrators, at their worst,
merely count beans. Are the residence halls full? Is everyone
wearing a happy face, accentuating the positive? Professors, at
their best, are determined that their students, like Thoreau, should
know beans. On occasion, a student will leave a classroom in a huff
or even leave the university. No one will be smiling all the time if
real work is going on. Plenty of people at the university stand
ready to fluff pillows. Only a very few people at a university are
hired to fluff those metaphorical pillows; however, when the
fluffing of pillows begins to feel like genuine concern for the
educational needs of the student, then the university is lopsided,
way out of balance. Such misplaced concern can weaken students; it
does not prepare students because it fails to make them stronger.
Students, think ahead about transforming your life, or forget the
idea of a liberal arts university altogether. If what you really
want is a country club, then join one; they have alcohol and golf
and tennis and swimming and dances, and they cost only a fraction of
a liberal arts education. If you really want a university, then come
prepared to hear me challenge your attitudes about booze and sports
and socializing.
Doyle Wesley Walls,
"How Will You Go to College?" The Irascible Professor,
October 25, 2008 ---
http://irascibleprofessor.com/comments-10-25-08.htm
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
East coast or West coast.
Private or Public. Urban or rural. Go to any so-called "best school"
the wrong way and you will have gone nowhere -- and wasted valuable
money and time and potential.
Doyle Wesley Walls,
"How Will You Go to College?" The Irascible Professor,
October 25, 2008 ---
http://irascibleprofessor.com/comments-10-25-08.htm
The broad mass of a nation will more easily fall
victim to a big lie than to a small one.
Adolph Hitler, Mein Kampf.
Speaking of students, though, there’s an awful lot of money being
spent to drive tuition revenue. $879 million was spent by U.S.
colleges and universities on advertising in 2008, according to TNS
Media Intelligence. Of that amount, $294 million was loaded into TV
advertising; $282 million was invested in online advertising; print
garnered $154 million; $90 was pumped into radio; outdoor
advertising raked in $59 million. Now all of a sudden my annual
five-dollar loss in the NCAA March Madness basketball pool at my old
firm doesn’t seem so bad.
Rob Nance, Publisher AccountingWEB, Inc.
“How many professors does it take to change a light bulb?”
Answer: “Whadaya mean,
“change”?”
Bob Zemsky, Chronicle of
Higher Education's Chronicle Review, December 2007 ---
Click Here
As David
Bartholomae observes, “We make a huge mistake if we don’t try to
articulate more publicly what it is we value in intellectual work.
We do this routinely for our students — so it should not be
difficult to find the language we need to speak to parents and
legislators.” If we do not try to find that public language but
argue instead that we are not accountable to those parents and
legislators, we will only confirm what our cynical detractors say
about us, that our real aim is to keep the secrets of our
intellectual club to ourselves. By asking us to spell out those
secrets and measuring our success in opening them to all, outcomes
assessment helps make democratic education a reality.
Gerald Graff,
"Assessment Changes Everything," Inside Higher Ed, February
21, 2008 ---
http://www.insidehighered.com/views/2008/02/21/graff
Gerald Graff is professor of English at the University of Illinois
at Chicago and president of the Modern Language Association. This
essay is adapted from a paper he delivered in December at the MLA
annual meeting, a version of which appears on the MLA’s Web site and
is reproduced here with the association’s permission. Among Graff’s
books are Professing Literature, Beyond the Culture Wars
and Clueless in Academe: How School Obscures the Life of the Mind.
Today the
United States ranks ninth among industrialized nations in
higher-education attainment, in large measure because only 53
percent of students who enter college emerge with a bachelor’s
degree, according to census data. And those who don’t finish pay an
enormous price. For every $1 earned by a college graduate, someone
leaving before obtaining a four-year degree earns only 67 cents.
Jensen Comment
These income statistics are misleading. For example, the reasons
that make a student drop out of college may be the same reason that
dropout will earn a lower wage. In other words, not having a diploma
may not be the reason the majority of dropouts have lower incomes.
Aside from money problems, students often quit college because they
have lower ambition, abilities, concentration, social skills, and/or
health quality, including drug and alcohol addictions. These human
afflictions contribute to lower wages whether or not a student
graduates, and a higher proportion of dropouts have such afflictions
versus students who stick it out to obtain their diplomas. Nations
who rank higher than the U.S. in higher-education attainment do so
because they have higher admission standards for the first year of
college. Frontline: Dropout Nation
---
http://www.pbs.org/wgbh/pages/frontline/dropout-nation
Almost 20 years after the
first edition came out, the editors of
The Academic’s Handbook
(Duke University Press)
have released a new version — the third — with many
chapters on faculty careers updated and some
completely new topics added. Topics covered include
teaching, research, tenure, academic freedom,
mentoring, diversity, harassment and more. The
editors of the collection (who also wrote some of
the pieces) are two Duke University professors who
also served as administrators there. They are A.
Leigh Deneef, a professor of English and former
associate dean of the Graduate School, and Craufurd
D. Goodwin, a professor of economics who was
previously vice provost and dean of the Graduate
School.
Inside Higher Ed, January 10, 2007 ---
http://www.insidehighered.com/workplace/2007/01/10/handbook
Find out what changes in the last ten
years of academe are the most significant!
We ultimately get satisfaction from our relations
with family and friends, the love we give or
receive, the meaning we find in work, service,
religion or hobbies.
Robert J. Samuelson,
"The Bliss We Can't Buy For better or worse, there
are limits to re-engineering the human spirit.,"
Newsweek, July 11, 2007 ---
http://www.msnbc.msn.com/id/19709408/site/newsweek/page/0/
But, at the end of a day,
your students walk out of the room looking exactly
like they did when they first walked in (maybe a
little sleepier). I think this is one of the reasons
that teachers sometimes become mediocre. The results
seem the same regardless of their efforts. They
don’t get the positive reinforcement for their work
that comes from seeing a tangible output. In fact,
I’ll go so far as to say that I believe this has had
negative consequences for the U. S. as it has
morphed from a manufacturing economy to a service
economy.
Joe Hoyle, "What do we accomplish?"
Getting the Most From Your Students, June 9, 2011
---
http://joehoyle-teaching.blogspot.com/2011/06/what-do-we-accomplish.html
Jensen
Comment
I don't quite agree and neither does Joe in the end.
At the end of a help session students who got it
have bigger smiles, more confidence, and seem a bit
more awake. Our best hope is that what they just
learned will stick with them for the rest of their
lives.
According
to Hoyle
"EVERYONE CHANGES OVER TIME," by Joe Hoyle,
Teaching Blog, December 14, 2012 ---
http://joehoyle-teaching.blogspot.com/2012/12/everyone-changes-over-time.html
. . .
I am always shocked by how many well intentioned
faculty members turn testing over to a textbook
test bank. I want to run screaming into the
night when I hear that. In my opinion, an
overworked graduate student who does not know
you or your students is not in any position to
write a legitimate test for your students. When
writing this blog, I sometimes discuss what I
would do if I were king of education. Burning
all test banks would be one of my first royal
acts.
Yes, I know you are extremely busy. But
abdicating this valuable task to a person who
might never have taught a single class (or a
class like yours) makes no sense. Any test in
your class should be designed for your students
based on what you have covered and based on what
you want them to know. It should not be composed
of randomly selected questions written by some
mysterious stranger. To me, using a test bank is
like asking Mickey Mouse to pinch hit for Babe
Ruth. You are giving away an essential element
of the course to someone who might not be up to
the task.
Over the decades, I have worked very hard to
learn how to write good questions. During those
years, I have written some questions that were
horrible. But, I have learned much from that
experience.
--The first thing I learned about test writing
was that a question that everyone could answer
was useless. --The second thing that I learned
was that a question that no one could answer was
also useless.
As with any task, you practice and you look at
the results and you get better. You don’t hand
off an essential part of your course to a test
bank.
As everyone who has read this blog for long
probably knows, one of the things I started
doing about 8 years ago was allowing students to
bring handwritten notes to every test. That
immediately stopped me from writing questions
that required memorization because the students
had all that material written down and in front
of them.
That was a good start but that was not enough.
Allowing notes pushed me in the right direction
but it did not get me to the tests I wanted. It
takes practice and study.
About 3 weeks ago, I wrote a 75 minute test for
my introduction to Financial Accounting class
here at the University of Richmond. This test
was the last one of the semester (prior to the
final exam). By that time, I surely believed
that everyone in the class had come to
understand what I wanted them to accomplish. So,
I wanted to test the material in such a way as
to see how deeply they really did understand it.
I wrote 12 multiple-choice questions designed to
take about 4-8 minutes each. For accounting
tests that are often numerically based, I like
multiple-choice questions because I can give 6-8
potential answers and, therefore, limit the
possibility of a lucky guess.
In writing the first four of these questions, I
tried to envision what an A student could figure
out but that a B student could not. In other
words, I wanted these four questions to show me
the point between Good and Excellent. These were
tough. For those questions, I really didn’t
worry about the C, D, or F students. These
questions were designed specifically to see if I
could divide the A students from the B students.
The next four questions were created to divide
the B students from the C students. They were
easier questions but a student would have to
have a Good level of understanding to figure
them out. I knew the A students could work these
questions and I knew the D students could not
work them. These four were written to split the
B students from the C students.
The final four questions were created to divide
the C students from those with a lesser level of
understanding. They were easier but still not
easy. I wanted to see who deserved a C and who
did not. If a student could get those four
questions correct, that (to me) was average
work. Those students deserved at least a C. But,
if a student could not get those four, they
really had failed to achieve a basic level of
understanding worthy of a C.
Then, I shuffled the 12 questions and gave them
to my students.
How did this test work out in practice? Pretty
well. When it was over, I put the papers in
order from best to worse to see if I was
comfortable with the results. I genuinely felt
like I could tell the A students from the B
students from the C students from everyone else.
And, isn’t that a primary reason for giving a
test?
Okay, I had to create a pretty interesting curve
to get the grades to line up with what I thought
I was seeing. But I am the teacher for this
class. That evaluation should be mine. I tell my
students early in the semester that I do not
grade on raw percentages. Getting 66 percent of
the questions correct should not automatically
be a D. In fact, in many cases, getting 66
percent of the questions correct might well be a
very impressive performance. It depends on the
difficulty of the questions.
After the first test, students will often ask
something like, “I only got four questions out
of 12 correct and I still got a C, how can that
be?” My answer is simple “by answering those
four questions, you have shown me how much you
have understood and I thought that level of
understanding deserved a C.”
Continued in article
Jensen
Comment
I think professors who use publisher test banks are
totally naive on how easy it is to get publisher
test banks. Some who aren't so naive contend that
learning from memorizing test banks is so tremendous
that they want to give student A grades for
memorizing a test bank. I think that's a cop out!
The
following appears in RateMyProfessor for a professor
that will remain unnamed ---
http://www.ratemyprofessors.com/
She is a really easy teacher-especially if you
have old tests!! There are always repeat
questions from the year before! It is always
easy to see what will be on the test if you go
to class...she always picks one question from
each topic she talked about in class! You won't
even need to buy the book bc everything is from
her lecture!
She tries to indoctrinate
all of her pupils with her liberal views on the
the environment, business, and religion. She's
patronizing, rude, her voice is annoying, and
she NEVER speaks on econ. she pushes her views
on us daily. cares more about the environment
than econ and won't listen to other opinions.
treats students like they're idiots.
"Do
Price Controls Help Students?" by Nate Johnson,
Inside Higher Ed, April 13, 2012 ---
http://www.insidehighered.com/views/2012/04/13/essay-defending-two-tier-tuition-pricing-community-colleges
Jensen
Comment
This is a classic of where ignorance politics trumps
scholarly economics.
Price
Controls ---
http://en.wikipedia.org/wiki/Price_Controls
Zimbabwe
In
2007,
Robert Mugabe's government imposed a price
freeze in
Zimbabwe because of
hyperinflation. That policy led only to
shortages.
"The Education
Bubble, Tenure Envy, and Tuition," Harvard
Business Review Podcast Featuring Justin Fox,
June 23, 2011 ---
Click Here
http://blogs.hbr.org/ideacast/2011/06/the-education-bubble-tenure-en.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
"Innovations
in Higher Education? Hah! College leaders need
to move beyond talking about transformation before
it's too late," by Ann Kirschner, Chronicle of
Higher Education, April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
. . .
(Conclusion)
Some of the most interesting work begins in the
academy but grows beyond it. "Scale" is not an
academic value—but it should be. Most measures
of prestige in higher education are based on
exclusivity; the more prestigious the college,
the larger the percentage of applicants it turns
away. Consider the nonprofit Khan Academy, with
its library of more than 3,000 education videos
and materials, where I finally learned just a
little about calculus. In the last 18 months,
Khan had 41 million visits in the United States
alone. It is using the vast data from that
audience to improve its platform and grow still
larger. TED, the nonprofit devoted to spreading
ideas, just launched TED-Ed, which uses
university faculty from around the world to
create compelling videos on everything from "How
Vast Is the Universe?" to "How Pandemics
Spread." Call it Khan Academy for grown-ups. The
Stanford University professor Sebastian Thrun's
free course in artificial intelligence drew
160,000 students in more than 190 countries. No
surprise, the venture capitalists have come
a-calling, and they are backing educational
startups like Udemy and Udacity.
All of those are signposts to a future where
competency-based credentials may someday compete
with a degree.
At this point, if you are affiliated with an Ivy
League institution, you'll be tempted to guffaw,
harrumph, and otherwise dismiss the idea that
anyone would ever abandon your institution for
such ridiculous new pathways to learning. You're
probably right. Most institutions are not so
lucky. How long will it take for change to
affect higher education in major ways? Just my
crystal ball, but I would expect that
institutions without significant endowments will
be forced to change by 2020. By 2025, the places
left untouched will be few and far between.
Here's the saddest fact of all: It is those
leading private institutions that should be
using their endowments and moral authority to
invest in new solutions and to proselytize for
experimentation and change, motivated not by
survival but by the privilege of securing the
future of American higher education.
The stakes are high. "So let me put colleges and
universities on notice," President Obama said in
his recent State of the Union address. "If you
can't stop tuition from going up, the funding
you get from taxpayers will go down." Because of
the academy's inability to police itself and
improve graduation rates, and because student
debt is an expedient political issue, the Obama
administration recently threatened to tie
colleges' eligibility for campus-based aid
programs to institutions' success in improving
affordability and value for students.
Whether the president's threat is fair or not,
it will not transform higher education. Change
only happens on the ground. Despite all the
reasons to be gloomy, however, there is room for
optimism. The American university, the place
where new ideas are born and lives are
transformed, will eventually focus that lens of
innovation upon itself. It's just a matter of
time.
Jensen
Comment
This a long and important article for all educators
to carefully read. Onsite colleges have always
served many purposes, but one purpose they never
served is to be knowledge fueling stations where
students go to fill their tanks. At best colleges
put a shot glass of fuel in a tanks with unknown
capacities.
Students go
to an onsite college for many reasons other than to
put fuel in their knowledge tanks. The go to live
and work in relatively safe transitional
environments between home and the mean streets. They
go to mature, socialize, to mate, drink, laugh, leap
over hurdles societies place in front of career
paths, etc. The problem in the United States is that
college onsite living and education have become
relatively expensive luxuries. Students must now
make more painful decisions as to how much to
impoverish their parents and how deeply go into
debt.
I have a
granddaughter 22 years old majoring in pharmacy (six
year program). She will pay off her student loans
before she's 50 years old if she's lucky. Some older
students who've not been able to pay off their loans
are becoming worried that the Social Security
Administration will garnish their retirement Social
Security monthly payments for unpaid student loans.
We've
always known that colleges are not necessary places
for learning and scholarship. Until 43 years ago
(when the Internet was born) private and public
libraries were pretty darn necessary for
scholarship. Now the Internet provides access to
most known knowledge of the world. But
becoming a scholar on the Internet is relatively
inefficient and overwhelming without the aid of
distillers of knowledge, which is where onsite and
online college courses can greatly add to efficiency
of learning.
But college
courses can be terribly disappointing as distillers
of knowledge. For one thing, grade inflation
disgracefully watered down the amount of real fuel
in that shot glass of knowledge provided in a
college course ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#GradeInflation
Grades rather than learning became the tickets to
careers and graduate schools, thereby, leading to
street-smart cheating taking over for real learning
perspiration ---
http://www.trinity.edu/rjensen/Plagiarism.htm
When 80% of
Harvard's graduating class graduates cum laude,
we no longer identify which graduates are were the
best scholars in their class.
Soon those
graduates from Harvard, Florida A&M University,
Capella University, and those who learned on their
own from free courses, video lectures, and course
materials on the Web will all face some sort of
common examinations (written and oral) of their
competencies in specialties. Competency testing
will be the great leveler much like licensure
examinations such as the Bar Exam, the CPA exam, the
CFA exam, etc. are graded on the basis of what you
know rather than where you learned what you know. It
won't really matter whether you paid a fortune to
learn Bessel Functions onsite at MIT or for free
from the MITx online certificate program ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
If you are
an educator or are becoming an educator, please
read:
"Innovations in Higher Education? Hah! College
leaders need to move beyond talking about
transformation before it's too late," by Ann
Kirschner, Chronicle of Higher Education,
April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
This is related to
issues of "badges" in academe
"A Future Full of Badges," by Kevin Carey,
Chronicle of Higher Education, April 8, 2012 ---
http://chronicle.com/article/A-Future-Full-of-Badges/131455/?sid=wc&utm_source=wc&utm_medium=en
"College
at Risk," by Andrew Delbanco, Chronicle of
Higher Education, February 26, 2012 ---
http://chronicle.com/article/College-at-Risk/130893/
Cunningham and other Maryland
administrators can follow the lead of my favorite
university UNC-Greensboro (sarcasm = on). UNCG
recently decided to pay a $3000 honorarium for a
speech on the “Art of Kissing.” This is a clear
improvement over their decision to host a speech (in
2004) on “Safe Sodomy.”
Mike Adams,
Kiss Me in the Morning," Townhall, April 6,
2009 ---
http://townhall.com/columnists/MikeAdams/2009/04/06/kiss_me_in_the_morning
Independent analysts have
found higher education in Russia to be a part of
society experiencing particularly rapid rates of
growth in corruption, with bribes common to secure
spots in classes or good grades,
The St. Petersburg Times
reported. Senior faculty
members generally do not take bribes directly, but
do so through intermediaries, the report said.
Inside Higher Ed,
July 8, 2008 ---
http://www.insidehighered.com/news/2008/07/08/qt
Jensen Comment
Purportedly Vladimir Putin not only plagiarized his
doctoral thesis, but he may not have even read it
---
http://www.trinity.edu/rjensen/Plagiarism.htm#Celebrities
Historian Professor Dyhouse
shows that students have always gained different
advantages from their degrees depending on their
gender and background. Since they were first
admitted to universities in the late 19th century,
women have benefited less in straight economic terms
from their degrees than men, but have still
considered the experience "a gift beyond price".
Professor Dyhouse's study, which is published on the
History and Policy website, traces the history of
university funding from grants to top-up fees. She
shows how the university experience has changed over
the past century; one hundred years ago the
'typical' student was a full-time male
undergraduate, now female part-time students are
more representative.
"History shows degrees are worth more
than a bigger pay packet: Ten years after the
Dearing Report, which paved the way for tuition
fees, a new University of Sussex study challenges
the current 'market place' approach to higher
education policy," PhysOrg, August 6, 2007
---
http://physorg.com/news105630476.html
In one century we went from
teaching Latin and Greek in high school to offering
remedial English in college.
Joseph Sobran
as quoted by Mark Shapiro at
http://irascibleprofessor.com/comments-11-27-07.htm
Most Students in
Remedial Classes in College Had Solid Grades in High
School
Nearly four out of five
students who undergo remediation in college
graduated from high school with grade-point averages
of 3.0 or higher, according to a
report issued today by
Strong American
Schools, a group that advocates making
public-school education more rigorous.
Peter Schmidt, Chronicle of Higher Education,
September 15, 2008 ---
http://chronicle.com/news/article/5145/most-students-in-remedial-classes-in-college-had-solid-grades-in-high-school-survey-finds
A new booklet from the National Academy of Sciences
and the Institute of Medicine offers an overview of
research on evolution and creationism, finding that
the former is sound science and the latter is
anything but.
“Science,
Evolution and Creationism”
won’t surprise many scientists, but its intended
audience is the public, where debates continue to
flare. The booklet argues that religious faith and
belief in evolution are not mutually exclusive. But
teaching creationist beliefs in the classroom is a
problem, the booklet says. “Teaching creationist
ideas in science class confuses students about what
constitutes science and what does not,” the booklet
says.
Inside Higher Ed, January 4, 2007 ---
http://www.insidehighered.com/news/2008/01/04/qt
My favourite French
philosopher, Jean Jacques Rousseau, once in
exasperation asked:
now that the learned men have arrived, where are all
the honest men gone?
Jagdish Gangolly
Historically, the evangelical
colleges that comprise the
Council for Christian Colleges and Universities
have not been magnets for
many black students.
A new analysis from The
Journal of Blacks in Higher Education suggests
that’s changing, with some Protestant colleges
recording staggering increases in black student
enrollments over the last decade. At Montreat
College, in North Carolina, undergraduate black
student enrollment increased from 3.7 percent in
1997 to 23 percent in 2007, according to the
analysis. At Belhaven College, in Mississippi, black
student enrollment climbed from 16.9 to 41 percent.
At LeTourneau University, in Texas, the figure grew
from 5.7 to 22 percent. Overall, the analysis finds
that the number of CCCU colleges where black
enrollments are at 10 percent or higher has more
than tripled to 29 over the last 10 years — even as
a core group of 22 Christian colleges maintain black
enrollments of 2 percent or less (a decrease,
however, from 33 such colleges in 1997).
Elizabeth Redden,
"Christian Colleges Grow More Diverse," Inside
Higher Ed, August 14, 2008 ---
http://www.insidehighered.com/news/2008/08/15/christian
Overview o the
State of Education in the U.S.
From Inside Higher
Ed, May 29, 2009 ---
http://www.insidehighered.com/news/2009/05/29/qt#199988
Women accounted for 57
percent of the bachelor's degrees and 62 percent
of the associate degrees awarded in the 2006-7
academic year. That is one of the figures in
"The
Condition of Education 2009,"
the latest edition of an annual compilation of
statistics released by the U.S. Education
Department. Among the other higher education
findings:
-
The rate of college enrollment immediately
after high school increased from 49 percent
in 1972 to 67 percent by 1997, but has since
fluctuated between 62 and 69 percent.
-
About 58 percent of first-time students
seeking a bachelor's degree or its
equivalent and attending a four-year
institution full time in 2000-01 completed a
bachelor's degree or its equivalent at that
institution within 6 years.
-
The percentage of 25- to 29-year-olds who
had completed a bachelor's degree or higher
increased from 17 to 29 percent between 1971
and 2000 and was 31 percent in 2008.
Highlights ---
http://nces.ed.gov/programs/coe/press/highlights2.asp
Carnegie
Foundation for the Advancement of Teaching: Statway
[education statistics] ---
http://www.carnegiefoundation.org/statway
Be Better Than Yourself
Last Lecture Series: Joe Hoyle
Bob
Jensen's Advice to New Faculty ---
http://www.trinity.edu/rjensen/000aaa/newfaculty.htm
Bob
Jensen's threads on education technology ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
Bob Jensen's Education
Technology Workshop ---
http://www.cs.trinity.edu/~rjensen/EdTech/
Bob Jensen's homepage
---
http://www.trinity.edu/rjensen/
Global Education Digest
2007 ---
http://www.uis.unesco.org/ev.php?ID=7002_201&ID2=DO_TOPIC
Center for Academic
Integrity ---
http://www.academicintegrity.org/
Education Solutions for Our Future ---
http://www.solutionsforourfuture.org
The Master List of Free
Online College Courses ---
http://universitiesandcolleges.org/
Question
How Do Scholars and Researchers Search the Web?
Bob Jensen's
threads on how researchers/scholars search the Web are at
http://www.trinity.edu/rjensen/Searchh.htm#Scholars
"Automating Research
with Google Scholar Alerts," by Ryan Cordell, Chronicle of
Higher Education, July 1. 2010 ---
http://chronicle.com/blogPost/Automating-Research-with/25158/?sid=wc&utm_source=wc&utm_medium=en
This post is something of a public service announcement. Two
weeks ago the
Google Scholar
team
announced
that users could now create alerts for their favorite queries.
I
would explain how to set up a Google Scholar Alert, but both
Google and
Resource Shelf have already done so.
Instead, I'll discuss how this new featuer might be useful to
the ProfHacker community.
Google
Alerts have been around for awhile.
Users can set up a Google Alert for any query, and Google will
automatically email them a digest of all new hits for that
query. Users can set how many results they'd like included in
the emails, how often the emails should be sent, and what email
address(es) different alerts should be sent to. Google Alerts
can help you stay abreast of a particular topic, such as a
developing news story. Many folks also set up Google Alerts for
their name, their company, or a particular project, so they can
track how those topics are being discussed across the net.
Google
Alerts pull from Google's entire index, however, which is not
always useful for research questions. I could set up a Google
Alert for an author I write on—say, Nathaniel Hawthorne—but I'd
likely have to wade through many high schoolers complaining
about reading The Scarlet Letter before finding any new
scholarly work on the author. Google Scholar Alerts pull results
only from scholarly literature—"articles, theses, books,
abstracts," and other other resources from "academic publishers,
professional societies, "online repositories, universities," and
other scholarly websites. In other words, Google Scholar Alerts
provide scholars automatic updates when new material is
published on research topics they're interested in. A Google
Scholar Alert for "Nathaniel Hawthorne" would email me whenever
a book or article about Hawthorne was added to Google Scholar's
index.
I
worded that last sentence carefully in order to point to some
problems with Google Scholar, and by extension with the new
Google Scholar Alerts.
Peter Jacso wrote last September about
serious errors in Google Scholar's metadata, particularly with
article attribution. What counts as "new" in Google Scholar is
also problematic. An article will appear in a Google Scholar
Alert when it's indexed—that is, when it's new to Google
Scholar, even if it's actually an older article.
As
Jacso points out, however, Google Scholar remains valuable for
"topical keyword searches," which is what most folks will set up
Alerts to track. No one should set up a Google Scholar Alert and
consider their research complete‐but Alerts can be a good
way to keep abreast of new scholarship on a variety of topics,
or on the wider context of a particular research interest. I
work on nineteenth-century apocalyptic literature, for example,
and I've set up a Google Scholar Alert for several variations on
the word "apocalyptic." The emails I've received comprise work
on apocalypticism from a variety of periods and geographical
areas. Even if I can't read most of these works in full, I've
found it useful to get this larger overview of scholarship on
the topic.
Bob Jensen's threads on
how researchers/scholars search the Web are at
http://www.trinity.edu/rjensen/Searchh.htm#Scholars
|
How many bottom feeder journal articles does it take
to get tenure at a diploma mill?
A person called Flag in a comment to the article below.
"A Plague of Journals," by Philip G.
Altbach , Inside Higher Ed, January 15, 2012 ---
http://www.insidehighered.com/blogs/plague-journals
Clever people have figured out that there is a
growing demand for outlets for scholarly work, that there are too few
journals or other channels to accommodate all the articles written, that new
technology has created confusion as well as opportunities, and (finally) and
somewhat concerning is that there is money to be made in the knowledge
communication business. As a result, there has been a proliferation of new
publishers offering new journals in every imaginable field. The established
for-profit publishers have also been purchasing journals and creating new
ones so that they “bundle” them and offer them at high prices to libraries
through electronic subscriptions.
Scholars and scientists worldwide find themselves
under increasing pressure to publish more, especially in English-language
“internationally circulated” journals that are included in globally
respected indices such as the Science Citation Index. As a result, journals
that are part of these networks have been inundated by submissions and many
journals accept as few as 10%.
Universities increasingly demand more publications
as conditions for promotion, salary increases, or even job security. As a
result, the large majority of submissions must seek alternative publication
outlets. After all, being published somewhere is better than not be
published at all. Many universities are satisfied with counting numbers of
articles without regard to quality or impact, while others, mostly
top-ranking, are obsessed with impact—creating increased stress for
professors.
A variety of new providers have come into this new
marketplace. Some scholarly organizations and universities have created new
“open access” electronic journals that have decent peer-reviewing systems
and the backing of respected scholars and scientists. Some of these
publications have achieved a level of respectability and acceptance, while
others are struggling.
Continued in article
Jensen Comment
What really sets me off are journals that will publish articles for authors
willing to pay by the page for such "journal publications." This is a real moral
hazard that is likely to corrupt the refereeing process --- if there is any
refereeing of such articles. Anybody has the freedom to publish an academic
article at a Website. Authors who pay to be able to cite a "journal" hit are
most likely padding their resumes. This can, however, be dysfunctional to their
careers if word gets out about the author-pays "journals."
In my opinion paying to have a journal article published is more serious than
having a book custom published. When a book is custom published the author's
resume does not (or at least should not) imply that other peer scholars
published the item. Journal articles usually imply that some outside referees
have accepted the article.
Gaming for Tenure as an Accounting Professor
---
http://www.trinity.edu/rjensen/TheoryTenure.htm
(with a reply about tenure publication point systems from Linda Kidwell)
Our UnderAchieving Colleges ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#Bok
From the Chronicle of Higher Education
---
The 2011-12 Almanac Issue ---
http://chronicle.texterity.com/chronicle/20110826a?sub_id=yf6H2Es7OzfJ#pg1
Here's the latest issue of The Chronicle of Higher
Education.
Click here to browse
and read your copy of The Chronicle's Almanac of Higher Education 2011-12.
And for the most current job opportunities in all of academe,
click here.
The Chronicle's annual Almanac of Higher Education
provides an in-depth analysis of American colleges and universities, with
data on students, professors, administrators, institutions, and their
resources.
The latest Almanac of Higher Education gathers an
assortment of key data about the most important trends in higher education.
Quick tips for reading your digital edition can be
found by clicking on the HELP icon on the navigation bar found at the top of
every page. But if you experience any technical difficulties, please
click here.
If you would like a print edition of our annual
Almanac, visit
The Chronicle's online store. You'll also find
other special reports and issues published by The Chronicle of Higher
Education and The Chronicle of Philanthropy.
pages links
Table of Contents
THE NATION FINANCE
3 Resources and Expenditures Page 3
Giving 8
College Costs 11
Research 14
THE PROFESSION 16
Salaries 22
The Institution 28
Views of College Leaders 29
STUDENT DEMOGRAPHICS
Enrollments and Population 31
Student Characteristics 34
Degrees Awarded 39
ACCESS AND EQUITY
Race, Ethnicity, Gender 42
Admissions 45
Financial Aid 45
After Graduation 48
TECHNOLOGY
Student Use 51
Attitudes About Tech 51
Campus Infrastructure 52
INTERNATIONAL
Global Trends 54
Trends in the U.S. 58
Jensen Comment
Among the 1,601,368 undergraduate degrees awarded, 346,972
were in Business. That's nearly 22%.
Among the 662.072 masters degrees awarded,
168,367 were in Business. That's over 25%.
Among the 154,425 doctoral degrees awarded,
2,123 were in Business. That's less than 2%.
I'm not certain how the enormous number of for-profit degrees are dealt with
in this report. I suspect that for-profit universities are excluded from the
report.
Average salaries for new assistant professors in Business ($93,926) were the
highest among all disciplines, followed by Law ($91,828) and Engineering
($76,518)
Average salaries for full professors in Law ($134,162) were highest among all
disciplines, followed by Engineering ($114,365) and Business ($111,621)
Average salaries for new assistant professors tend to be higher than averages
for associate professors, indicating compression problems in virtually every
discipline
Averages for associates are skewed by lifetime associate professors versus those
that are only in transition to full professorship promotions
Average salaries for women still lag those of men, but this is skewed somewhat
by higher-paid disciplines having much higher proportions of men to women.
Average salaries are much higher in the larger research universities, but
these are not set apart in the 2011-12 Almanac.
Average salaries in general are skewed downward by the large number of
lower paying small colleges.
Since lower paying small colleges have no law schools this partly explains
why Law salaries appear to be higher than Engineering and Business even though,
in universities having law schools, Business and Engineering graduate school
professors may have the highest salaries ---
http://www.aacsb.edu/dataandresearch/salaries.asp
The IRS 990 tables reveal that medical professors tend to be the highest paid
employees of universities, but the way they are paid is so varied and
complicated that medical schools are not included in the above data tables of
the 2011-12 Almanac. Medical schools often have their own sources of
revenues if their staff members are also serving patients in university
hospitals.
For breakdowns of sub-disciplines within the Business category, go the the
AACSB database ---
http://www.aacsb.edu/dataandresearch/dataglance.asp
This data excludes many of non-AACSB accredited colleges included in the above
2011-12 Almanac. Hence items like average salaries are not comparable ---
http://www.aacsb.edu/dataandresearch/salaries.asp
Bob Jensen's threads on Higher Education Controversies are at
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Efficiency and Effectiveness
of Learning
Khan Academy for Free Tutorials (now including
accounting tutorials) Available to the Masses ---
http://en.wikipedia.org/wiki/Khan_Academy
A Really Misleading Video
Do Khan Academy Videos Promote “Meaningful Learning”?
Click Here
http://www.openculture.com/2012/06/expert_gently_asks_whether_khan_academy_videos_promote_meaningful_learning.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OpenCulture+%28Open+Culture%29
If you ever
wondered whether professional scientists are skeptical
about some of the incredibly fun, attractive and brief
online videos that purport to explain scientific
principles in a few minutes, you’d be right.
Derek
Muller completed his
doctoral dissertation by
researching the question of what makes for effective
multimedia to teach physics. Muller curates the science
blog
Veritasium and received his
Ph.D. from the University of Sydney in 2008.
It’s no small irony that Muller’s argument, that online
instructional videos don’t work, has reached its biggest
audience in the form of an
online video.
He launches right in, lecture style, with a gentle
attack on the
Khan Academy, which has
famously flooded the Internet with free instructional
videos on every subject from arithmetic to finance.
While
praising the academy’s founder, Salman Khan, for his
teaching and speaking talent, Muller contends that
students actually don’t learn anything from science
videos in general.
In
experiments, he asked subjects to describe the force
acting upon a ball when a juggler tosses it into the
air. Then he showed them a short video that explained
gravitational force.
In tests
taken after watching the video, subjects provided
essentially the same description as before. Subjects
said they didn’t pay attention to the video because they
thought they already knew the answer. If anything, the
video only made them more confident about their own
ideas.
Science instructional videos, Muller argues, shouldn’t
just explain correct information, but should tackle
misconceptions as well. He practices this approach in
his own work, like this film about
weightlessness in the space station.
Having to work harder to think
through why an idea is wrong, he says, is just as
important as being told what’s right.
Jensen Comment
In my viewpoint learning efficiency and effectiveness is so complicated in a
multivariate sense that no studies, including Muller's experiments, can be
extrapolated to the something as vast as the Khan Academy.
For example, the learning from a given tutorial depends immensely on the
aptitude of the learner and the intensity of concentration and replay of the
tutorial.
For example, learning varies over time such as when a student is really bad
at math until a point is reached where that student suddenly blossoms in math.
For example, the learning from a given tutorial depends upon the ultimate
testing expected.
What they learn depends upon how we test:
I consider Muller's video misleading and superficial.
Here are some documents on the multivariate
complications of the learning process:
According to Hoyle
"EVERYONE CHANGES OVER TIME," by Joe Hoyle, Teaching Blog, December 14,
2012 ---
http://joehoyle-teaching.blogspot.com/2012/12/everyone-changes-over-time.html
. . .
I am always shocked by how many well intentioned
faculty members turn testing over to a textbook test bank. I want to run
screaming into the night when I hear that. In my opinion, an overworked
graduate student who does not know you or your students is not in any
position to write a legitimate test for your students. When writing this
blog, I sometimes discuss what I would do if I were king of education.
Burning all test banks would be one of my first royal acts.
Yes, I know you are extremely busy. But abdicating
this valuable task to a person who might never have taught a single class
(or a class like yours) makes no sense. Any test in your class should be
designed for your students based on what you have covered and based on what
you want them to know. It should not be composed of randomly selected
questions written by some mysterious stranger. To me, using a test bank is
like asking Mickey Mouse to pinch hit for Babe Ruth. You are giving away an
essential element of the course to someone who might not be up to the task.
Over the decades, I have worked very hard to learn
how to write good questions. During those years, I have written some
questions that were horrible. But, I have learned much from that experience.
--The first thing I learned about test writing was
that a question that everyone could answer was useless. --The second thing
that I learned was that a question that no one could answer was also
useless.
As with any task, you practice and you look at the
results and you get better. You don’t hand off an essential part of your
course to a test bank.
As everyone who has read this blog for long
probably knows, one of the things I started doing about 8 years ago was
allowing students to bring handwritten notes to every test. That immediately
stopped me from writing questions that required memorization because the
students had all that material written down and in front of them.
That was a good start but that was not enough.
Allowing notes pushed me in the right direction but it did not get me to the
tests I wanted. It takes practice and study.
About 3 weeks ago, I wrote a 75 minute test for my
introduction to Financial Accounting class here at the University of
Richmond. This test was the last one of the semester (prior to the final
exam). By that time, I surely believed that everyone in the class had come
to understand what I wanted them to accomplish. So, I wanted to test the
material in such a way as to see how deeply they really did understand it.
I wrote 12 multiple-choice questions designed to
take about 4-8 minutes each. For accounting tests that are often numerically
based, I like multiple-choice questions because I can give 6-8 potential
answers and, therefore, limit the possibility of a lucky guess.
In writing the first four of these questions, I
tried to envision what an A student could figure out but that a B student
could not. In other words, I wanted these four questions to show me the
point between Good and Excellent. These were tough. For those questions, I
really didn’t worry about the C, D, or F students. These questions were
designed specifically to see if I could divide the A students from the B
students.
The next four questions were created to divide the
B students from the C students. They were easier questions but a student
would have to have a Good level of understanding to figure them out. I knew
the A students could work these questions and I knew the D students could
not work them. These four were written to split the B students from the C
students.
The final four questions were created to divide the
C students from those with a lesser level of understanding. They were easier
but still not easy. I wanted to see who deserved a C and who did not. If a
student could get those four questions correct, that (to me) was average
work. Those students deserved at least a C. But, if a student could not get
those four, they really had failed to achieve a basic level of understanding
worthy of a C.
Then, I shuffled the 12 questions and gave them to
my students.
How did this test work out in practice? Pretty
well. When it was over, I put the papers in order from best to worse to see
if I was comfortable with the results. I genuinely felt like I could tell
the A students from the B students from the C students from everyone else.
And, isn’t that a primary reason for giving a test?
Okay, I had to create a pretty interesting curve to
get the grades to line up with what I thought I was seeing. But I am the
teacher for this class. That evaluation should be mine. I tell my students
early in the semester that I do not grade on raw percentages. Getting 66
percent of the questions correct should not automatically be a D. In fact,
in many cases, getting 66 percent of the questions correct might well be a
very impressive performance. It depends on the difficulty of the questions.
After the first test, students will often ask
something like, “I only got four questions out of 12 correct and I still got
a C, how can that be?” My answer is simple “by answering those four
questions, you have shown me how much you have understood and I thought that
level of understanding deserved a C.”
Continued in article
Jensen Comment
I think professors who use publisher test banks are totally naive on how easy it
is to get publisher test banks. Some who aren't so naive contend that learning
from memorizing test banks is so tremendous that they want to give student A
grades for memorizing a test bank. I think that's a cop out!
The following appears in RateMyProfessor for a professor that will remain
unnamed ---
http://www.ratemyprofessors.com/
She is a really easy teacher-especially if you have
old tests!! There are always repeat questions from the year before! It is
always easy to see what will be on the test if you go to class...she always
picks one question from each topic she talked about in class! You won't even
need to buy the book bc everything is from her lecture!
She tries to indoctrinate all of her pupils with
her liberal views on the the environment, business, and religion. She's
patronizing, rude, her voice is annoying, and she NEVER speaks on econ. she
pushes her views on us daily. cares more about the environment than econ and
won't listen to other opinions. treats students like they're idiots.
Universities Approaching a Financial Cliff
"One-Third of Colleges Are on Financially
'Unsustainable' Path, Bain Study Finds," by Goldie Blumenstyk, The
Chronicle of Higher Education, July 23, 2012 ---
http://chronicle.com/article/One-Third-of-Colleges-Are-on/133095/
An analysis of nearly 1,700 public and private
nonprofit colleges being unveiled this week by Bain & Company finds that
one-third of the institutions have been on an "unsustainable financial path"
in recent years, and an additional 28 percent are "at risk of slipping into
an unsustainable condition."
At a surprising number of colleges, "operating
expenses are getting higher" and "they're running out of cash to cover it,"
says Jeff Denneen, a Bain partner who heads the consulting firm's American
higher-education practice.
Bain and Sterling Partners, a private-equity firm,
collaborated on the project. They have published their findings on a
publicly available
interactive Web site that allows users to type in
the name of a college and see where it falls on the analysts' nine-part
matrix.
The methodology is based on just two financial
ratios, and they produce some findings that may seem incongruous with
conventional views on colleges' financial standing. The tool classifies
wealthy institutions such as Cornell, Harvard, and Princeton Universities as
being on an "unsustainable path" alongside tuition-dependent institutions
like Central Bible College, in Missouri. But the very public nature of the
findings is sure to bring some attention to the analysis. Bain and Sterling
provided advance copies of the analysis and the tool to The Wall Street
Journal and The Chronicle.
Overly Alarmist?
Mr. Denneen allows that the analysis may be skewed,
particularly for the wealthiest institutions, because the period studied,
2005 through 2010, concludes with a fiscal year in which endowments were hit
with record losses. One of the two ratios used in the analysis, called the
"equity ratio," is based on the change in value of an institution's assets,
including its endowment, relative to its liabilities. Since 2010 the value
of many endowments has rebounded. The other, the "expense ratio," looks at
changes in expenses as a percentage of revenue.
Still, Bain and Sterling maintain the analysis
sends a sobering signal, even if some might see the findings as overly
alarmist and self-serving. "Financial statements have gotten significantly
weaker in a very short period of time," says Tom Dretler, an executive in
residence at Sterling, a firm that is a major investor in Laureate Education
Inc. and other educational companies.
Besides the credit ratings and reports produced by
bond-rating agencies and the Education Department's controversial annual
listing of colleges'
financial-responsibility scores, there are few
public sources of information on colleges' financial health.
The new analytic tool classifies colleges based on
whether their expense ratios increased or their equity ratios decreased,
giving the harshest rankings to those with changes of more than 5 percent,
moderate rankings to those with changes of 0 to 5 percent, and good rankings
to those where expense ratios didn't increase and equity ratios didn't
decrease.
For example, it lists Bennington and Rollins
Colleges along with California State University-Channel Islands and Georgia
Southwestern State University as being on an unsustainable financial path
for several years because their ratios of expenses relative to revenues
spiked up while their equity ratios fell. (For all four, the expense ratio
increased by 25 percent or more.) Hundreds of other colleges were classified
with that same designation if only one of the ratios changed by more than 5
percent.Higher-education leaders who say the Education Department's scores
can be a flawed way of measuring a college's health say the Bain-Sterling
analysis may suffer the same weaknesses.
"Places that are viewed by some as having an
unsustainable way of operating may not be," says Richard H. Ekman, president
of the Council of Independent Colleges. Analyses like this, which rely on
data from a particular period of time, he says, "may not tell the full
story."
Susan M. Menditto, an expert on accounting matters
at the National Association of College and University Business Officers,
notes that even the way colleges account for their endowments—in some cases
counting restricted gifts, in other cases not—might not be reflected in the
analysis.
Mr. Denneen says the simple tool serves a different
purpose than does a report on the creditworthiness of an institution from
Moody's Investors Service, which uses 36 criteria to formulate its ratings.
"This does provide a useful lens," he says. "This is really a guidepost for
how hard you ought to be thinking about pushing on your financial model."
Disconcerting
Trends
Along with the tool, Bain and Sterling are
publishing a paper, "The Financially Sustainable University." It is their
take on what they view as several disconcerting trends in spending, and it
puts the two firms among an ever-growing list of analysts, pundits, and
policy makers who have been calling on higher-education leaders to rethink
how colleges are administered. (Jeffrey J. Selingo, The Chronicle's
vice president and editorial director, contributed to the paper.)
The paper covers familiar ground, although some of
the fresher recommendations and findings could resonate with the college
administrators, campus leaders, and trustees who are its intended audience.
Most notably, it suggests that colleges tap into their real estate, energy
plants, and other capital assets more creatively to generate revenue for new
academic investments, and it concludes that colleges have too many middle
managers.
While it fails to make distinctions between
different kinds of colleges, as do other respected analyses such as those of
the Delta Project on College Costs, the Bain-Sterling paper shows that, over
all, the growth in colleges' debt and the rate of spending on interest
payments and on plant, property, and equipment rose far faster than did
spending on instruction from 2002 to 2008 for the colleges studied.
It says long-term debt increased by 11.7 percent,
interest expenses by 9.2 percent, and property, plant, and equipment
expenses by 6.6 percent. Meanwhile, instruction expenses increased by just
4.8 percent.
Continued in article
An Instructional Teaching Case for Accounting Instructors
From The Wall Street Journal Accounting Weekly Review on March 8, 2013
Public-University Costs Soar
by:
Ruth Simon
Mar 06, 2013
Click here to view the full article on WSJ.com
Click here to view the video on WSJ.com ![WSJ Video]()
TOPICS: Financial Ratios, Governmental Accounting
SUMMARY: The article describes the current state of affairs at
public institutions of higher education with respect to funding from the
state, tuition increases, and some university options to solve the issues
that they face. These concerns will be of interest to students generally.
The accounting focus in best presented in the related video: return on
investment in education.
CLASSROOM APPLICATION: The article may be used in any accounting
class introducing return on investment. It also may be used in a class
covering topics in governmental or not-for-profit entities to discuss the
current economic status of public universities. By definition, the state
universities that are the focus of the article will use governmental
accounting requirements.
QUESTIONS:
1. (Introductory) Summarize the points in the article about factors
currently affecting the revenues to state universities.
2. (Introductory) How are the current issues facing state
universities affecting their students and prospective students?
3. (Advanced) Define the term ROI (return on investment) and state
how it is calculated.
4. (Advanced) Based on the discussion in the related video, how is
the concept of ROI applied to assess a student's investment in college
tuition and other costs?
5. (Advanced) What return measure is proposed in the video for
assessing a student' return on investment in his/her higher education? What
are some weaknesses of that measure? Can you propose any other measure that
would address those weaknesses?
Reviewed By: Judy Beckman, University of Rhode Island
"Public-University Costs Soar," by Ruth Simon, The Wall Street Journal,
March 6, 2013 ---
http://online.wsj.com/article/SB10001424127887324539404578342750480773548.html?mod=djem_jiewr_AC_domainid
Tuition at public colleges jumped last year by a
record amount as state governments slashed school funding, the latest sign
of strain in the U.S. higher-education sector.
The average amount that students at public colleges
paid in tuition, after state and institutional grants and scholarships,
climbed 8.3% last year, the biggest jump on record, according to a report
based on data from all public institutions in all 50 states to be released
Wednesday by the State Higher Education Executive Officers Association.
Median tuition rose 4.5%.
The average state funding per student, meanwhile,
fell by more than 9%, the steepest drop since the group began collecting the
data in 1980. Median funding fell 10%. During the recession, states began
cutting support for higher education, and the trend accelerated last year.
Rising tuition costs are "another example of the
bind that public institutions are in," said Sandy Baum, a senior fellow at
the George Washington University Graduate School of Education and Human
Development. "Unless we make public funding a higher priority, the funds are
going to have to come from parents and students."
To be sure, last year's decline in state funding
nationwide was driven heavily by cutbacks in California, which has the
largest state system and lashed funding per student by 14.3% last year. Not
including California, per-student funding fell 8% and tuition rose 6.3%.
Paul Lingenfelter, president of the
higher-education association, noted that 31 states increased higher
education funding in 2012-13, and a number have proposed an increase for the
coming year as well.
Kaylen Hendrick, a senior at Florida State
University in Tallahassee majoring in environmental studies, is graduating
in three years rather than four in order to keep costs and borrowing down.
"Growing up, I thought if I made good enough
grades, that college would not be a problem," said Ms. Hendrick, 20 years
old, who has taken out about $15,000 in student loans and works 20 hours a
week to pay for college.
State funding for the State University System of
Florida has declined by more than $1 billion over the last six years, even
as enrollment has grown by more than 35,000 students, a spokeswoman for the
system said.
Nationally, average tuition, after institutional
grants and scholarships, increased to $5,189 in 2011-12 from $4,793 a year
earlier, according to the report, which is based on the 2011-12 academic
year and adjusted its figures for inflation. Tuition revenue accounted for a
record 47% of educational funding at public colleges last year.
The price increases at state schools come at a time
when many private colleges are reining in price increases and awarding
generous scholarships to attract families worried about rising debt loads
and a still shaky job market. In some cases, state tuition has risen so much
that costs approach what students might pay at a private college.
At Pennsylvania State University's main campus,
in-state undergraduate students receiving financial aid paid an average of
$21,342 after grants and scholarships in 2010-11, according to the U.S.
Department of Education, up 12% since 2008-09. State funding now accounts
for less than 14% of the school's educational budget, down from as much as
62% in 1970-71. "When the appropriation is cut, tuition rises," a Penn State
spokeswoman said.
In addition to raising tuition, many states have
pared spending. The California State University System declined to take the
vast majority of transfer students this spring and has turned away about
20,000 students who qualified for admission during each of the past three
years, a spokesman said.
In Kentucky, higher tuition prices make up for just
half of the loss in state funding, said Robert King, president of the
Kentucky Council on Postsecondary Education, which oversees the state's
system.
Continued in article
"Universities Pile on Faculty Perks as Student Costs Grow," by John
Hechinger, Bloomberg, March 12, 2013 ---
http://www.bloomberg.com/news/2013-03-12/universities-pile-on-faculty-perks-as-student-costs-grow.html
The University of Chicago paid James Madara $2.5
million in severance when he stepped down in 2009 as medical dean and
hospital chief. Madara, who remained on the faculty, later joined the
American Medical Association.
Congress is taking a look at such payments
following disclosures that Jacob Lew, the new U.S. Treasury secretary,
received a $685,000 bonus when he left New York University and had $1.5
million in housing loans from the school.
Harvard and Stanford universities also offer
real-estate loans with sweet terms, records show. While the amounts are
small relative to university budgets, the perks insulate faculty and
administrators from the costs upsetting many middle-class families, said
Jonathan Robe, a research fellow at the Center for College Affordability and
Productivity in Washington.
“It certainly gives the public a clear example of
how out of touch some universities are,” Robe said. “Parents will think,
‘Here I am scraping by, raiding my retirement plan to pay for college. Why
are they making me do this just to enrich these executives?’"
Congress and President Barack Obama have been
pushing colleges to control tuition and other costs, which can exceed
$60,000 a year at a private school. In a weak job market, students are
struggling to pay off $1 trillion in education loans. ‘Super Severance’
Exit bonuses are becoming more common among senior
executives at large colleges in major cities, said Stephen Joel
Trachtenberg, a former president of George Washington University who does
executive-pay consulting.
Typically, such “super severance” amounts to one to
three times an administrator’s annual salary and bonus, according to Charles
Skorina, founder and president of an executive-search firm in San Francisco
who specializes in placing finance executives at universities.
Especially at universities on the East and West
coasts, where real estate expenses and other costs are high, trustees
including Wall Street executives are eager to pay their presidents top
dollar, Skorina said. They look for ways to pay additional compensation that
doesn’t show up in annual surveys that can anger donors and employees, he
said.
“You look for sweeteners, the car and driver, the
house and then a back-end exit bonus,” said Skorina. “An exit bonus is
palatable because until the guy leaves you don’t have to deal with it.”
Attract, Retain
Colleges say they must offer compensation packages
to win over talented executives and faculty. Harvard and Stanford said they
keep tuition affordable with generous financial-aid programs. High-level
administrators focus on efficiency and financial health, said NYU spokesman
John Beckman.
“When they have been successful -- as was the case
with Jack Lew -- the benefit to the university can range in the tens of
millions of dollars,” Beckman said in an e-mail.
At the University of Chicago, Madara’s severance
payment, including deferred compensation and retirement benefits, reflected
money earned over the course of his career, part of a package typical of
executives at peer institutions, according to Steve Kloehn, the school’s
spokesman.
Colleges must “attract and retain the best leaders
we can,” Kloehn said. Madara, 62, who became chief executive officer of the
AMA in 2011, declined to comment.
In terms of favorable loan deals for faculty and
some administrators, Harvard and Stanford are among the biggest players. As
at NYU, the colleges said they do so because of high real estate costs.
‘Shared Appreciation’
Along with low-interest home loans, Harvard offers
“shared-appreciation” mortgages to tenured faculty and some administrators.
These loans, which cover only a portion of a property’s purchase price,
don’t have monthly payments or set interest, though give Harvard a share in
any gain in value when the property is sold. Stanford and NYU have similar
programs.
Continued in article
Jensen Comment
When it comes to "golden parachutes" and other severance deals in higher
education, much of which depends upon cost and volume. If these deals are only
given to selected administrators, faculty might object politically, but the
incremental cost passed along to students my be negligible.
I know of a university that makes a deal to all employees aged 62 and over.
They can get a severance of three years at full pay plus all medical coverage
and TIAA-CREF contributions for those three years. The reason ostensibly is so
that new blood and new vibrancy can be brought into a university, especially a
university where nearly all the tenure slots are filled until somebody finally
retires or dies. But the cost of this program is immense if the university is
very top heavy with most of its employees not far away from 62 years of age.
The above 62-years of age program almost certainly is politically correct
with faculty as long as early retirement is voluntary. However, it might be a
very, very costly plan with significant costs that are passed along to students.
Of course there are many other costly perks that go to some or all
administrators and/or faculty. It's not uncommon for Ivy League universities to
give $10,000 to $30,000 annual expense accounts on top of salary for research
purposes, the kind of grants that might allow for summers in Europe doing
research. Perhaps these are necessary in some disciplines like accounting in
order to be competitive in hiring the top faculty prospects. Natural scientists
might object, however, if they have to raise their own expense money from grants
outside the university when such grants are taken out of overhead for accounting
researchers unable to get outside research grants. There's less objection if
accounting research is supported by accounting firm donations to accounting
schools and departments.
Adjuncts Look for Strength in Numbers: The new majority generates a
shift in academic culture," by Audrey Williams June, Chronicle of Higher
Education, November 5, 2012 ---
http://chronicle.com/article/Adjuncts-Build-Strength-in/135520/
Caroline W. Meline stood at the front of her
classroom one day last month and began reading from a red paperback,
Karl Marx: Selected Writings. A few sentences in, she paused and closed
her eyes.
"I just have to catch my breath," she told her
students.
She was 15 minutes into a philosophy class at Saint
Joseph's University. "This is my third class of the day. I need to regroup
my energy."
The breakneck pace that drove Ms. Meline to take
the brief respite is, for her, the cost of being an adjunct here, where
two-thirds of the faculty is now off the tenure track.
In the philosophy department, adjunct faculty are
teaching close to half of the 82 class sections offered this semester. "We
do a lot of teaching," says Ms. Meline, who earned her Ph.D. in philosophy
from Temple University in 2004 and has taught at Saint Joseph's for eight
and a half years. "That's just the way it is in our department."
That's the way it is in many departments at Saint
Joseph's, where Ms. Meline is one of more than 400 part-time faculty
members. At the private, Jesuit institution, the number of nontenure-track
faculty members has more than doubled over the past decade. Ten years ago,
less than half of the university's faculty was off the tenure track.
Across the nation, colleges have undergone similar
shifts in whom they employ to teach students. About 70 percent of the
instructional faculty at all colleges is off the tenure track, whether as
part-timers or full-timers, a proportion that has crept higher over the past
decade.
Change has occurred more rapidly on some campuses,
particularly at regionally oriented public institutions and mid-tier private
universities like Saint Joseph's.
Community colleges have traditionally relied
heavily on nontenure-track faculty, with 85 percent of their instructors in
2010 not eligible for tenure, according to the most recent federal data
available. But the trend has been increasingly evident at four-year
institutions, where nearly 64 percent of the instructional faculty isn't
eligible for tenure.
At places like Eastern Washington University and
Oakland University, part-time faculty and professors who worked full time
but off the tenure track made up less than half of the instructional faculty
a decade ago. Now nontenure-track faculty make up roughly 55 percent at both
institutions.
The University of San Francisco saw the proportion
of its nontenure-track faculty rise to 67 percent from 57 percent. At Kean
University, nontenure-track professors now account for 78 percent of the
faculty, up from 63 percent.
Not Sustainable
When professors in positions that offer no chance
of earning tenure begin to stack the faculty, campus dynamics start to
change. Growing numbers of adjuncts make themselves more visible. They push
for roles in governance, better pay and working conditions, and recognition
for work well done. And they do so at institutions where tenured faculty,
although now in the minority, are still the power brokers.
The changing nature of the professoriate affects
tenured and tenure-track faculty, too. Having more adjuncts doesn't provide
the help they need to run their departments, leaving them with more service
work and seats on more committees at the same time that research
requirements, for some, have also increased.
At many institutions with graduate programs, a
shrinking number of tenured and tenure-track faculty members are left to
advise graduate students—a task that typically does not fall to adjuncts.
The shift can also affect students. Studies show
that they suffer when they are taught by adjuncts, many of whom are good
teachers but aren't supported on the job in the ways that their tenured
colleagues are. Many adjuncts don't have office space, which means they have
no place on campus to meet privately with students.
And some adjuncts themselves say their fears about
job security can make them reluctant to push students hard academically. If
students retaliate by giving them bad evaluations, their jobs could be in
jeopardy.
Many adjuncts are also cautious about what they say
in the classroom, an attitude that limits the ways they might engage
students in critical thinking and rigorous discussion.
"I think the tipping point is now," says Ms. Meline.
She is among those adjuncts pressing for higher pay and a voice in
governance at Saint Joseph's. "What they're doing is not sustainable."
Elsewhere, Patricia W. Cummins, a professor of
world and international studies at Virginia Commonwealth University, is
worried about the sustainability of her university's growing use of
adjuncts.
When she arrived, in 2000, about three-quarters of
the faculty in the foreign languages were tenured or on the tenure track,
with one-quarter teaching part time or in nontenure-track full-time
positions. Now the percentages have flipped, much as they have in
foreign-language departments nationwide.
In French, her discipline, there are four tenured
professors and eight who work off the tenure track, all but one of them part
time.
Ms. Cummins says administrators have big ambitions
for Virginia Commonwealth, which is striving to be a top research
university. But it will be nearly impossible to achieve that goal, she
argues, without reversing the trend of adding adjuncts to the payroll at
every turn.
"If we want to solve the world's problems, we can't
do that with adjunct faculty, who, however competent they may be, are just
keeping body and soul together," says Ms. Cummins, who coordinates the
French program. "Virtually everything they want to accomplish with our
strategic plan requires tenured and tenure-track faculty members. I
definitely think the president is on the right track, but we have a long way
to go."
Full-time faculty members who are not on the tenure
track at Virginia Commonwealth constitute 54 percent of the faculty, which a
decade ago was the proportion of tenured and tenure-track professors. Taking
part-timers into account, the share of non-tenure-track faculty at the
institution is 70 percent.
The dwindling number of professors with tenure or
who are on the tenure track has forced Ms. Cummins's colleagues to widen the
circle of faculty who take part in certain service work. Faculty off the
tenure track are usually paid only for their teaching, but many do service
work because they're committed to their jobs.
In the foreign-languages department, says Ms.
Cummins, they have also stepped up to work on grants with tenured faculty,
direct the university's annual Arab Film Festival, and play host to various
events for foreign-language students and nearby residents.
"They do all kinds of things," Ms. Cummins says.
"But these are not the kinds of things you can expect somebody to do if
you've asked them to come in and teach a three-hour French class." Most
part-time faculty in the humanities at Virginia Commonwealth earn about
$2,500 per course, Ms. Cummins says.
Even as part-timers play an integral role in their
programs and departments, they often feel that their continued employment as
instructors requires maintaining a low profile. In fact, several adjunct
professors in the School of World Studies who were contacted for this
article didn't respond to requests for an interview.
Robert L. Andrews, an associate professor in the
department of management at Virginia Commonwealth, says he can understand
their fear. "They're not in the position to be raising their voices," he
says. "I would like to see that change."
Research and
Mentoring
Michael Rao, Virginia Commonwealth's president,
says he has made clear that he wants to stem the growing use of adjuncts
there.
Not long after he arrived, in 2009, Mr. Rao
increased tuition by 24 percent and used the new revenue, in part, to hire
nearly 100 tenured and tenure-track faculty. Thirty more professors have
joined the institution since then.
He plans to add a total of 560 professors, a figure
he came up with, he says, by looking at the proportion of tenured and
tenure-track at the University of Virginia and Virginia Tech.
"What I saw when I came was a research university
that had 33,000 students and way too few, in comparison to peers, faculty
members on the tenure track," Mr. Rao says. "We need those people to do
research and to do a lot of the mentoring of students at all levels."
Virginia Commonwealth's full-time, nontenure-track
faculty and part-time professors are "incredible resources to the
university," the president says. "A lot of them, on their own, are doing a
lot of the mentoring of students. You don't want to count on that forever."
What's likely to remain the same at Virginia
Commonwealth, and other institutions, is the way adjuncts are used to teach
high-demand courses in some disciplines, such as English composition and
introductory courses in biology and math.
"One of the things that is important to students is
the ability to get classes," Mr. Rao says. "That's correlated with the
number of faculty you have to teach them.
"When you have required courses that everyone has
to take, can you front-load those courses with all regular faculty members?"
he asks. "No, you can't. But can you make some progress along those lines?
Certainly."
Some colleges have made progress in improving the
work life of adjuncts.
At Colorado State University at Fort Collins,
nontenure-track English faculty members have gained representation on the
literature committee, the composition committee, and the committee that
hires faculty who work off the tenure track.
"We have representation on pretty much everything
that doesn't involve the promotion and tenure and periodic performance view
of tenured and tenure-track faculty," says Laura Thomas, who is an
instructor in upper-division composition, a salaried position that comes
with a course release that allows her to lead workshops for other writing
instructors and provide them with additional professional-development
opportunities.
Colorado State's English department has 47
full-time faculty members who aren't on the tenure track. Nearly all of them
teach four courses a semester, and they outnumber the tenured and
tenure-track faculty by more than a dozen. Almost 20 years ago, the number
of nontenure-track faculty in English was in the low single digits.
Adjuncts who work in departments with a long
history of using nontenure-track faculty can sometimes see the resulting
connections lead to better working conditions and pay—more so than when
adjuncts try to use their large numbers as leverage, says Adrianna Kezar, an
associate professor of higher education at the University of Southern
California who studies adjuncts.
Expanding
Adjuncts' Role
"English departments on a lot of campuses are
likely to be leaders for broader changes, since they have used nontenure-track
faculty for such a long time. There are relationships there," she says.
"Sometimes large numbers of adjuncts can create a
negative dynamic. The tenured professors could see this as a threat and
instead of saying, Why don't you join us in governance?, they might dig in
and actively campaign against them having a voice."
Ms. Thomas says "there is still plenty of work to
do" on the university level when it comes to expanding adjuncts' role in
governance. Contingent faculty can serve on an advisory committee of the
Faculty Council at Colorado State, but they are not allowed to vote and they
can't serve on the council itself.
Sue Doe, an assistant professor of English at
Colorado State, is an ally of adjunct faculty like Ms. Thomas. Ms. Doe
worked as an adjunct for more than 20 years, mostly as she followed her
husband, an Army officer, around the country. After he retired, she earned a
Ph.D. at the university in 2001, and became a tenure-track faculty member in
2007.
She helped write a report on a universitywide
survey of contingent faculty at Colorado State. The findings shed new light
on the sometimes-tense dynamics between the different sectors of the
faculty, she says.
"At the end of the day, we all have to realize that
we're working side by side, and in order for our units to work effectively,
we have to be respectful of one another," Ms. Doe says. "Instead of having
this sort of underlying mistrust of what the other group is up to, I think
we're at the place where we need to get past that."
Ms. Meline, of Saint Joseph's, doesn't know how far
the good will of administrators can take adjuncts like her.
Last year, complaining of low pay and a lack of job
security and health benefits, contingent faculty at the university formed an
adjunct association. The group, whose executive committee includes Ms.
Meline, met with the provost, Brice R. Wachterhauser, to talk about their
concerns.
The association was able to get raises for adjuncts
this academic year—highest for new hires, who will now start at $3,230 per
course—plus a total of $6,000 in grant money, in 30 parcels of $200 each, to
tap if they need financial assistance to go to a conference to present a
paper.
"The provost, so far, has been extremely
accommodating," but what he did isn't enough, Ms. Meline says. "Now we're
looking to go forward from this platform and negotiate something better."
Forming a union, members of the group say, is a
possibility. "People are realizing just what a majority we are," says Ms.
Meline.
The group's membership, however, still comprises
only about one-third of the adjuncts on the campus. Their lack of job
security, Ms. Meline and other adjuncts say, keeps many from being advocates
for their own cause. That fear bleeds over into the classroom, they say, to
the detriment of students.
"If almost 70 percent of the faculty at an
expensive private university is watching what they say in the classrooms
because they don't want to be controversial in any way, is that university
really promoting critical thinking?" says Eva-Maria Swidler, who earned a
Ph.D. in history eight years ago and now teaches semester by semester at
Saint Joseph's.
"Adjuncts are not going to teach controversial
courses," she added. "They are looking to fly beneath the radar so they can
be renewed next semester."
Ms. Swidler, who along with Ms. Meline is among the
most outspoken leaders of the adjunct association, isn't worried herself
about repercussions.
She expects her career at St. Joseph's will end
this semester. The course she teaches, an evening survey course about
Western civilization, is being phased out under the university's new
general-education requirements.
Continued in article
Are Researchers Paid Too Much
for Too Little?
Is Bob Jensen a hypocrite?
I feel like a hypocrite since from the first year in my first faculty
appointment I had at least one less course assignment then my colleagues
--- teaching two courses per term instead of three or even four like the people
up and down the hall were teaching. And I was the highest paid faculty member on
the floor in each of the four universities where I had faculty appointments.
Forty years later I was teaching the same light loads as well as during all 38
years in between except for the various semesters I got full pay for teaching no
courses due to sabbatical leaves and two years in a think tank at Stanford
University.
Now I sympathize with arguments that those other faculty (and me) really
should have been teaching more across the entire 40 years. I can hear some of
you saying: "That's easy for you to say now --- while you are sitting with
a eastward view of three mountain ranges and teaching not one course."
The race to teach less has not served us well, and
student-to-faculty ratios were driven more by U.S. News & World Report's [annual
rankings] than by rigor," [Gene Nichol (North Carolina)] said. "Professors don't
teach enough. The notion that [teaching more] would cripple scholarship is
not true and we know it. ...
Tax Prof Blog, March 14, 2013 ---
http://taxprof.typepad.com/
Law Schools are cutting expenses in expectation of
smaller class sizes. While most can't think of cutting tuition in this
environment, the actions they take during the next few years could determine
whether legal education moves toward a more affordable future. ...
"The race to teach less has not served us well, and
student-to-faculty ratios were driven more by U.S. News & World Report's
[annual rankings] than by rigor," [Gene Nichol (North Carolina)] said.
"Professors don't teach enough. The notion that [teaching more] would
cripple scholarship is not true and we know it." ...
[T]he primary problem facing most law schools is
what to do with all the faculty they have on staff. ... "Laying off
untenured [faculty] would be very destructive," [Brian Tamanaha (Washington
U.)] said. "They are teaching important skills and valuable classes."
Tamanaha said the better option is to offer buyouts
to tenured professors. "We will see schools offer separation packages -- one
or two year's compensation if you go now," he said. "The only people
interested in a buyout would be people with sufficient retirement funds or
professors with practices on the side." Vermont Law School and Penn State
University Dickinson School of Law have discussed similar steps. ...
Brian Leiter, a law professor at the University of
Chicago Law School who runs a blog on legal education, has predicted that as
many as 10 law schools will go out of business during the next decade.
Rather than face closure, law schools could take
more drastic steps -- even overcoming tenure. When Hurricane Katrina
devastated New Orleans, Tulane University declared financial exigency and
eliminated entire departments -- terminating tenured professors. The same
action has happened at other universities faced with economic hardships.
"If you say this is a tsunami of a different kind
-- the 100 year flood -- then a dean could let go of faculty," another law
professor said. For example, a school could choose to eliminate nonessential
specialties, such as a tax law program, and terminate most faculty in those
areas.
In addition to eliminating tenured positions, a
dean could reduce salaries out of financial necessity. "Schools under severe
financial pressure may be faced with an even starker option -- closing their
doors," Tamanaha said. ...
Nichol said all law schools should reconsider their
current salary structures, and not just schools in the worst economic
position. "In the same way that the market for graduates is adjusting, it
would not be absurd for our salaries to adjust as well," he said. "I don't
see why our leave packages should be more generous than other parts of the
campus. We will have to fix that now before we forced to."
Nichol said schools should consider eliminating
sabbaticals, trimming travel and reducing summer research grants. "Every
school needs to look line by line for where it can cut costs," [David Yellen
(Dean, Loyola-Chicago)] said. Faculty travel, conferences and other things
can add up to a couple of professors salaries."
Jensen Comment
And I darn well "know it." I think I do all this free academic blogging in large
measure out of guilt. I need to give something back!
Franco Modigliani ---
http://en.wikipedia.org/wiki/Franco_Modigliani
Trinity University has a program for bringing all possible former Nobel Prize
winning economists. In an auditorium they were not to discuss technicalities of
their work as much as they were to summarize their lives leading up to their
high achievements. One of the most inspiring presentations I can remember was
that of Franco Modigliani.
What I remember most is that he asserted that some of his most productive
years of research and scholarship came during the years he was teaching five
different courses on two different campuses.
The Academy increasingly coddled researchers with more pay, large expense
funds, the highest salaries on campus, and lighter teaching loads. I'm not
certain that they, me included, were not coddled far too much relative to the
the value of the sum total of their (including my) work. I think not! The sum
total may have been as high or higher if they were teaching four courses per
term (maybe not five).
Bob Jensen
Is Bob Jensen a hypocrite?
I feel like a hypocrite since from the first year in my first faculty
appointment I had at least one less course assignment than my colleagues
--- teaching two courses per term instead of three or even four like the people
up and down the hall were teaching. And I was the highest paid faculty member on
the floor in each of the four universities where I had faculty appointments.
Forty years later I was teaching the same light loads as well as during all 38
years in between except for the various semesters I got full pay for teaching no
courses due to sabbatical leaves and two years in a think tank at Stanford
University.
Now I sympathize with arguments that those other faculty (and me) really
should have been teaching more across the entire 40 years. I can hear some of
you saying: "That's easy for you to say now --- while you are sitting with
a eastward view of three mountain ranges and teaching not one course."
The race to teach less has not served us well, and
student-to-faculty ratios were driven more by U.S. News & World Report's [annual
rankings] than by rigor," [Gene Nichol (North Carolina)] said. "Professors don't
teach enough. The notion that [teaching more] would cripple scholarship is
not true and we know it. ...
Tax Prof Blog, March 14, 2013 ---
http://taxprof.typepad.com/
Law Schools are cutting expenses in expectation of
smaller class sizes. While most can't think of cutting tuition in this
environment, the actions they take during the next few years could determine
whether legal education moves toward a more affordable future. ...
"The race to teach less has not served us well, and
student-to-faculty ratios were driven more by U.S. News & World Report's
[annual rankings] than by rigor," [Gene Nichol (North Carolina)] said.
"Professors don't teach enough. The notion that [teaching more] would
cripple scholarship is not true and we know it." ...
[T]he primary problem facing most law schools is
what to do with all the faculty they have on staff. ... "Laying off
untenured [faculty] would be very destructive," [Brian Tamanaha (Washington
U.)] said. "They are teaching important skills and valuable classes."
Tamanaha said the better option is to offer buyouts
to tenured professors. "We will see schools offer separation packages -- one
or two year's compensation if you go now," he said. "The only people
interested in a buyout would be people with sufficient retirement funds or
professors with practices on the side." Vermont Law School and Penn State
University Dickinson School of Law have discussed similar steps. ...
Brian Leiter, a law professor at the University of
Chicago Law School who runs a blog on legal education, has predicted that as
many as 10 law schools will go out of business during the next decade.
Rather than face closure, law schools could take
more drastic steps -- even overcoming tenure. When Hurricane Katrina
devastated New Orleans, Tulane University declared financial exigency and
eliminated entire departments -- terminating tenured professors. The same
action has happened at other universities faced with economic hardships.
"If you say this is a tsunami of a different kind
-- the 100 year flood -- then a dean could let go of faculty," another law
professor said. For example, a school could choose to eliminate nonessential
specialties, such as a tax law program, and terminate most faculty in those
areas.
In addition to eliminating tenured positions, a
dean could reduce salaries out of financial necessity. "Schools under severe
financial pressure may be faced with an even starker option -- closing their
doors," Tamanaha said. ...
Nichol said all law schools should reconsider their
current salary structures, and not just schools in the worst economic
position. "In the same way that the market for graduates is adjusting, it
would not be absurd for our salaries to adjust as well," he said. "I don't
see why our leave packages should be more generous than other parts of the
campus. We will have to fix that now before we forced to."
Nichol said schools should consider eliminating
sabbaticals, trimming travel and reducing summer research grants. "Every
school needs to look line by line for where it can cut costs," [David Yellen
(Dean, Loyola-Chicago)] said. Faculty travel, conferences and other things
can add up to a couple of professors salaries."
Jensen Comment
And I darn well "know it." I think I do all this free academic blogging in large
measure out of guilt. I need to give something back!
Franco Modigliani ---
http://en.wikipedia.org/wiki/Franco_Modigliani
Trinity University has a program for bringing all possible former Nobel Prize
winning economists. In an auditorium they were not to discuss technicalities of
their work as much as they were to summarize their lives leading up to their
high achievements. One of the most inspiring presentations I can remember was
that of Franco Modigliani.
What I remember most is that he asserted that some of his most productive
years of research and scholarship came during the years he was teaching five
different courses on two different campuses.
The Academy increasingly coddled researchers with more pay, large expense
funds, the highest salaries on campus, and lighter teaching loads. I'm not
certain that they, me included, were not coddled far too much relative to the
the value of the sum total of their (including my) work. I think not! The sum
total may have been as high or higher if they were teaching four courses per
term (maybe not five).
Bob Jensen
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Reply from Jagdish Gangolly
Bob,
You are not alone. A colleague of mine at Albany, a
mathematician in the Management Sciences department, who taught mathematics
at Brown before coming to Albany was saying the same thing. He was most
productive when he taught heavy loads.
Teaching and writing are probably the most
demanding of intellectual tasks (unless of course you are resigned to
teaching because you must). Even research nowadays is, thanks to statistical
packages and abundant databases, by comparison a mundane task.
I was not as lucky as you were; I taught the usual
2 courses each semester except for the sabbaticals. But one semester I
taught five courses, by happenstance. Two masters courses in accounting (an
auditing and an AIS course), two doctoral seminars in (Knowledge
Organization and in Statistical Natural Language Processing) Information
Science, all at SUNY Albany, and an MBA management accounting course at
Rensselaer Polytechnic Institute. And, strange as it may seem, that was my
most productive year in research. I have never been as ready for summer in
my life as at the end of that semester.
Regards,
Jagdish
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Undergraduate education
programs and graduate schools of education have long been faulted for being too
disconnected from the realities of practice.
Jal Mehta, Harvard Graduate School of Education
Undergraduate education programs and graduate
schools of accounting have long been faulted for being too disconnected from the
realities of practice.
Nearly all accounting practitioners have been saying this for years, but
accounting educators and especially researchers aren't listening
"Why business ignores the
business schools," by Michael Skapinker
Some ideas for applied research ---
http://www.trinity.edu/rjensen/theory01.htm#AcademicsVersusProfession
Warning: If you suffer from depression you
probably should not read this
"Teachers: Will We Ever Learn?" by Jal Mehta, Harvard Graduate School of
Education, April 15, 2013 ---
http://www.gse.harvard.edu/news-impact/2013/04/teachers-will-we-ever-learn/
In April 1983, a federal commission warned in a
famous report, “A
Nation at Risk,” that American education was a
“rising tide of mediocrity.” The alarm it sounded about declining
competitiveness touched off a tidal wave of reforms: state standards,
charter schools, alternative teacher-certification programs, more money,
more test-based “accountability” and, since 2001, two big federal programs,
No Child Left Behind and Race to the Top.
But while there have been pockets of improvement,
particularly among children in elementary school, America’s overall
performance in K-12 education remains stubbornly mediocre.
In 2009, the
Program for International Student Assessment,
which compares student performance across advanced industrialized countries,
ranked American 15-year-olds 14th in reading, 17th in science and 25th in
math — trailing their counterparts in Belgium, Estonia and Poland. One-third
of entering college students need remedial education. Huge gaps by race and
class persist: the average black high school senior’s reading scores on the
National Assessment of Educational Progress continue to be at the level of
the average white eighth grader’s. Seventeen-year-olds score the same in
reading as they did in 1971.
The New York Times OpEd by Jal Mehta on April 12, 2013 ---
http://www.nytimes.com/2013/04/13/opinion/teachers-will-we-ever-learn.html?_r=2&
. . .
As the education scholar
Charles M. Payne of the University of Chicago has
put it: “So much reform, so little change.”
The debate over school reform has become a false
polarization between figures like Michelle Rhee, the former Washington,
D.C., schools chancellor, who emphasizes testing and teacher evaluation, and
the education historian Diane Ravitch, who decries the long-run effort to
privatize public education and emphasizes structural impediments to student
achievement, like poverty.
The labels don’t matter. Charter-school networks like
the
Knowledge Is Power Program and
Achievement First have shown impressive results,
but so have reforms in traditional school districts in Montgomery County,
Md., Long Beach, Calif., and, most recently, Union City, N.J., the
focus of a new book
by the public policy scholar
David L. Kirp.
Sorry,
“Waiting for Superman”: charter schools are not a
panacea and have not performed, on average, better than regular public
schools. Successful schools — whether charter or traditional — have features
in common: a clear mission, talented teachers, time for teachers to work
together, longer school days or after-school programs, feedback cycles that
lead to continuing improvements. It’s not either-or.
Another false debate: alternative-certification
programs like Teach for America versus traditional certification programs.
The research is mixed, but the overall differences in quality between
graduates of both sets of programs have been found to be negligible, and by
international standards, our teachers are underperforming, regardless of how
they were trained.
HERE’S what the old debates have overlooked: How
schools are organized, and what happens in classrooms, hasn’t changed much
in the century since the Progressive Era. On the whole, we still have the
same teachers, in the same roles, with the same level of knowledge, in the
same schools, with the same materials, and much the same level of parental
support.
Call it the industrial-factory model: power resides at
the top, with state and district officials setting goals, providing money
and holding teachers accountable for realizing predetermined ends. While
rational on its face, in practice this system does not work well because
teaching is a complex activity that is hard to direct and improve from afar.
The factory model is appropriate to simple work that is easy to standardize;
it is ill suited to disciplines like teaching that require considerable
skill and discretion.
Teaching requires a professional model, like we have
in medicine, law, engineering, accounting, architecture and many other
fields. In these professions, consistency of quality is created less by
holding individual practitioners accountable and more by building a body of
knowledge, carefully training people in that knowledge, requiring them to
show expertise before they become licensed, and then using their
professions’ standards to guide their work.
By these criteria, American
education is a failed profession.
It need not be this way. In the nations that lead
the international rankings — Singapore, Japan, South Korea, Finland, Canada
— teachers are drawn from the top third of college graduates, rather than
the bottom 60 percent as is the case in the United States. Training in these
countries is more rigorous, more tied to classroom practice and more often
financed by the government than in America. There are also many fewer
teacher-training institutions, with much higher standards. (Finland, a
perennial leader in the P.I.S.A. rankings, has eight universities that train
teachers; the United States has more than 1,200.)
¶ Teachers in
leading nations’ schools also teach much less than ours do. High school
teachers provide 1,080 hours per year of instruction in America, compared
with fewer than 600 in South Korea and Japan, where the balance of teachers’
time is spent collaboratively on developing and refining lesson plans. These
countries also have much stronger welfare states; by providing more support
for students’ social, psychological and physical needs, they make it easier
for teachers to focus on their academic needs. These elements create a
virtuous cycle: strong academic performance leads to schools with greater
autonomy and more public financing, which in turn makes education an
attractive profession for talented people.
¶ In America,
both major teachers’ unions and the organization representing state
education officials have, in the past year, called for raising the bar for
entering teachers; one of the unions, the American Federation of Teachers,
advocates a “bar exam.” Ideally the exam should not be a one-time
paper-and-pencil test, like legal bar exams, but a phased set of milestones
to be attained over the first few years of teaching. Akin to medical boards,
they would require prospective teachers to demonstrate subject and
pedagogical knowledge — as well as actual teaching skill.
¶ Tenure would
require demonstrated knowledge and skill, as at a university or a law firm.
A rigorous board exam for teachers could significantly elevate the quality
of candidates, raise and make more consistent teacher skill level, improve
student outcomes, and strengthen the public’s regard for teachers and
teaching.
¶ We let
doctors operate, pilots fly, and engineers build because their fields have
developed effective ways of certifying that they can do these things.
Teaching, on the whole, lacks this specialized knowledge base; teachers
teach based mostly on what they have picked up from experience and from
their colleagues.
¶
Anthony S. Bryk, president of the Carnegie
Foundation for the Advancement of Teaching, has estimated that other fields
spend 5 percent to 15 percent of their budgets on research and development,
while in education, it is around 0.25 percent. Education-school researchers
publish for fellow academics; teachers develop practical knowledge but do
not evaluate or share it; commercial curriculum designers make what
districts and states will buy, with little regard for quality. We most
likely will need the creation of new institutions — an educational
equivalent of the National Institutes of Health, the main funder of
biomedical research in America — if we are to make serious headway.
¶ We also need
to develop a career arc for teaching and a differentiated salary structure
to match it. Like medical residents in teaching hospitals, rookie teachers
should be carefully overseen by experts as they move from apprenticeship to
proficiency, and then mastery. Early- to mid-career teachers need time to
collaborate and explore new directions — having mastered the basics, this is
the stage when they can refine their skills. The system should reward master
teachers with salaries commensurate with leading professionals in other
fields.
¶ In the past
few years, 45 states and the District of Columbia have adopted Common Core
standards that ask much more of students; raising standards for teachers is
a critical parallel step. We have an almost endless list of things that we
would like the next generation of schools to do: teach critical thinking,
foster collaboration, incorporate technology, become more student-centered
and engaging. The more skilled our teachers, the greater our chances of
achieving these goals.
¶
Undergraduate education programs and graduate schools of education have long
been faulted for being too disconnected from the realities of practice.
The past 25 years have seen
the creation of an array of different providers to train teachers — programs
like Teach for America, urban-teacher residencies and, most recently,
schools like
High Tech High in San Diego and
Match High School in Boston that are running their
own teacher-training programs.
Continued in article
A study released last
week by researchers at Harvard and Stanford quantified what everyone in my
hometown already knew: even the most talented rural poor kids don’t go to the
nation’s best colleges. The vast majority, the study found, do not even try
---
http://www.nytimes.com/2013/03/17/education/scholarly-poor-often-overlook-better-colleges.html?pagewanted=all&_r=1&
"The Ivy League Was Another Planet," Claire Vaye Watkins, The New
York Times, March 28, 2013 ---
http://www.nytimes.com/2013/03/29/opinion/elite-colleges-are-as-foreign-as-mars.html?hpw&_r=0#h[ItgRaw,1]
. . .
¶ A
study released last week by researchers at Harvard
and Stanford quantified what everyone in my hometown already knew: even the
most talented rural poor kids don’t go to the nation’s best colleges. The
vast majority, the study found, do not even try.
¶ For deans of
admissions brainstorming what they can do to remedy this, might I suggest:
anything.
¶ By the time
they’re ready to apply to colleges, most kids from families like mine —
poor, rural, no college grads in sight — know of and apply to only those few
universities to which they’ve incidentally been exposed. Your J.V.
basketball team goes to a clinic at University of Nevada, Las Vegas; you
apply to U.N.L.V. Your Amtrak train rolls through San Luis Obispo, Calif.;
you go to Cal Poly. I took a Greyhound bus to visit high school friends at
the University of Nevada, Reno, and ended up at U.N.R. a year later, in
2003.
¶ If top
colleges are looking for a more comprehensive tutorial in recruiting the
talented rural poor, they might take a cue from one institution doing a
truly stellar job: the military.
¶ I never saw
a college rep at Pahrump Valley High, but the military made sure that a
stream of alumni flooded back to our school in their uniforms and fresh
flattops, urging their old chums to enlist. Those students who did even
reasonably well on the Asvab (the
Armed Services Vocational Aptitude Battery, for
readers who went to schools where this test was not so exhaustively
administered) were thoroughly hounded by recruiters.
¶ My school
did its part, too: it devoted half a day’s class time to making sure every
junior took the Asvab. The test was also free, unlike the ACT and SAT, which
I had to choose between because I could afford only one registration fee. I
chose the ACT and crossed off those colleges that asked for the SAT.
¶ To take the
SAT II, I had to go to Las Vegas. My mother left work early one Friday to
drive me to my aunt’s house there, so I could sleep over and be at the
testing facility by 7:30 on Saturday morning. (Most of my friends didn’t
have the luxury of an aunt in the city and instead set their alarms for
4:30.) When I cracked the test booklet, I realized that in registering for
the exam with no guidance, I’d signed up for the wrong subject — Mathematics
Level 2, though I’d barely made it out of algebra alive. Even if I had had
the money to retake the test, I wouldn’t have had another ride to Vegas. So
I struggled through it and said goodbye to those colleges that required the
SAT II.
¶ But the most
important thing the military did was walk kids and their families through
the enlistment process.
¶ Most parents
like mine, who had never gone to college, were either intimidated or
oblivious (and sometimes outright hostile) to the intricacies of college
admissions and financial aid. I had no idea what I was doing when I applied.
Once, I’d heard a volleyball coach mention paying off her student loans, and
this led me to assume that college was like a restaurant — you paid when you
were done. When I realized I needed my mom’s and my stepfather’s income
information and tax documents, they refused to give them to me. They were, I
think, ashamed.
¶ Eventually,
I just stole the documents and forged their signatures. (Like nearly every
one of the dozen or so kids who went on to college from my class at P.V.H.S.,
I paid for it with the $10,000 Nevada
Millennium Scholarship, financed by Nevada’s share
of the
Tobacco Master Settlement Agreement.)
¶ Granted, there’s a good reason top
colleges aren’t sending recruiters around the country to woo kids like me
and Ryan (who, incidentally, got his B.S. at U.N.R. before going on to earn
his Ph.D. in mechanical engineering from Purdue and now holds a prestigious
postdoctoral fellowship with the National Research Council). The Army needs
every qualified candidate it can get, while competitive colleges have far
more applicants than they can handle. But if these colleges are truly
committed to diversity, they have to start paying attention to the rural
poor.
¶ Until then,
is it any wonder that students in Pahrump and throughout rural America are
more likely to end up in Afghanistan than at N.Y.U.?
Jensen Comment
The conclusions above do not necessarily apply to elite Ph.D. programs where top
college graduates XYZ state universities more frequently find their way into the
Ivy League's hallowed halls on full-ride financial support packages. For
example, years ago I graduated from a small Iowa farm town high school that I
don't think ever placed a high school graduate in any of the nation's Ivy League
universities. I commenced my higher education journey at Iowa State University.
However, quite a few of this high school's graduates eventually made their way
into doctoral programs in the Ivy League-class universities.
In my case I was given a full-ride fellowship (including room and board) to
enroll in the Stanford University Ph.D. program after earning my MBA degree from
the University of Denver. Much depends, however, on what the competition is for
those graduate schools. In my case there was less competition to get into
Stanford's accounting doctoral program than Stanford's MBA program. I'm
absolutely certain that, even if I had been admitted into Stanford's MBA
program, I would not have been given a full-ride financial fellowship.
Even today, I think applicants to accounting doctoral programs are more
apt to get full-ride fellowships as doctoral students than if they instead
applied for those elite MBA programs. Of course the incoming number of
doctoral students is less than one percent than that of the popular Ivy League
MBA programs. Many more top students apply for elite MBA degrees rather than
Ph.D. degrees that take many more years of study and do not offer those Wall
Street jobs upon attaining a Ph.D. diploma. Wall Street prefers the Ivy
League's MBA hotshots.
Ironically, some of us unable to get Wall Street job offers ended up teaching
the graduates who made millions and millions on Wall Street.
How many high-cap corporate CEOs have accounting Ph.D. degrees?
Off had, I can't think of one CEO of among Fortune 500 companies that
has a Ph.D. in accounting, although I can think of a lot of them that have MBA
degrees.
Have You Been Invited to
Retire?
July 20, 2011 message from a friend
Have you all heard about the latest Buy-out
Proposal at my university?. I think it is that if you are over 63 and have
been with the University for 5 years you can retire in January or May of the
next academic year. You will get something like 1.7 X your yearly salary in
a lump sum (-minus FICA, etc).
What a deal. There are 5 people eligible in our
department out of 7 faculty. Three intend to do it, one isn't and one is on
the fence.
XXXXX
Jensen Comment
There are many reasons for such deals. The scholastic life of a university aided
greatly by infusion of new blood.
But I would certainly hate to be running a university that has to replace half
of its business school, its computer science department, its school of
engineering, and its half its medical school all at the same time. That's too
much of a shock in one year --- and a very expensive shock in professional
schools living with heavy salary compression of senior faculty.
This is probably a great deal for faculty with $2 million in TIAA and
substantial other savings and a yearning to breathe free. Presumably the
University will also provide health insurance until eligible for Medicare.
It may not be such a good deal for faculty having less than $1 million in TIAA
and not-so-great outside savings. It may not be such a good deal for faculty
with trophy spouses that will not be eligible for Medicare for another ten or
more years.
It is probably not a good deal to start Social Security benefits at Age 63
unless you expect to die young. For those that anticipate a long life, the best
year to start Social Security collections is probably Age 70 in order to
maximize lifetime benefits, although Social Security deals are somewhat
uncertain in the present legislative fight over entitlements.
"I Have Been Invited to Retire," Anonymous, Chronicle of Higher
Education, October 17, 2010 ---
http://chronicle.com/article/I-Have-Been-Invited-to-Retire/124912/
In late spring, the tide of articles on academic
topics began to shift from the woeful hiring conditions for those in the
humanities to the pleasure and pain of retirement. Reading the news and the
three (too cheerful, it seemed) e-mails from my college inviting me to
consider early retirement, I was reminded of a Woody Allen joke in Annie
Hall. Two women at a Catskills resort are talking, and one says: "Boy, the
food at this place is really terrible." The other one says, "Yeah, I know.
And such small portions."
In this case, the portions are indeed small: The
payout is far less than the two years' salary offered by some institutions
or even the one year's worth at many others, and it comes with only six
months' continuance of a costly health-care plan.
Furthermore, the paperwork includes a lengthy
confidentiality clause. An applicant must pledge not only never to disclose
the terms of the agreement but also never to discuss anything negative,
whether "facts, opinions, or beliefs," about the college. The clause, I've
been told, resembles those in corporate agreements. Presumably, then, along
with my keys, I'd be relinquishing my academic freedom. If I were to sign
the release, I could not write this essay (clearly not the case for those at
some larger institutions, who have disclosed such information in interviews
with The Chronicle).
So here is another argument for not pursuing the
dream of college teaching in the humanities: After five to 10 years spent
acquiring an advanced degree or two, and, for many, subsequent years spent
as adjuncts, the time between receiving the first contract for a full-time
position and opening that invitation to retire early isn't very long.
In my case, it was 14 years. In the week of the
first anniversary of my promotion to full professor, I received the first
invitation to consider leaving. I told myself that it wasn't personal; the
mailing went out to everyone who would be 55 as of this summer and who had
served the college for at least 10 years. But it felt personal. As one of
the staff members who left said, "It feels as though no one values what I
did."
It's not as though I haven't considered leaving.
The workload is sometimes overwhelming, and the politics are abysmal. And I
have plenty of other things to keep me busy until my mid-90s (the age of a
few professors of my oldest child at her university, and the age I'd
originally targeted for my retirement).
I could write full time, instead of storing up my
notes for summer and winter breaks. I could devote many more hours to the
gardens at my house and my parents'. I could join either of the two women
who have invited me to form business partnerships, one in education, the
other in retail. I could return to doing volunteer service, which my
full-time professorship has left no time for. I could devote even more time
to my parents, who are in their late 80s, and to my new granddaughter, who
is approaching 8 months.
There are several reasons, however, that I don't
feel quite ready to leave. One practical reason is that our youngest child
still isn't settled in her own life. A recent graduate, she has cobbled
together two part-time jobs and is still finding her way, partly with my
husband's and my support. Far bigger reasons are my attachment to the
students and to several courses and programs that I've developed.
I didn't plan to fall in love with the students at
my small college, but I have, over and over again. Some of them have been
classic good students, hardworking and an easy pleasure to work with. Others
have been tougher, and tougher to love, but with them I have accomplished
some of my most rewarding work. As for courses, a former provost once
reminded me rather sharply that "we don't own courses here." Aside from the
practical aspect of needing to have, at the least, a dependable subset of
regularly recurring classes when one is teaching eight to 10 courses per
year, I believe that good teachers do, in fact, "own" at least a few of
their courses—those they have created out of need or desire, certainly out
of expertise, and have honed over time.
When I was hired, I was expected not only to pick
up where two retiring professors had left off and to carry their classes,
but also to create new courses in two areas. Eventually I created over a
dozen classes, in three areas. At my tenure ceremony, a provost (not the one
mentioned above) cited my "course creation" in her introduction.
Subsequently hired faculty members—full-time, part-time, and adjunct—have
since taught many of those courses, without knowing that I started them. And
that's fine with me. There were areas where the humanities program was weak.
I don't have to teach classes in all of them; I just need to know that
students are getting them. I would very much like to own two particular
courses, but even those have occasionally been taught by others—and I hope
that they will be taught long after I finally do decide to leave.
Sometimes I think of the metaphor of the stone and
the pond—how if you drop a stone in the water, there are ripples for a bit
and then there is once again just the smooth surface. I am concerned about
the two programs I helped create, one a minor and one a concentration. While
we still list both under the departmental offerings, the courses that count
toward them have been drastically cut. I've been told this is temporary, and
I'd like to stay long enough to see those programs fully re-established and
running well. You might call it my legacy. I'd like to know that I
accomplished something, even as I reflect that, ironically, such a fervent
wish must be a sign of getting older.
Older, not old. I am 59, soon to be 60. Thanks to
good genes from both sides of my family, I don't look my age; I can easily
"pass" for 45—the age I was when I started teaching at my college.
There's the rub. At some point, I began thinking of
this place as "my college." But it isn't, and there have been signs of that
for over a year. When I mentioned to a colleague that I had been passed over
for several ad hoc committees, he told me that a member of the new
administration had dismissively referred to the two of us as members of the
"old"—and presumably obsolete?—"guard," this despite our work in course
creation, our teaching awards, our experience on committees, our
publications and conferences, and our dedication to—our belief in—the
institution.
Here's one more aspect of my education, then—a
lesson in humility. That isn't necessarily a bad lesson, although in this
instance it seems somewhat unjust. In my earliest dream scenarios, I never
envisioned that my brilliant career would end quite like this.
Continued in article
Jensen Comment
There are really several reasons for generous early retirement deals. I've seen
almost all of these in operation. One is to selectively eliminate dead wood
tenured professors who are considered to be more dysfunctional than effective in
classrooms for whatever reason. The second is to reduce the size of a department
that has experienced a severe decline in majors for whatever reason. The third
is general agreement that the college is just too top heavy with tenured faculty
and not experiencing enough new blood transfusions of new faculty. A fourth is
general agreement that the tenured faculty lacks racial, gender, and/or
political diversity. A fifth is to lower budgets in times of financial exigency.
There are other reasons such as to put a carrot in front of a 88-year old
popular teacher who last read a scholarly journal/book at age 60.
From a personal advice standpoint, faculty considering early retirement
should consider some things in their severance negotiations in addition to
future losses in salary.. First and foremost apart from salary loss are medical
coverages of themselves and their spouses. Some 76-year old professors who want
desperately to retire cannot do so because they took on trophy (much younger)
spouses for whom new medical coverage is very expensive. It's not yet clear how
much relief will be granted by the new health care bill requiring insurance
companies never to deny coverage for preconditions. It's still uncertain what
the costs of these private policies are going to become after such preconditions
are factored into premiums.
Especially note that you or your spouse may have to be at least 65 before
being eligible for Medicare coverage unless declared disabled.
Second, consideration should be given to the creeping age requirements for
full social security benefits. My father was eligible for full coverage at age
65 (although he waited until he was 70). In an earlier message I mistakenly
claimed my full benefits age was 67. It was actually not that high but it was
over 65 ---
http://www.ssa.gov/retire2/agereduction.htm
Also note that if you delay receiving early or full social security benefits
you can increase your ultimate benefits, especially if you wait until 70 years
of age like my father elected to do so he could increase his monthly benefits
for the rest of his life. You should also consider the explosion in life
expectancies:
http://www.efmoody.com/estate/lifeexpectancy.html
Third you should note that the amount of social security benefits received
varies with average monthly earnings such that consideration should be give to
expected increases in salary before retirement ---
http://www.ssa.gov/OP_Home/handbook/handbook.07/handbook-0701.html
Fourth you should carefully consider the timing of retirement plans you might
cash in on if you retire early. For example, the 2008 collapse of the stock
market forced many TIAA-CREF holders to delay retirements due to considerable
losses in their retirement accounts. I benefited by retiring in 2006 while the
retirement accounts were doing quite well in what turned out to be a price
bubble. I elected to retire on fixed life annuities for most of my accounts. If
you changed universities, you will discover that you most likely have more than
one TIAA-CREF account that factor retirement options differently. I taught at
four universities across 40 years and discovered that I had six accounts when I
retired. I now get six separate IRS 1099 forms each January. Sometimes a given
university even changes the rules for retirement such that TIAA-CREF creates an
account before and after a rule change. For example, the university may change
the rules on how much a retiree can obtain in cash settlement of an account on
the date of retirement. Some universities are paternalistic and put up barriers
for retirees to become Lotus Eaters ---
http://maugham.classicauthors.net/lotuseater/
Fifth you also have to consider your personal portfolio of mutual funds, real
estate, spousal earnings, etc. Your real estate investments probably declined
and will recover very, very slowly. This is not always the case. I inherited an
Iowa farm in 2001 that I sold when I retired in 2006. This farm is worth much
more today due largely to absurd government subsidies on corn ethanol combined
with absurd import duties on cheaper ethanol that could otherwise be imported
from cheap, high-quality ethanol producers like Brazil. Thank you for that
Senator Harkin. I underestimated your power in the Senate.
Your stock investments have recovered pretty well since 2008 if you were
sufficiently diversified. Bonds may go down in value if interest rates rise
above their current all-time lows. However, TIAA retirement deals do not
fluctuate as wildly as daily bond prices.
Sixth there are all sorts of tax considerations, and I ceased being a tax
accountant in 1961 when I resigned from Ernst & Ernst and entered Stanford's
doctoral program. I offer no tax advice but do provide some helper links
at
http://www.trinity.edu/rjensen/Bookbob1.htm#010304Taxation
I will offer practicing accountants some great advice. Consider becoming a tax
accounting professor. There's an immense shortage of PhD tax professors such
that you may be the highest paid professor in a university while also making a
fortune in tax consulting. Not all universities have tax accounting PhD
programs. Don't go to Stanford for tax accounting. The best choices are probably
flagship state universities with "relatively large" accounting doctoral
programs. I say "relatively large" because there are no longer any large North
American accounting doctoral programs ---
http://www.jrhasselback.com/AtgDoct/XDocChrt.pdf
Lastly, you must consider how much you truly continue to enjoy your career. I
know some retired professors who just grew weary of what they viewed, perhaps
mistakenly, as lower quality students or more plagiarizing students. I know of
some faculty who retired because they grew weary of ungrateful students who used
teaching evaluations to extort higher grades in grade-inflated colleges.
I know of some professors who could've retired years ago who just love
teaching more than any alternative they can think of to occupy their time in
retirement. Faculty greatly vary as to how much they continue to enjoy their
careers as the years pile on.
I will say that if I had to choose all over again, I would still become an
accounting professor relative to any other imagined career. Being a professor is
the closest thing to really being your own boss of your time and boss of what
tasks that engage your brain. Both students and other faculty do provide
exciting temptations of where to put your brain to work. Long before I retired I
discovered that leisure is boring!
"Aging Professors Create a Faculty Bottleneck At some universities, 1 in 3
academics are now 60 or older," Audrey Williams June, Chronicle of Higher
Education, March 18, 2012 ---
http://chronicle.com/article/Professors-Are-Graying-and/131226/?sid=at&utm_source=at&utm_medium=en
When Mary Beth Norton went to work at Cornell
University in 1971, she was the history department's first female hire. But
now the accomplished professor has a different mark of distinction: She is
the oldest American-history scholar at Cornell.
"I've always thought of myself as the sweet young
thing in the department," Ms. Norton, who will turn 69 this month, says with
a laugh. "But that's not true anymore."
A growing proportion of the nation's professors are
at the same point in their careers as Ms. Norton: still working, but with
the end of their careers in sight. Their tendency to remain on the job as
long as their work is enjoyable—or, during economic downturns, long enough
to make sure they have enough money to live on in retirement—has led the
professoriate to a crucial juncture.
Amid an aging American work force, the graying of
college faculties is particularly notable. According to data from the Bureau
of Labor Statistics, the number of professors ages 65 and up has more than
doubled between 2000 and 2011. At some institutions, including Cornell, more
than one in three tenured or tenure-track professors are now 60 or older. At
many others—including Duke and George Mason Universities and the
Universities of North Carolina at Chapel Hill, Texas at Austin, and
Virginia—at least one in four are 60 or older. (See chart below.)
Colleges have been talking about an impending mass
exodus of baby-boomer professors for at least the past decade, but it hasn't
occurred yet because people in their 60s, in particular, aren't ready to
retire. But even with the preponderance of older faculty in academe, experts
say that widespread retirements aren't imminent, but instead will most
likely take place in spurts over the next 10 years or so as more professors
reach age 70.
In the meantime, the challenges of an aging work
force are especially salient for colleges. Faculty can retire at will (a
perk that began with the end of mandatory retirement in 1994), and young
Ph.D.'s are waiting in the wings for jobs. Institutions are also struggling
to manage faculty renewal at a time when the position left behind by a
retired faculty member might be lost to budget cuts.
Older professors understand what's at stake. But at
the same time, they have managed to craft professional and personal lives
that they're not ready to walk away from. And some administrators, who are
themselves often in the same age bracket as the faculty in question, can
relate. Yet their task of preparing for the next generation, while managing
the previous one, remains.
Data on faculty ages collected by The Chronicle
provides a window into how the shifting demographics of professors is
playing out similarly at all types of colleges across the nation. The
problem is more pronounced at some places, particularly at elite research
institutions like Cornell, where senior professors often have particular
freedom to shape their academic pursuits to fit their interests. At other
kinds of institutions where the workload isn't as flexible, studies have
shown, faculty members are more inclined to retire.
. . . (Insert Graph)
the percentage of professors in their 70s and
beyond has doubled since 2000; they now make up 6 percent of the
university's 1,500-member faculty. Other places with a sizable percentage of
faculty members in their 70s and older include Claremont McKenna College and
the University of Texas at Austin, both of which have 7 percent of their
faculty in that age group, and the University of Florida, with 6 percent.
The issue of aging faculty is complex, in part
because of the nature of academic work. The faces behind the numbers, like
Ralph M. Stein of Pace University, are lifelong academics who have often
crafted careers at a single institution whose reputation they have helped to
build. Their work isn't just a way to earn a living, but instead a major
part of their identity. And that can make it difficult for professors to
give up their jobs.
"Working Into the Sunset," by Elizabeth Murphy, Inside Higher Ed,
November 29. 2011 ---
http://www.insidehighered.com/news/2011/11/29/survey-documents-retirement-worries-higher-ed-employees
More than 6 in 10 higher education employees fear
their retirement savings will not be enough for a comfortable retirement,
according to a survey released Monday by Fidelity Investments.
The survey found that most employees in academe —
regardless of age — feel like novices when it comes to investing their
money. More than half of those surveyed reported they feel “overwhelmed” by
the investing process and wish they had more guidance from their employers,
according to the survey.
Fidelity officials said this trend seems to be
indicative of the economy as a whole. As the economy dipped, employees were
being asked to take on more responsibility for their own retirement savings,
and many fear for the long-term viability of Social Security.
"It's not all that surprising when you look at the
rollercoaster people have been on in the last 18 to 24 months in the
market," said Lauren Brouhard, senior vice president of marketing of the tax
exempt market at Fidelity Investments, said. "It's not uncommon for people
to be investing more conservatively, especially younger investors who are
skittish based on the markets that they see."
Fidelity surveyed about 600 higher education
employees, including faculty members, administrators, general staff and
executive staff members from private and public institutions, and analyzed
the responses by employee age. (Those surveyed were among all higher
education employees, randomly selected, regardless of whether they are
Fidelity clients.) Most respondents said they do not have a formal
retirement plan, even though they say that is the most important savings
area for them.
And even though the younger groups should be more
aggressive with their investments, the survey found their asset allocations
are on par with those in the baby boomer group. It also found that half of
the employees surveyed considered themselves “conservative” retirement
investors, no matter the age.
Select Fidelity Survey Findings
Continued in article
Jensen Comment
What the article does not stress is that the freedom of time allocation for most
working professors makes their jobs more like retirement than is possible in
most other working careers. Some older professors really abuse their privileges
by teaching on automatic pilot, spending less than 20 hours per week in their
offices, and living like retirees the rest of the time. What's the incentive to
retire?
Of course other older professors live much more stressful lives teaching and
conducting research and maintaining Websites 70 or more hours per week. But many
of these often like their working lives so much that they prefer this working
life to a "boring" retirement.
What professors needed was more parenting time when their children were very
young. Unfortunately, this is often that stage of their careers that was the
most stressful when they were still seeking tenure and/or promotions to full
professorships. After Age 60 their children are grown, and their work on campus
is often less stressful than it was when they were younger.
The article does not mention another thing that keeps older professors on the
job long after retirement age --- newer and younger trophy spouses who lose
their medical insurance when their professor spouses retire. This may change
when and if Obamacare kicks in and many universities drop medical insurance
plans for employees. I'm not just being facetious here. I know at least two
professors at Trinity working long beyond retirement age primarily to continue
their medical insurance benefits for younger trophy spouses. Fortunately for me
my wife was on Medicare when I retired --- no younger trophy spouse for me.
"Business Schools Are Hiring a New Kind of Dean," by Katherine Mangan,
Chronicle of Higher Education, December 16, 2011 ---
http://chronicle.com/article/Business-Schools-Are-Hiring-a/130111/?sid=at&utm_source=at&utm_medium=en
Faced with stagnant enrollment, pressure to expand
overseas, and the demands of recruiters for more-relevant training, business
schools today are searching for a new kind of dean: one who has broad
leadership skills rather than narrow expertise in areas like economics or
finance, according to a
new report.
Search committees have, over the past 18 months,
zeroed in on candidates with a leadership profile "that emphasizes CEO-style
breadth and organizational expertise over more-narrow academic mastery,"
says the report, "The Business School Dean Redefined." It was published by
the Korn/Ferry Institute, which studies executive-recruiting trends.
Many of the new deans emerge from fields like
organizational development and management, while in the past they were more
likely to have backgrounds in finance and economics, says one of the
report's authors, Kenneth L. Kring, a senior client partner in the
Philadelphia office of Korn/Ferry International, the institute's parent
company.
Leading a business school is particularly
challenging now, he and his co-author, Stuart Kaplan, chief operating
officer of the group's leadership consulting group, say.
"Managing the 'business of the business school' is
a complex job, similar to that of a CEO, yet with challenges that do not
constrain private-enterprise chief executives," the report states. "Few
CEOs, for example, must grapple with the concept of a tenured work force,
highly diffused authority, and funding constraints placed by donors."
The same economic pressures that have battered
endowments, squeezed fund-raising, and forced business schools to rely more
heavily on tuition have crimped companies' willingness to help send their
promising executives to school, causing flat or falling enrollments in many
business programs.
Continued in article
Jensen Comment
One of the problems with hiring administrators at most any level (including
CEOs) is what to do with them after they retire whether or not they were given
tenure before they retire. Many really don't want to stay on as full-time
employees, but there are also many who still want to be on the payroll. For
example, if an administrator has never taught at the college level and never
conducted academic research, a problem arises when keeping him or her on the
payroll. The problem is just about as bad if that person is a PhD who has not
taught or conducted academic research in the past 20 years.
My experience with college administrators is that in the back of their minds
they feel that they will be God's gift to students if and when they move into
the classroom. Outside CEOs and CPA firm partners often have the same confidence
in their teaching before they try to teach. In some cases, they are God's gift
to students. But more often than not they are the Devil's gift to students in
classrooms.
Of course there are some deans and college CEOs who teach occasional courses
in semesters when they are mostly administrators. This in some ways is a good
thing, because it helps them to keep their skills honed and perhaps makes them
more empathetic regarding the teaching and research pressures brought to bear on
faculty.
"University of California Faculty, Administrators Earning > $245k to Sue for
Higher Pensions," by Paul Caron, Tax Professor Blog, December 30, 2010
---
http://taxprof.typepad.com/
Three dozen of the University of California's
highest-paid executives are threatening to sue unless UC agrees to spend
tens of millions of dollars to dramatically increase retirement benefits for
employees earning more than $245,000.
"We believe it is the University's legal, moral and
ethical obligation" to increase the benefits, the executives wrote the Board
of Regents in a Dec. 9 letter and position paper obtained by The Chronicle.
...
The executives fashioned their demand as a direct
challenge to UC President Mark Yudof, who opposes the increase. "Forcing
resolution in the courts will put 200 of the University's most senior, most
visible current and former executives and faculty leaders in public
contention with the President and the Board," they wrote. ...
They want UC to calculate retirement benefits as a
percentage of their entire salaries, instead of the federally instituted
limit of $245,000. The difference would be significant for the more than 200
UC employees who currently earn more than $245,000.
Under UC's formula, which calculates retirement
benefits on only the first $245,000 of pay, an employee earning $400,000 a
year who retires after 30 years would get a $183,750 annual pension. Lift
the cap, and the pension rises to $300,000. ...
The executives say the higher pensions are overdue
because the regents agreed in 1999 to grant them once the IRS allowed them
to lift the $245,000 cap, a courtesy often granted to tax-exempt
institutions like UC. The IRS approved the waiver in 2007.
Yudof wants the regents to rescind their original
approval of the higher pensions, but withdrew his recommendation after
receiving the letter. He did so to allow "time for further review by the
regents," his spokesman said.
"The Real Reason Organizations Resist Analytics," by Michael Schrage,
Harvard Business Review Blog, January 29, 2013 ---
Click Here
http://blogs.hbr.org/schrage/2013/01/the-real-reason-organizations.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
While discussing a Harvard colleague's world-class
work on how big data and analytics transform public sector effectiveness, I
couldn't help but ask: How many public school systems had reached out to him
for advice?
His answer surprised. "I can't think of any," he
said. "I guess some organizations are more interested in accountability than
others."
Exactly. Enterprise politics and culture suggest
analytics' impact is less about measuring existing performance than creating
new accountability. Managements may want to dramatically improve
productivity but they're decidedly mixed about comparably increasing their
accountability.
Accountability is often the unhappy byproduct
rather than desirable outcome of innovative analytics. Greater
accountability makes people nervous.
That's not unreasonable. Look at the
vicious politics and debate in New York and other
cities over analytics' role in assessing public school teacher performance.
The teachers' union argues the metrics are an unfair and pseudo-scientific
tool to justify firings. Analytics' champions insist that
the transparency and insight these metrics provide are essential for
determining classroom quality and outcomes. The
arguments over numbers are really fights over accountability and its
consequences.
At one global technology services firm, salespeople
grew furious with a CRM system whose new analytics effectively held them
accountable for pricing and promotion practices they thought undermined
their key account relationships. The sophisticated and near-real-time
analytics created the worst of both worlds for them: greater accountability
with less flexibility and influence.
The evolving marriage of big data to analytics
increasingly leads to a phenomenon I'd describe as "accountability creep" —
the technocratic counterpart to military "mission creep." The more data
organizations gather from more sources and algorithmically analyze, the more
individuals, managers and executives become accountable for any unpleasant
surprises and/or inefficiencies that emerge.
For example, an Asia-based supply chain manager can
discover that the remarkably inexpensive subassembly he's successfully
procured typically leads to the most complex, time-consuming and expensive
in-field repairs. Of course, engineering design and test should be held
accountable, but more sophisticated data-driven analytics makes the
cost-driven, compliance-oriented supply chain employee culpable, as well.
This helps explain why, when working with
organizations implementing big data initiatives and/or analytics, I've
observed the most serious obstacles tend to have less to do with real
quantitative or technical competence than perceived professional
vulnerability. The more managements learn about what analytics might mean,
the more they fear that the business benefits may be overshadowed by the
risk of weakness, dysfunction and incompetence exposed.
Culture matters enormously. Do better analytics
lead managers to "improve" or "remove" the measurably underperforming? Are
analytics internally marketed and perceived as diagnostics for helping
people and processes perform "better"? Or do they identify the productivity
pathogens that must quickly and cost-effectively be organizationally
excised? What I've observed is that many organizations have invested more
thought into acquiring analytic capabilities than confronting the
accountability crises they may create.
For at least a few organizations, that's led to
"accountability for thee but not for me" investment. Executives use
analytics to impose greater accountability upon their subordinates.
Analytics become a medium and mechanism for centralizing and consolidating
power. Accountability flows up from the bottom; authority flows down from
the top.
Continued in article
Bob Jensen's threads on assessment ---
http://www.trinity.edu/rjensen/Assess.htm
Jensen Comment
Another huge problem in big data analytics is that the databases cannot possibly
answer some of the most interesting questions. For example, often they reveal
only correlations without any data regarding causality.
A Recent Essay
"How Non-Scientific Granulation Can Improve Scientific Accountics"
http://www.cs.trinity.edu/~rjensen/temp/AccounticsGranulationCurrentDraft.pdf
By Bob Jensen
This essay takes off from the following quotation:
A recent accountics science study suggests
that audit firm scandal with respect to someone else's audit may be a reason
for changing auditors.
"Audit Quality and Auditor Reputation: Evidence from Japan," by Douglas
J. Skinner and Suraj Srinivasan, The Accounting Review, September
2012, Vol. 87, No. 5, pp. 1737-1765.
Our conclusions are subject to two caveats.
First, we find that clients switched away from ChuoAoyama in large numbers
in Spring 2006, just after Japanese regulators announced the two-month
suspension and PwC formed Aarata. While we interpret these events as being a
clear and undeniable signal of audit-quality problems at ChuoAoyama, we
cannot know for sure what drove these switches (emphasis added).
It is possible that the suspension caused firms to switch auditors for
reasons unrelated to audit quality. Second, our analysis presumes that audit
quality is important to Japanese companies. While we believe this to be the
case, especially over the past two decades as Japanese capital markets have
evolved to be more like their Western counterparts, it is possible that
audit quality is, in general, less important in Japan (emphasis
added) .
Purpose Of Education
Question
What is the difference between education and indoctrination?
Education ---
http://en.wikipedia.org/wiki/Education
Indoctrination ---
http://en.wikipedia.org/wiki/Indoctrination
Where many voices of education are silenced
Training ---
http://en.wikipedia.org/wiki/Training
"Noam Chomsky Spells Out the Purpose of Education," by Josh Jones,
Open Culture, November 2012 ---
http://www.openculture.com/2012/11/noam_chomsky_spells_out_the_purpose_of_education.html
E + ducere: “To lead or draw out.” The
etymological Latin roots of “education.” According to a former Jesuit
professor of mine, the fundamental sense of the word is to draw others out
of “darkness,” into a “more magnanimous view” (he’d say, his arms spread
wide). As inspirational as this speech was to a seminar group of budding
higher educators, it failed to specify the means by which this might be
done, or the reason. Lacking a Jesuit sense of mission, I had to figure out
for myself what the “darkness” was, what to lead people towards, and why. It
turned out to be simpler than I thought, in some respects, since I concluded
that it wasn’t my job to decide these things, but rather to present points
of view, a collection of methods—an intellectual toolkit, so to speak—and an
enthusiastic model. Then get out of the way. That’s all an educator can, and
should do, in my humble opinion. Anything more is not education, it’s
indoctrination. Seemed simple enough to me at first. If only it were so. Few
things, in fact, are more contentious (Google the term “assault on
education,” for example).
What is the difference between education and
indoctrination? This debate rages back hundreds, thousands, of years, and
will rage thousands more into the future. Every major philosopher has had
one answer or another, from Plato to Locke, Hegel and Rousseau to Dewey.
Continuing in that venerable tradition, linguist, political activist, and
academic generalist extraordinaire Noam Chomsky, one of our most
consistently compelling public intellectuals, has a lot to say in the video
above and elsewhere about education.
First, Chomsky defines his view of education in an
Enlightenment sense, in which the “highest goal in life is to inquire and
create. The purpose of education from that point of view is just to help
people to learn on their own. It’s you the learner who is going to achieve
in the course of education and it’s really up to you to determine how you’re
going to master and use it.” An essential part of this kind of education is
fostering the impulse to challenge authority, think critically, and create
alternatives to well-worn models. This is the pedagogy I ended up adopting,
and as a college instructor in the humanities, it’s one I rarely have to
justify.
Chomsky defines the opposing concept of education
as indoctrination, under which he subsumes vocational training, perhaps the
most benign form. Under this model, “People have the idea that, from
childhood, young people have to be placed into a framework where they’re
going to follow orders. This is often quite explicit.” (One of the entries
in the Oxford English Dictionary defines education as “the training
of an animal,” a sense perhaps not too distinct from what Chomsky means).
For Chomsky, this model of education imposes “a debt which traps students,
young people, into a life of conformity. That’s the exact opposite of what
traditionally comes out of the Enlightenment.” In the contest between these
two definitions—Athens vs. Sparta, one might say—is the question that
plagues educational reformers at the primary and secondary levels: “Do you
train for passing tests or do you train for creative inquiry?”
Chomsky goes on to discuss the technological
changes in education occurring now, the focus of innumerable discussions and
debates about not only the purpose of education, but also the proper methods
(a subject this site is deeply invested in), including the current unease
over the
shift to online over traditional classroom ed or
the
value of a traditional degree versus a certificate.
Chomsky’s view is that technology is “basically
neutral,” like a hammer that can build a house or “crush someone’s skull.”
The difference is the frame of reference under which one uses the tool.
Again, massively contentious subject, and too much to cover here, but I’ll
let Chomsky explain. Whatever you think of his politics, his erudition and
experience as a researcher and educator make his views on the subject well
worth considering.
Josh Jones is a doctoral candidate in English at
Fordham University and a co-founder and former managing editor of Guernica /
A Magazine of Arts and Politics.
Bob Jensen's threads on the liberal bias of the major media and higher
education ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#LiberalBias
"Rethinking Mentorship," by Michael Ruderman (MBA student at
Stanford), March 14, 2013---
http://www.huffingtonpost.com/michael-ruderman/mentors_b_2873228.html
Before starting at the Stanford Graduate School of
Business, I received corporate training and mentorship that was largely
directive. My managers told me what to do and I did it. When it came time
for longer-term career advice, my managers encouraged me to follow in their
footsteps.
Our dynamic, global economy demands creative
leaders who are able to forge new paths. Mentorship must be more about
empowering the mentee than about shaping the mentee to be like the mentor.
It wasn't until I arrived at business school that my mentors stopped telling
me what to do and started asking me questions. My mentors went from
"advising" me to "coaching" me. What were my priorities? Where did I want to
be in five, ten, twenty years? How did I define a successful, impactful
life?
Daniel Goleman's research in the Harvard Business
Review points out that the best managers must have several styles to be most
effective. He points out that the "coaching" style -- acting more like a
counselor than a traditional boss -- is used least often because it is the
hardest, not because it is the least effective. Coaching requires managers
to focus primarily on the personal development of their employees and not
just work-related tasks. It requires managers to tolerate "short-term
failure if it furthers long-term learning." Goleman points out that the
coaching style ultimately delivers bottom-line results.
I was selected to be an Arbuckle Leadership Fellow
at Stanford, a cohort of MBAs employing the coaching style to mentor other
MBAs. I started the program from the perspective that my professor Carole
Robin repeated over and over: our "coachees" were "creative, resourceful,
and whole." I can listen deeply, ask provocative questions, use my
intuition, reframe the problem, etc. But I don't need to tell them the
answer in order to be an effective leader.
I was randomly assigned nine first-year MBA
students to coach, all from different backgrounds. I would meet one-on-one
with each of them over coffee for an hour at a time. We would talk about
everything from their transition to business school life to their romantic
lives to career issues. "What should I do?" they each asked. But I wouldn't
tell them the answer. I would ask questions and try to help them find an
answer on their own.
"Why don't you just tell me what to do?" was a
common refrain from my coachees. Eventually the coachees internalized that I
worked to understand their perspective and to help them find the answer on
their own. Intellectual independence then bred empowerment. I watched a
quiet student transform into a powerful presence in front of an executive
audience.
I still had a nagging question: would the coaching
style only work at business school? Could I still be a successful coaching
manager and resist giving the answers in a real-world situation with
deadlines, budget pressures, and valuable relationships on the line? In the
run-up to the Out for Undergrad Tech Conference this February, I coached the
direct reports on my team. When I fielded a question, my first instinct was
to ask, "What do you think?" One of the volunteers on my team, a successful
young professional at one of the hottest Silicon Valley companies, was
frustrated at first, just as my MBA coachees were. But just like the
Stanford MBAs, he too began to internalize that he could come up with the
answers on his own. As soon as he would ask a question, he would pause,
acknowledge he was thinking through an answer, and offer a solution.
Employees are motivated by more than money, and
autonomy and purpose are two large motivating factors. As the global war for
talent grows ever more competitive, the need to cultivate and hold onto
talent is paramount. Coaching results in more autonomous employees who are
able to find meaning in their work and see the purpose of their actions.
Continued in article
Jensen Comment
Mentoring may be even more of a problem in doctoral programs. One of my better
former Trinity graduates was in the latter stages of an accounting doctoral
program when his mentor advised him not to try to be too creative when proposing
a dissertation and doing research on up to the point of receiving tenure. The
mentor's advice was to crank out General Linear Model regression studies that
are safe even if they were not very creative or exciting. Supposedly real
attempts at creativity might be wasted time until tenure was attained.
"Why Students Gripe About Grades," by Cathy Davidson, Inside Higher
Ed, January 7, 2013 ---
http://www.insidehighered.com/views/2013/01/07/essay-how-end-student-complaints-grades
Jensen Comment
Quite simply put --- times have changed. In days of old graduation diplomas were
the keys to the kingdom for careers and graduate studies. Now diplomas mean
almost nothing relative to grade point averages on transcripts. Given a choice
between graduating in nuclear chemistry with a 2.1 gpa versus a 3.43 gpa in
business versus a 3.96 gpa in art history, most students these days will
choose majors leading to the highest gpa unless there's virtually no chance for
advancement in a particular discipline.
Students who do not cheat still game the system to get higher grade averages
on transcripts ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#GamingForGrades
This includes avoiding state universities where grade competition may be much
higher than in smaller private colleges struggling for tuition revenue.
In the State of Texas the Top 10% of every public high school in Texas gets
automatic admission to the flagship University of Texas, including students with
horrid SAT or ACT scores. A student with a nearly perfect SAT score who
graduates below the 10% gpa cutoff will most likely not be admitted by UT ---
http://www.insidehighered.com/news/2009/06/01/texas
In most universities the Big Four accounting firms will not even interview
students with less than a 3.00 gpa, and in most colleges that threshold is set
much higher.
Graduate school admissions criteria often include a formula combining
multiplying gpa by some multiple of the score on a graduate admission test.
Those colleges playing down admission test scores put higher emphasis on gpa.
The most common gripe in student evaluations of their instructors in
RateMyProfessor.com is grading ---
http://www.ratemyprofessors.com/
Fantastic teachers are rated down for being tough on
grades. Mediocre teachers are rated up for giving mostly A grades.
Grading impacts teaching evaluations and teaching evaluations, in turn, have
led to ever increasing grade inflation ---
http://www.trinity.edu/rjensen/Assess.htm#RateMyProfessor
College, Reinvented ---
http://chronicle.com/section/College-Reinvented/656
"For Whom Is College Being Reinvented? 'Disruptions' have the buzz but
may put higher education out of reach for those students likely to benefit the
most," by Scott Carlson and Goldie Blumenstyk, Chronicle of Higher Education,
December 17, 2012 ---
http://chronicle.com/article/The-False-Promise-of-the/136305/
Last year, leading lights in for-profit and
nonprofit higher education convened in Washington for a conference on
private-sector innovation in the industry. The national conversation about
dysfunction and disruption in higher education was just heating up, and
panelists from start-ups, banking, government, and education waxed
enthusiastic about the ways that a traditional college education could be
torn down and rebuilt—and about how lots of money could be made along the
way.
During a break, one panelist—a banker who lines up
financing for education companies, and who had talked about meeting consumer
demands in the market—made chitchat. The banker had a daughter who wanted a
master's in education and was deciding between a traditional college and a
start-up that offered a program she would attend mostly online—exactly the
kind of thing everyone at the conference was touting.
For most parents, that choice might raise
questions—and the banker was no exception. Unlike most parents, however, the
well-connected banker could resolve those uncertainties, with a call to the
CEO of the education venture: "Is this thing crap or for real?"
In higher education, that is the question of the
moment—and the answer is not clear, even to those lining up to push for
college reinvention. But the question few people want to grapple with is,
For whom are we reinventing college?
The punditry around reinvention (including some in
these pages) has trumpeted the arrival of MOOC's, badges, "UnCollege," and
so on as the beginning of a historic transformation. "College Is Dead. Long
Live College!," declared a headline in Time's "Reinventing College"
issue, in October, which pondered whether massive open online courses would
"finally pop the tuition bubble." With the advent of MOOC's, "we're
witnessing the end of higher education as we know it," pronounced Joseph E.
Aoun, president of Northeastern University, in The Boston Globe
last month.
Read beneath the headlines a bit. The pundits and
disrupters, many of whom enjoyed liberal-arts educations at elite colleges,
herald a revolution in higher education that is not for people like them or
their children, but for others: less-wealthy, less-prepared students who are
increasingly cut off from the dream of a traditional college education.
"Those who can afford a degree from an elite
institution are still in an enviable position," wrote the libertarian
blogger Megan McArdle in a recent Newsweek article, "Is College a
Lousy Investment?" For the rest, she suggested, perhaps apprenticeships and
on-the-job training might be more realistic, more affordable options. Mr.
Aoun, in his Globe essay, admitted that the coming reinvention
could promote a two-tiered system: "one tier consisting of a campus-based
education for those who can afford it, and the other consisting of low- and
no-cost MOOC's." And in an article about MOOC's, Time quotes
David Stavens, a founder of the MOOC provider Udacity, as conceding
that "there's a magic that goes on inside a university campus that, if you
can afford to live inside that bubble, is wonderful."
But if you can't, entrepreneurs like him are
creating an industrialized version of higher education that the most fervent
disruptionists predict could replace mid-sized state institutions or
less-selective private colleges. "I think the top 50 schools are probably
safe," Mr. Stavens said.
A 'Mass
Psychosis'
Higher education does have real problems, and
MOOC's, badges—certificates of accomplishment—and other innovations have
real potential to tackle some of them. They could enrich teaching, add
rigor, encourage interdisciplinarity, reinforce education's real-world
applicability, and make learning more efficient—advances all sorely needed.
But the reinvention conversation has not produced
the panacea that people seem to yearn for. "The whole MOOC thing is mass
psychosis," a case of people "just throwing spaghetti against the wall" to
see what sticks, says Peter J. Stokes, executive director for postsecondary
innovation at Northeastern's College of Professional Studies. His job is to
study the effectiveness of ideas that are emerging or already in practice.
He believes that many of the new ideas, including
MOOC's, could bring improvements to higher education. But "innovation is not
about gadgets," says Mr. Stokes. "It's not about eureka moments. ... It's
about continuous evaluation."
The furor over the cost and effectiveness of a
college education has roots in deep socioeconomic challenges that won't be
solved with an online app. Over decades, state support per student at public
institutions has dwindled even as enrollments have ballooned, leading to
higher prices for parents and students. State funds per student dropped by
20 percent from 1987 to 2011, according to an analysis by the
higher-education finance expert Jane Wellman, who directs the National
Association of System Heads. States' rising costs for Medicaid, which
provides health care for the growing ranks of poor people, are a large part
of the reason.
Meanwhile, the gap between the country's rich and
poor widened during the recession, choking off employment opportunities for
many recent graduates. Education leading up to college is a mess: Public
elementary and secondary systems have failed a major segment of society, and
the recent focus on testing has had questionable results.
Part of the problem is that the two-tiered system
that Mr. Aoun fretted about is already here—a system based in part on the
education and income of parents, says Robert Archibald, an economics
professor at the College of William and Mary and an author of Why Does
College Cost So Much?
"At most institutions, students are in mostly large
classes, listening to second-rate lecturers, with very little meaningful
faculty student interaction," he says. "Students are getting a fairly
distant education even in a face-to-face setting."
If the future of MOOC's as peddled by some were to
take hold, it would probably exacerbate the distinction between "luxury" and
"economy" college degrees, he says. Graduates leaving high school well
prepared for college would get an even bigger payoff, finding a place in the
top tier.
"The tougher road is going to be for the people who
wake up after high school and say, I should get serious about learning," Mr.
Archibald says. "It's going to be tougher for them to maneuver through the
system, and it is already tough."
That's one reason economists like Robert B. Reich
argue for more investment in apprentice-based educational programs, which
would offer an alternative to the bachelor's degree. "Our entire economy is
organized to lavish very generous rewards on students who go through that
gantlet" for a four-year degree, says the former secretary of labor, now a
professor of public policy at the University of California at Berkeley. As a
country, he says, we need to "expand our repertoire." But it's important
that such a program not be conceived and offered as a second-class degree,
he argues. It should be a program "that has a lot of prestige associated
with it."
With few exceptions, however, the reinvention crowd
is interested in solutions that will require less public and private
investment, not more. Often that means cutting out the campus experience,
deemed by some a "luxury" these days.
Less Help Where
It's Needed
Here's the cruel part: The students from the bottom
tier are often the ones who need face-to-face instruction most of all.
"The idea that they can have better education and
more access at lower cost through massive online courses is just
preposterous," says Patricia A. McGuire, president of Trinity Washington
University. Seventy percent of her students are eligible for Pell Grants,
and 50 percent come from the broken District of Columbia school system. Her
task has been trying to figure out how to serve those students at a college
with the university's meager $11-million endowment.
Getting them to and through college takes advisers,
counselors, and learning-disability experts—a fact Ms. McGuire has tried to
convey to foundations, policy makers, and the public. But the reinvention
conversation has had a "tech guy" fixation on mere content delivery, she
says. "It reveals a lack of understanding of what it takes to make the
student actually learn the content and do something with it."
Amid the talk of disruptive innovation, "the real
disruption is the changing demographics of this country," Trinity's
president says. Waves of minority students, especially Hispanics, are
arriving on campus, many at those lower-tier colleges, having come from
schools that didn't prepare them for college work. "The real problem here is
that higher education has to repeat a whole lot of lower education," Ms.
McGuire says. "That has been drag on everyone."
Much of the hype around reinvention bypasses her
day-to-day challenges as a president. "All of the talk about how higher
education is broken is a superficial scrim over the question, What are the
problems we are trying to solve?" she says. The reinvention crowd has
motivations aside from solving higher education's problems, she suspects:
"Beware Chicken Little, because Chicken Little has a vested interest in
this. There is an awful lot of hype about disruption and the need for
reinvention that is being fomented by people who are going to make out like
bandits on it."
Siva Vaidhyanathan, a professor of media studies
and law at the University of Virginia and a frequent commentator on
technology and education, believes that some of the new tools and
innovations could indeed enhance teaching and learning—but that doing so
will take serious research and money.
In any case, he says, the new kinds of distance
learning cannot replace the vital role that bricks-and-mortar colleges have
in many communities.
Continued in article
Bob Jensen's threads on MOOCs, EdX, and MITx ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
"Turning Up the Volume on Graduate Education
Reform, by Katina Rogers, Chronicle of Higher Education, December 14,
2012 ---
http://chronicle.com/blogs/profhacker/graduate-education-reform/45043?cid=wc&utm_source=wc&utm_medium=en
The final weeks of the year, always a time for
reflection and renewal, are doubly so for humanities scholars because of the
timing of the MLA
and
AHA annual
conventions (and for some, the academic interviews and ensuing anxiety that
accompany them). Recently, a number of conversations discussing new models
for graduate education have taken place, giving the encouraging impression
that we are in a moment when long-standing issues in higher education,
including employment rates for PhD holders, may be receiving renewed
attention that will transform into action on a broader scale. At the same
time, some of the conversations have generated heated criticism.
In a single week, a number of high-profile articles
came to public view:
While any one of these items would have garnered a
good deal of discussion, the concentration of all of them appearing in such
a short period of time seriously turned up the volume on discussions about
graduate education reform. The topics of time to degree, job prospects,
curricular reform, and career training are not only highly complex; they’re
also intensely emotional. It’s not unexpected, then, that the articles and
reports of the past week would generate strong opinions, both of support and
critique.
Some of the criticisms that I saw last week
expressed concern that the voices of graduate students were being excluded
from the conversation; others worried that without the buy-in of senior
faculty, changes would not get off the ground. Both are true, though more
voices are represented in these conversations than is immediately apparent
in the press coverage. Another, more complex critique is that the movement
to shorten time-to-degree or to increase preparation for alternative
academic careers merely legitimizes the problems of a flooded job market and
the casualization of academic labor. These are major concerns, and I don’t
think anybody knows for sure whether the long-term effects of the proposed
changes will make a dent in the root of the problems. At the same time,
something has to be done, and I think it’s incredibly positive that we’re at
a point of action—and that at least some of that action is being initiated
at high levels.
Last week’s articles bring public attention to work
that has been ongoing for some time, and it’s worth noting that there’s a
great deal of research and discussion that is less newsworthy but that is a
crucial aspect of the movement toward change. One locus of conversation
about the state of graduate training occurred at the Scholarly Communication
Institute’s recent meeting,
Rethinking Graduate Education. The first of three
meetings on the topic, the workshop featured wide-ranging conversation and
pragmatic implementation discussions. While concrete pilot programs will be
developed in subsequent meetings in this series, already a number of
innovative concepts have been proposed, including establishing a form of
short-term rotations to increase graduate students’ exposure to other
academic and cultural heritage institutions in their community.
Following that meeting, Fiona Barnett, a
participant at the SCI workshop and director of the HASTAC Scholars Program,
broadened the conversation by introducing a
HASTAC forum on the same topic. While the size of
SCI’s meeting was limited in order to foster deeper engagement among
participants, the HASTAC forum opens up the dialogue to include many more
voices from graduate students and others who wish to contribute. The forum
has seen a high level of activity and a range of thoughtful ideas, including
developing something akin to a studio class, where students would develop
and present their own projects and engage in peer critique.
It’s also important to note that while the Stanford
proposal and the issues that Bérubé presented are examples of top-down
recommendations, some of the best examples of change are already happening
in small pockets and from the ground up. In order to call more attention to
them and to help find the patterns among strong programs, SCI is currently
developing a loose consortium of programs—called the Praxis Network—that
provide innovative methodological training and research support. More
information about the network will be available in early 2013. While
innovative programs may still feel more like the exception than the norm,
there are some outstanding examples that can serve as models for programs
that are considering making curricular changes or developing new
initiatives. By showcasing existing programs that are rethinking the ways
they train their students, we hope that their successes and challenges will
enable other programs and departments to enact changes that make sense for
their own institution and students.
Much of the conversation about graduate training
focuses on career readiness—regardless of whether that career is
professorial in nature. As readers of this space already know, over the past
several months, SCI has conducted a study on career preparation among
humanities scholars in alternative academic positions. An
early report from the study is now available, with
a fuller report to come in 2013. The upshot is that there’s much room for
improvement in helping to equip graduate students to succeed in whatever
career path they choose to pursue. Skills like project management and
collaboration are useful to all grad students, whether they plan to pursue a
professorship or another career; the same holds true for transparent
discussion about the job market and more systematic teaching about the
changing ecosystem of scholarly publishing. The data from the study will
provide a much more solid base than mere anecdote where institutional
structures are concerned.
Continued in article
Bob Jensen's threads on the need for doctoral program reform ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#DoctoralProgramChange
Robotics Displacing Labor Even in Higher
Education
"The New Industrial Revolution," by Jeffrey R. Young, Chronicle of Higher
Education's Chronicle Review, March 25, 2013 ---
http://chronicle.com/article/The-New-Industrial-Revolution/138015/?cid=cr&utm_source=cr&utm_medium=en
Baxter is a new type of worker, who is having no
trouble getting a job these days, even in a tight economy. He's a little
slow, but he's easy to train. And companies don't hire him, they buy him—he
even comes with a warranty.
Baxter is a robot, not a human, though human
workers in all kinds of industries may soon call him a colleague. His
plastic-and-metal body consists of two arms loaded with sensors to keep his
lifeless limbs from accidentally knocking over anyone nearby. And he has a
simulated face, displayed on a flat-panel computer monitor, so he can give a
frown if he's vexed or show a bored look if he's waiting to be given more to
do.
Baxter is part of a new generation of machines that
are changing the labor market worldwide—and raising a new round of debate
about the meaning of work itself. This robot comes at a price so
low—starting at just $22,000—that even businesses that never thought of
replacing people with machines may find that prospect irresistible. It's the
brainchild of Rodney Brooks, who also designed the Roomba robot vacuum
cleaner, which succeeded in bringing at least a little bit of robotics into
millions of homes. One computer scientist predicts that robots like Baxter
will soon toil in fast-food restaurants topping pizzas, at bakeries sliding
dough into hot ovens, and at a variety of other service-sector jobs, in
addition to factories.
I wanted to meet this worker of the future and his
robot siblings, so I spent a day at this year's Automate trade show here,
where Baxter was one of hundreds of new commercial robots on display. Simply
by guiding his hands and pressing a few buttons, I programmed him to put
objects in boxes; I played blackjack against another robot that had been
temporarily programmed to deal cards to show off its dexterity; and I
watched demonstration robots play flawless games of billiards on toy-sized
tables. (It turns out that robots are not only better at many professional
jobs than humans are, but they can best us in our hobbies, too.)
During a keynote speech to kick off the trade show,
Henrik Christensen, director of robotics at Georgia Tech, outlined a vision
of a near future when we'll see robots and autonomous devices everywhere,
working side by side with humans and taking on a surprisingly diverse set of
roles. Robots will load and unload packages from delivery trucks without
human assistance—as one company's system demonstrated during the event.
Robots will even drive the trucks and fly the cargo planes with our
packages, Christensen predicted, noting that Google has already demonstrated
its driverless car, and that the same technology that powers military drones
can just as well fly a FedEx jet. "We'll see coast-to-coast package delivery
with drones without having a pilot in the vehicle," he asserted.
Away from the futuristic trade floor, though, a
public discussion is growing about whether robots like Baxter and other new
automation technologies are taking too many jobs. Similar concerns have
cropped up repeatedly for centuries: when combines first arrived on farms,
when the first machines hit factory assembly lines, when computers first
entered businesses. A folk tune from the 1950s called "The Automation Song"
could well be sung today: "Now you've got new machines for to take my place,
and you tell me it's not mine to share." Yet new jobs have always seemed to
emerge to fill the gaps left by positions lost to mechanization. There may
be few secretaries today, but there are legions of social-media managers and
other new professional categories created by digital technology.
Still, what if this time is different? What if
we're nearing an inflection point where automation is so cheap and efficient
that human workers are simply outmatched? What if machines are now leading
to a net loss of jobs rather than a net gain? Two professors at the
Massachusetts Institute of Technology, Andrew McAfee and Erik Brynjolfsson,
raised that concern in Race Against the Machine: How the Digital
Revolution Is Accelerating Innovation, Driving Productivity, and
Irreversibly Transforming Employment and the Economy (Digital Frontier
Press, 2011). A
recent report on
60 Minutes featured the book's thesis and quoted critics concerned
about the potential economic crisis caused by robots, despite the cute faces
on their monitors.
But robots raise an even bigger question than how
many jobs are left over for humans. A number of scholars are now arguing
that all this automation could make many goods and services so cheap that a
full-time jobs could become optional for most people. Baxter, then, would
become a liberator of the human spirit rather than an enemy of the working
man.
That utopian dream would require resetting the role
work plays in our lives. If our destiny is to be freed from toil by robot
helpers, what are we supposed to do with our days?
To begin to tackle
that existential question, I decided to invite along a scholar of work to
the Automate trade show. And that's how my guest, Burton J. Bledstein, an
expert on the history of professionalism and the growth of the modern middle
class, got into an argument with the head of a robotics company.
It happened at the booth for Adept Technology Inc.,
which makes a robot designed to roam the halls of hospitals and other
facilities making deliveries. The latest model—a foot-tall rolling platform
that can be customized for a variety of tasks—wandered around the booth,
resembling something out of a Star Wars film except that it
occasionally blasted techno music from its speakers. Bledstein was
immediately wary of the contraption. The professor, who holds an emeritus
position at the University of Illinois at Chicago, explained that he has an
artificial hip and didn't want the robot to accidentally knock him down. He
needn't have worried, though; the robot is designed to sense nearby objects
and keep a safe distance.
The company's then-CEO, John Dulchinos, assured us
that on the whole, robots aren't taking jobs—they're simply making life
better for human employees by eliminating the most-tedious tasks. "I can
show you some very clear examples where this product is offloading tasks
from a nurse that was walking five miles a day to allow her to be able to
spend time with patients," he said, as the robot tirelessly circled our
feet. "I think you see that in a lot of the applications we're doing, where
the mundane task is done by a robot which has very simple capability, and it
frees up people to do more-elaborate and more-sophisticated tasks."
The CEO defended the broader trend of companies'
embracing automation, especially in factory settings where human workers
have long held what he called unfulfilling jobs, like wrapping chicken all
day. "They look like zombies when they walk out of that factory," he said of
such workers. "It is a mind-numbing, mundane task. There is absolutely no
satisfaction from what they do."
"That's your perception," countered Bledstein. "A
lot of these are unskilled people. A lot of immigrants are in these jobs.
They see it as work. They appreciate the paycheck. The numbness of the work
is not something that surprises them or disturbs them."
"I guess we could just turn the clock back to 1900,
and we can all be farmers," retorted Dulchinos.
But what about those displaced workers who can't
find alternatives, asked Bledstein, arguing that automation is happening not
just in factories but also in clerical and other middle-class professions
changed by computer technology. "That's kind of creating a crisis today.
Especially if those people are over 50, those people are having a lot of
trouble finding new work." The professor added that he worried about his
undergraduate students, too, and the tough job market they face. "It might
be a lost generation, it's so bad."
Dulchinos acknowledged that some workers are
struggling during what he sees as a transitional period, but he argued that
the solution is more technology and innovation, not less, to get to
a new equilibrium even faster.
This went on for a while, and it boiled down to
competing conceptions of what it means to have a job. In Bledstein's seminal
book, The Culture of Professionalism, first published in 1976, he
argues that Americans, in particular, have come to define their work as more
than just a series of tasks that could be commodified. Bledstein tracks a
history of how, in sector after sector, middle-class workers sought to
elevate the meaning of their jobs, whether they worked as athletes,
surgeons, or funeral directors: "The professional importance of an
occupation was exaggerated when the ordinary coffin became a 'casket,' the
sealed repository of a precious object; when a decaying corpse became a
'patient' prepared in an 'operating room' by an 'embalming surgeon' and
visited in a 'funeral home' before being laid to rest in a 'memorial park.'"
The American dream involves more than just
accumulating wealth, the historian argues. It's about developing a sense of
personal value by connecting work to a broader social mission, rather than
as "a mechanical job, befitting of lowly manual laborer."
Today, though, "there's disillusionment with
professions," Bledstein told me, noting that the logic of efficiency is
often valued more than the quality of service. "Commercialism has just taken
over everywhere." He complained that in their rush to reduce production
costs, some business leaders are forgetting that even manual laborers have
skills and knowledge that can be tough to simulate by machine. "They want to
talk about them as if these people are just drones," he said as we took a
break in the back of the exhibit hall, the whir of robot motors almost
drowning out our voices. "Don't minimize the extent of what quote-unquote
manual workers do—even ditch diggers."
In Genesis, God
sentences Adam and Eve to hard labor as part of the punishment for the apple
incident. "Cursed is the ground because of you; through painful toil you
will eat food from it all the days of your life" was the sentence handed
down in the Garden of Eden. Yet Martin Luther argued, as have other
prominent Christian leaders since, that work is also a way to connect with
the divine.
Continued in article
"Rethink Robotics invented a $22,000 humanoid
(i.e. trainable) robot that competes with low-wage workers," by Antonio
Regalado, MIT's Technology Review, January 16, 2013 ---
Click Here
http://www.technologyreview.com/news/509296/small-factories-give-baxter-the-robot-a-cautious-once-over/?utm_campaign=newsletters&utm_source=newsletter-daily-all&utm_medium=email&utm_content=20130116
"Rise of the Robots," by Paul Krugman,
The New York Times, December 8, 2012 ---
http://krugman.blogs.nytimes.com/2012/12/08/rise-of-the-robots/
¶Catherine Rampell and Nick Wingfield write
about the
growing evidence for “reshoring” of manufacturing
to the United States. They cite several reasons: rising wages in Asia; lower
energy costs here; higher transportation costs. In a
followup piece, however, Rampell cites another
factor: robots.
¶The most valuable part of each
computer, a motherboard loaded with microprocessors and memory, is
already largely made with robots, according to my colleague Quentin
Hardy. People do things like fitting in batteries and snapping on
screens.
¶As more
robots are built, largely by other robots, “assembly can be done here as
well as anywhere else,” said Rob Enderle, an analyst based in San Jose,
Calif., who has been following the computer electronics industry for a
quarter-century. “That will replace most of the workers, though you will
need a few people to manage the robots.”
¶Robots mean that labor costs don’t
matter much, so you might as well locate in advanced countries with
large markets and good infrastructure (which may soon not include us, but
that’s another issue). On the other hand, it’s not good news for workers!
¶This is an
old concern in economics; it’s “capital-biased technological change”, which
tends to shift the distribution of income away from workers to the owners of
capital.
¶Twenty years
ago, when I was writing about globalization and inequality, capital bias
didn’t look like a big issue; the major changes in income distribution had
been among workers (when you include hedge fund managers and CEOs among the
workers), rather than between labor and capital. So the academic literature
focused almost exclusively on “skill bias”, supposedly explaining the rising
college premium.
¶But
the college premium hasn’t risen for a while.
What has happened, on the other hand, is a notable shift in income away from
labor:.
"Harley Goes Lean to Build Hogs," by James R. Hagerty, The Wall
Street Journal, September 22, 2012 ---
http://professional.wsj.com/article/SB10000872396390443720204578004164199848452.html?mod=djem_jiewr_AC_domainid&mg=reno64-wsj
If the global economy slips into a deep slump,
American manufacturers including motorcycle maker Harley-Davidson Inc. that
have embraced flexible production face less risk of veering into a ditch.
Until recently, the company's sprawling factory
here had a lack of automation that made it an industrial museum. Now,
production that once was scattered among 41 buildings is consolidated into
one brightly lighted facility where robots do more heavy lifting. The number
of hourly workers, about 1,000, is half the level of three years ago and
more than 100 of those workers are "casual" employees who come and go as
needed.
All the jobs are not going to Asia, They're going to Hal ---
http://en.wikipedia.org/wiki/2001_Space_Oddessey
"When Machines Do Your Job: Researcher Andrew McAfee says advances in
computing and artificial intelligence could create a more unequal society,"
by Antonio Regalado, MIT's Technology Review, July 11, 2012 ---
http://www.technologyreview.com/news/428429/when-machines-do-your-job/
Are American workers losing their jobs to machines?
That was the question posed by
Race Against the Machine, an influential
e-book published last October by MIT business school researchers Erik
Brynjolfsson and Andrew McAfee. The pair looked at troubling U.S. employment
numbers—which
have declined since the recession of 2008-2009 even as economic output has
risen—and concluded that computer technology was
partly to blame.
Advances in hardware and software mean it's
possible to automate more white-collar jobs, and to do so more quickly than
in the past. Think of the airline staffers whose job checking in passengers
has been taken by self-service kiosks. While more productivity is a
positive, wealth is becoming more concentrated, and more middle-class
workers are getting left behind.
What does it mean to have "technological
unemployment" even amidst apparent digital plenty? Technology Review
spoke to McAfee at the Center for Digital Business, part of the MIT Sloan
School of Management, where as principal research scientist he studies
new employment trends and definitions of the workplace.
Every symphony in the world incurs an operating
deficit
"Financial Leadership Required to Fight Symphony Orchestra ‘Cost Disease’,"
by Stanford University's Robert J Flanagan, Stanford Graduate School of
Business, February 8, 2012 ---
http://www.gsb.stanford.edu/news/headlines/symphony-financial-leadership.html
What if you sat down in the concert hall one
evening to hear Haydn’s Symphony No. 44 in E Minor and found 5 robots
scattered among the human musicians? To get multiple audiences in and out of
the concert hall faster, the human musicians and robots are playing the
composition in double time.
Today’s orchestras have yet to go down this road.
However, their traditional ways of doing business, as economist Robert J.
Flanagan explains in his new book on symphony orchestra finances, locks them
into limited opportunities for productivity growth and ensures that costs
keep rising.
"Patented Book Writing System Creates, Sells
Hundreds Of Thousands Of Books On Amazon," by David J. Hull, Security Hub,
December 13, 2012 ---
http://singularityhub.com/2012/12/13/patented-book-writing-system-lets-one-professor-create-hundreds-of-thousands-of-amazon-books-and-counting/
Philip M. Parker, Professor of Marketing at INSEAD Business School,
has had a side project for over 10 years. He’s created
a computer system that can write books about specific subjects in about 20
minutes. The patented algorithm has so far generated hundreds of thousands
of books. In fact, Amazon lists over 100,000 books attributed to Parker, and
over 700,000 works listed for his company,
ICON Group International, Inc. This doesn’t
include the private works, such as internal reports,
created for companies or licensing of the system itself through a separate
entity called
EdgeMaven Media.
Parker is not so much an author as a compiler, but
the end result is the same: boatloads of written works.
"Raytheon's Missiles Are Now Made by Robots," by Ashlee Vance,
Bloomberg Business Week, December 11, 2012 ---
http://www.businessweek.com/articles/2012-12-11/raytheons-missiles-now-made-by-robots
A World Without Work," by Dana Rousmaniere, Harvard Business Review
Blog, January 27, 2013 ---
Click Here
http://blogs.hbr.org/morning-advantage/2013/01/morning-advantage-a-world-with.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
Jensen Comment
Historically, graduates who could not find jobs enlisted in the military. Wars
of the future, however, will be fought largely by drones, robots, orbiting
orbiting satellites. This begs the question of where graduates who cannot find
work are going to turn to when the military enlistment offices shut down and
Amazon's warehouse robotics replace Wal-Mart in-store workers.
If given a choice, I'm not certain I would want to be born again in the 21st
Century.
The question for cost accountants is whether some robot costs should be
charged to direct labor rather than manufacturing overhead. For example, suppose
that a leased robot has an on-the-job clock with rental fees being paid by the
hour. Can a case be made that these rental fees by the hour should be charged
to direct labor?
"It’s Time to Talk about the Burgeoning Robot Middle Class: How will
a mass influx of robots affect human employment?" by Illah Nourbakhsh, MIT's
Technology Review, May 14, 2013 ---
Click Here
http://www.technologyreview.com/view/514861/its-time-to-talk-about-the-burgeoning-robot-middle-class/?utm_campaign=newsletters&utm_source=newsletter-daily-all&utm_medium=email&utm_content=20130515
Jensen Comment
Note that robots can do more than physical things in factories. Robots can
become teachers, doctors, surgeons, auditors, accountants, soldiers, sailors,
pilots, truck drivers, etc. If we can figure out how to program them to cheat in
terms of billions of dollars they can even be elected to office.
The key to robotics in the service sector is to make them interactive in
terms of letting them do what they do best in interaction with humans doing what
they do best. Surgery is a good example. Although there is a miniscule margin of
error, robotic surgeons can perform delicate surgeries in interaction with human
surgeons who might be located thousands of miles away. These robots actually
make decisions and are not just hand extensions of the surgeon.
I've always admired drivers of 18-wheel trucks who can back those big rigs
into tight alleys. The day is probably already here when a robot can back a big
rig into tight places better than our top truck drivers.
For years robots have been landing airplanes, and the day may come when
robots are better pilots than our top pilots. The automatic pilots are making
decisions and are not just hand extensions of the pilots who are there mostly to
override the robot when something malfunctions. Years ago I was on an American
Airlines flight years ago when the pilot announced that the touch down had been
a bit rough because the automatic pilot landed the aircraft. I'm sure robotic
landings have smoothed out since then.
The question for cost accountants is whether some robot costs should be
charged to direct labor rather than manufacturing overhead. For example, suppose
that a leased robot has an on-the-job clock with rental fees being paid by the
hour. Can a case be made that these rental fees by the hour should be charged to
direct labor?
The Sad State of Economic Theory and Research ---
http://www.cs.trinity.edu/~rjensen/temp/AccounticsDamn.htm
The question for cost accountants is whether
some robot costs should be charged to direct labor rather than manufacturing
overhead. For example, suppose that a leased robot has an on-the-job clock with
rental fees being paid by the hour. Can a case be made that these rental fees
by the hour should be charged to direct labor?
"It’s Time to Talk about the Burgeoning Robot Middle Class: How will
a mass influx of robots affect human employment?" by Illah Nourbakhsh, MIT's
Technology Review, May 14, 2013 ---
Click Here
http://www.technologyreview.com/view/514861/its-time-to-talk-about-the-burgeoning-robot-middle-class/?utm_campaign=newsletters&utm_source=newsletter-daily-all&utm_medium=email&utm_content=20130515
Jensen Comment
Note that robots can do more than physical things in factories. Robots can
become teachers, doctors, surgeons, auditors, accountants, soldiers, sailors,
pilots, truck drivers, etc. If we can figure out how to program them to cheat in
terms of billions of dollars they can even be elected to office.
The key to robotics in the service sector is to make them interactive in
terms of letting them do what they do best in interaction with humans doing what
they do best. Surgery is a good example. Although there is a miniscule margin of
error, robotic surgeons can perform delicate surgeries in interaction with human
surgeons who might be located thousands of miles away. These robots actually
make decisions and are not just hand extensions of the surgeon.
I've always admired drivers of 18-wheel trucks who can back those big rigs
into tight alleys. The day is probably already here when a robot can back a big
rig into tight places better than our top truck drivers.
For years robots have been landing airplanes, and the day may come when
robots are better pilots than our top pilots. The automatic pilots are making
decisions and are not just hand extensions of the pilots who are there mostly to
override the robot when something malfunctions. Years ago I was on an American
Airlines flight years ago when the pilot announced that the touch down had been
a bit rough because the automatic pilot landed the aircraft. I'm sure robotic
landings have smoothed out since then.
The question for cost accountants is whether some robot costs should be
charged to direct labor rather than manufacturing overhead. For example, suppose
that a leased robot has an on-the-job clock with rental fees being paid by the
hour. Can a case be made that these rental fees by the hour should be charged to
direct labor?
Largest Universities Worldwide
University (Definition and History) ---
http://en.wikipedia.org/wiki/University
Ten Largest Universities in the United States
From the Chronicle of Higher Education Almanac Issue 2008-9, Page 17:
Ten Largest U.S. Universities in
the Fall of 2006 (Enrollments)
Some of the universities below have more students on a system-wide basis
|
University of
Phoenix (online campus)
Ohio State University
Miami Dade College
Arizona State University at Tempe
University of Florida |
165,373
51,818
51,329
51,234
50,912
|
University
of Minnesota-Twin Cities
University of Texas at Austin
University of Central Florida
Michigan State University
Texas A&M at College Station |
50,402
49,697
46,646
45,520
45,380 |
Twenty Largest Universities in the World ---
http://en.wikipedia.org/wiki/World%27s_largest_universities
(Note that the data below are system-wide and not necessarily the numbers of
enrolled students at one campus)
Explanatory footnotes accompanying each enrollment number are not included in
this message.
| Rank |
Institution |
Location |
Founded |
Affiliation |
Enrollment |
| 1 |
Allama Iqbal Open University |
Islamabad,
Pakistan |
1974 |
Public |
1.9 million |
| 2 |
Indira Gandhi National Open University |
New Delhi,
India |
1985 |
Public |
1.8 million |
| 3 |
Islamic Azad University |
Tehran,
Iran |
1982 |
Private |
1.3 million |
| 4 |
Anadolu University |
Eskişehir,
Turkey |
1982 |
Public |
884,081 |
| 5 |
Bangladesh National University |
Gazipur,
Bangladesh |
1992 |
Public |
800,000 |
| 6 |
Bangladesh Open University |
Gazipur,
Bangladesh |
1992 |
Public |
600,000 |
| 7 |
Dr. Babasaheb Ambedkar Open University |
Andhra Pradesh,
India |
1982 |
Public |
450,000 |
| 8 |
State University of New York |
New
York,
United States |
1948 |
Public |
418,000 |
| 9 |
California State University |
California,
United States |
1857 |
Public |
417,000 |
| 10 |
University System of Ohio |
Ohio, United States |
2007 |
Public |
400,000+ |
| 11 |
University of Delhi |
New Delhi,
India |
1922 |
Public |
400,000 |
| 12 |
Universitas Terbuka |
Jakarta,
Indonesia |
1984 |
Public |
350,000 |
| 13 |
Universidad de Buenos Aires |
Buenos Aires,
Argentina |
1821 |
Public |
316,050 |
| 14 |
State University System of Florida |
Florida,
United States |
1905 |
Public |
301,570 (2008) |
| 15 |
Osmania University |
Hyderabad,
India |
1918 |
Public |
300,000
[ |
| 16 |
Yashwantrao Chavan Maharashtra Open University |
Nashik,
India |
1989 |
Public |
300,000 |
| 17 |
National Autonomous University of Mexico |
Mexico City,
Mexico |
1551 |
Public |
290,000 (Aug 14th, 2006)
|
| 18 |
Tribhuvan University |
Kirtipur,
Nepal |
1959 |
Public |
272,746 |
| 19 |
University of South Africa |
Pretoria,
Gauteng,
South Africa |
1873 |
Public |
250,000 |
| 20 |
Instituto Politecnico Nacional |
Mexico City,
Mexico |
1936 |
Public |
229,070 |
Data are provided for 51 universities
---
http://en.wikipedia.org/wiki/World%27s_largest_universities
Size Matters (Video) ---
http://ca.youtube.com/watch?v=FqfunyCeU5g
Otherwise entitled "Shift Happens"
Even the Top Ranked Business Schools are in a Crisis in 2008 (including a
slide show) ---
http://www.businessweek.com/magazine/toc/08_47/B4109best_business_schools.htm
Applications for MBA programs are up, but job opportunities for second-year
students in finance or consulting have turned wretched.
The scary part is that it will be a long, long time before finance and economics
students will have rising opportunities.
But accounting students fair well in rain or shine ---
http://accounting.smartpros.com/accountingstudents.xml
Bob Jensen's threads on careers ---
http://www.trinity.edu/rjensen/Bookbob1.htm#careers
Bob Jensen’s
threads on the financial markets meltdown ---
http://www.trinity.edu/rjensen/2008Bailout.htm
Hard Choices for Developing Countries
"'World-Class' vs. Mass Education, by Doug Lederman, Inside Higher Ed,
March 9, 2012 ---
http://www.insidehighered.com/news/2012/03/09/international-educators-debate-higher-education-priorities-developing-countries
Should developing nations expend their money and
energy trying to build "world-class" universities that conduct job-creating
research and educate the nation's elite, or focus on building more and
better institutions to train the masses?
That question -- which echoes debates within many
American states about relative funding for flagship research universities
vs. community colleges and regional institutions -- drew barely a mention in
the summary statement that emerged from
an
unusual symposium at the University of Oxford's
Green Templeton College in January (though it was addressed a bit more
directly in
a set of recommendations released last month).
But the issue of whether developing nations should
emphasize excellence or access as they build and strengthen their higher
education systems undergirded much of the discussion of the three-day event,
flaring at times into sharp disagreement among the attendees over "the
extent to which the emerging world should be part of the educational arms
race," says Simon Marginson, a professor of higher education at the
University of Melbourne.
Different observers would define that race
differently, and with varying degrees of sympathy and scorn. But in general,
most experts on higher education would equate it with the push to have
institutions in the top of worldwide rankings (or "league tables," as
they're called in much of the world) -- rankings dominated by criteria such
as research funding and student selectivity as opposed to measures that
emphasize democratic student access.
Continued in article
Bob Jensen's threads on cross-border training and education alternatives
---
http://www.trinity.edu/rjensen/Crossborder.htm
"The Shorter, Faster, Cheaper MBA Accelerated MBA programs of a year or
less are gaining in popularity, but critics say they're not right for everyone
and may leave some students shortchanged, Business Week, October 15.
2009 ---
http://www.businessweek.com/bschools/content/oct2009/bs20091015_554659.htm?link_position=link1
Schools in the U.S. are already responding to the
demand from students for alternatives. One school starting a new program is
Rutgers Business School (Rutgers
Full-Time MBA Profile), which is launching a
one-year MBA program in the summer of 2010. The school has offered a
two-year MBA program on its Newark (N.J.) campus for years, but never
offered a one-year program, says Susan Gilbert, Rutgers' associate dean of
MBA programs, who was asked by the school to explore options for a new MBA
program on the school's New Brunswick campus.
While researching, she reviewed applicant data from
the past few years and unearthed a surprising discovery; about 40% of the
applicants to the school's two-year MBA program already held undergraduate
business degrees and were likely up to speed on the concepts typically
covered in first-year core MBA courses. Adding a one-year MBA program to the
school's degree offerings seemed to make sense, Gilbert says, with the idea
that the program would cater to these more experienced applicants. "There's
a growing niche segment of students who aren't making as big of a career
switch." Gilbert says. "They want their MBAs in a hurry in order to advance
their career in the field and function that they are already in."
Uptick in Enrollments
Schools that already offer one-year MBA programs
say they are starting to reap the rewards of catering to this new market of
students. At Utah State University's Jon M. Huntsman School of Business,
which has offered a one-year MBA for more than a decade, enrollment is at 56
students this fall, up from 43 last year. In fact, this year's class was so
big that the first-year cohort couldn't fit into the classroom where
lectures are typically held and had to move into the school's larger
80-person capacity classroom, says Ken Snyder, Huntsman's director of MBA
programs.
Continued in article
Jensen Comment
There are lots of pressures for change in academe, but shortening the MBA
program to one year or less is not the type of change I advocate in any way,
shape, or form. When other professions like medicine are adding to the education
requirements, cheapening the MBA degree is not a good idea for status as a
profession.
I graduated from a one-year MBA program a hundred years ago and found it to
be almost a joke. It got me out of a few business courses when I commenced a
doctoral program in accountancy, but aside from that I think it did little for
preparing me for a career in business. Of course, in Colorado in those days you
could take the CPA examination as a senior majoring in accountancy. Hence, I
entered the MBA program with the CPA exam already under my belt. In those days,
an MBA degree in accountancy in Colorado also substituted for work experience,
which made getting a license to practice in Colorado an even bigger joke (if I
had not also worked in auditing and tax at Ernst and Ernst in Denver).
The proof of the pudding so to is said to be placement. If recruiters are
offering jobs to one-year MBA graduates then some might deem the education
program to be a success. However, this can be misleading. Some one-year MBA
programs cater to military officers or other applicants who are not seeking
immediate changes in their jobs upon graduation. Recruiters may also have other
agendas such as badly wanting to hire a top engineer or hospital administrator
who just happened to get a one-year MBA degree before seeking a new job. And
recruitment can be motivated by affirmative action that sometimes leads to
hiring of graduates that were short changed in education.
I am most definitely opposed to giving course credit or shortened degree
programs to students with "work or other qualified life experience." By age 25,
all God's children got "life experience." This in no way, shape, or form is a
substitute for earned college credits --- well, er, maybe I could be convinced
otherwise in a very unique circumstance, but as a general rule --- never!
For MBA applicants who majored in business as undergraduates I would allow
waiving some core courses, but I would insist on substituting other courses.
Bob Jensen's thread on higher education controversies are at
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Definition of Millenials (Generation Y or Net Generation) ---
http://en.wikipedia.org/wiki/Millennials
"The Millennials Invade the B-Schools: They're pursuing MBAs to
change the world, but first they're forcing business schools to make changes in
order to accommodate them," Business Week, November 13, 2008 ---
http://www.businessweek.com/magazine/content/08_47/b4109046025427.htm?link_position=link2
Top Global Business Schools According to Business Week ---
http://www.businessweek.com/magazine/content/06_43/b4006014.htm
Slide Show ---
Click Here
The 15 business schools included here are strong contenders among the world's
top MBA programs, but lower marks keep them just shy of the top tier
Top European Business Schools According the Business Week ---
http://www.businessweek.com/globalbiz/europe/special_reports/03/31/2008europeanb-s.htm
Bob Jensen's threads on ranking controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#BusinessSchoolRankings
Controversies in College Rankings ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#BusinessSchoolRankings
Skip the MCAT: From High School Directly Into Medical School
Wow! This is a paradigm shift in terms of when students (as sophomores)
are promised they are admitted to medical school.
"Med School Without the MCAT," by Zack Budryk, Inside Higher Ed,
February 28, 2013 ---
http://www.insidehighered.com/news/2013/02/28/mount-sinai-rethinks-medical-school-admissions
In a major policy shift, the Icahn School of
Medicine at Mount Sinai Wednesday announced that it will fill half of its
entering class going forward by admitting college sophomores -- three years
before they would enroll in medical school -- and will do so without
requiring traditional pre-med course requirements and the Medical College
Admission Test (MCAT).
In what a press release called the beginning of a
“fundamental shift,” sophomores will be admitted to
“FlexMed,” a new program in which they will spend
the rest of their undergraduate time in tracks such as computational
science/engineering, biomedical sciences and humanities/social sciences.
Students will be encouraged to take courses in biostatistics, ethics, health
policy and public health. These courses would replace the traditional
pre-med science requirements.
Students will also be encouraged, but not required,
to become proficient in Spanish or Mandarin.
David Muller, Mount Sinai’s dean of medical
education, said in an interview that although requirements issues had been
“written about for years and years... there’s been either an inertia or a
reluctance to take a first step and break down the model and try something
new. What I hope will happen is that this program will prove very successful
and prove decisively that it’s a viable alternative.”
Mount Sinai has had a
similar program on a much smaller scale in the
past, and says it has been a success.
Explaining the rationale behind the decision to
take a small program and apply it to half of the class, Muller said that
pre-med science requirements tend to be “science that is not the most
applicable to current clinical or translational research; it’s not
unimportant science, but it’s kind of outdated.”
Continued in article
Jensen Comment
It is not clear if there are selection criteria regarding what university
sophomores will be eligible for the program. Will sophomores at Dade Community
College be in contention? Will most of the students selected have to have
stellar SAT scores as well as 4.0 grade averages in their first year of college
(not so hard to do these days). Will minority students have an edge in
affirmative action admissions?
Another consideration is that when college graduates apply for medical school
they have already worked out a financial plan for paying the hundreds of
thousands oif dollars that medical school may cost, especially those that are
now five-year programs. Can sophomores realistically work out such financing
plans years before they eventually go to medical school and are still struggling
to pay for their undergraduate degrees.
There are thousands of college graduates applying for each open slot in
nearly every medical school in the USA. I cannot think that this early-admission
experiment will catch on in a serious way in other medical schools.
This plan is tantamount to letting a selected few jump the long line for
admission.
Bob Jensen
Reply from Bob Blystone on March 1, 2013
This is a reply about the French Medical School
system from a biology professor, Bob Blystone, who leads the premed program
at Trinity University.
Note the extremely high drop out rate in the French
system. This is some ways is wasted time for drop outs who must then begin
their first year of college in another major.
Over half the students in Trinity's entering
first-year class sign up for the premed program.
After encountering chemistry and biology, over half
of those premed students change majors the second year. It's not that most
of the students change majors because of grades. Many of them change majors
when they learn that there are possibly over 1,000 applicants who graduate
and take to MCAT for each open slot in an accredited USA medical school.
Many do not want to leave the USA to study medicine, and so they become
Trinity's science majors, business majors, economics majors, psychology
majors, education majors, etc.
(PS, Trinity takes pride in having a relatively
high percentage of their premed graduates accepted into medical school,
although sometimes it takes over a year of persistently trying.)
In many cases these premeds who change majors do so
when they learn the math of what four years at Trinity will cost plus the
hundreds of thousands more it will cost to complete medical school
afterwards. Obtaining some financial literacy contributes to their decisions
to change majors, including discovery of the cost of malpractice insurance.
Note how the French system described below is a
huge paradigm shift for becoming a licensed MD. Many medical schools in the
U.S. will probably offer the French system in part (say half of the entering
class) while B.S. degrees and the MCAT scores may be required for other
students in the entering class.
There may also be other variations such as
requiring students to have the equivalent of a two-year community college
associate degree before entering medical school under a modified French
system.
Certain specialties may be denied medical school
graduates under the French system. For example, I cannot imagine that
pathologists can be educated and trained without having a lot more science
than is taught in high school and basic medical school.
Nurses, however, will still take four or five years
of science in the undergraduate and masters programs.
On Fri, Mar 1, 2013 at 4:30 AM, rblyston123 <rblyston@trinity.edu>
wrote:
In a french-style system a high school graduate
begins medical school. Six years later they graduate as new MDs. So where
did the college years go? There are many courses that one takes in
undergraduate school that have no immediate bearing on the medical student.
There are also some science courses that are redundant between undergraduate
and medical school.
In the french system 2000 students start as medical
students and in one year's time, more than 1000 have quit. So the first two
years of the six are very undergraduate like but by the "Junior" year, the
medical aspects of education take over the curriculum. It does require the
student to grow up quickly.
So the efficiency is reflected in cutting down
extraneous courses in the undergraduate years and cutting down redundant
coursework. Internship can be longer in the french system. Where the system
is inefficient is the first year. So many start and so few continue beyond
the first year.
On the other hand in the german style (US) just as
many start but we see them only as undergrad premeds. The medical school
does the weeding at admissions. With the french style the students weed
themselves out during the first year.
Students who come through the german style are more research prone and
the french style are more clinical oriented.
Bob Blystone
The AAA's Pathways Commission Accounting Education Initiatives Make
National News
Accountics Scientists Should Especially Note the First Recommendation
"Accounting for Innovation," by Elise Young, Inside Higher Ed,
July 31, 2012 ---
http://www.insidehighered.com/news/2012/07/31/updating-accounting-curriculums-expanding-and-diversifying-field
Accounting programs should promote curricular
flexibility to capture a new generation of students who are more
technologically savvy, less patient with traditional teaching methods, and
more wary of the career opportunities in accounting, according to a report
released today by the
Pathways Commission, which studies the future of
higher education for accounting.
In 2008, the U.S. Treasury Department's Advisory
Committee on the Auditing Profession recommended that the American
Accounting Association and the American Institute of Certified Public
Accountants form a commission to study the future structure and content of
accounting education, and the Pathways Commission was formed to fulfill this
recommendation and establish a national higher education strategy for
accounting.
In the report, the commission acknowledges that
some sporadic changes have been adopted, but it seeks to put in place a
structure for much more regular and ambitious changes.
The report includes seven recommendations:
- Integrate accounting research, education
and practice for students, practitioners and educators by bringing
professionally oriented faculty more fully into education programs.
- Promote accessibility of doctoral
education by allowing for flexible content and structure in doctoral
programs and developing multiple pathways for degrees. The current path
to an accounting Ph.D. includes lengthy, full-time residential programs
and research training that is for the most part confined to quantitative
rather than qualitative methods. More flexible programs -- that might be
part-time, focus on applied research and emphasize training in teaching
methods and curriculum development -- would appeal to graduate students
with professional experience and candidates with families, according to
the report.
- Increase recognition and support for
high-quality teaching and connect faculty review, promotion and tenure
processes with teaching quality so that teaching is respected as a
critical component in achieving each institution's mission. According to
the report, accounting programs must balance recognition for work and
accomplishments -- fed by increasing competition among institutions and
programs -- along with recognition for teaching excellence.
- Develop curriculum models, engaging learning
resources and mechanisms to easily share them, as well as enhancing
faculty development opportunities to sustain a robust curriculum that
addresses a new generation of students who are more at home with
technology and less patient with traditional teaching methods.
- Improve the ability to attract high-potential,
diverse entrants into the profession.
- Create mechanisms for collecting, analyzing
and disseminating information about the market needs by establishing a
national committee on information needs, projecting future supply and
demand for accounting professionals and faculty, and enhancing the
benefits of a high school accounting education.
- Establish an implementation process to address
these and future recommendations by creating structures and mechanisms
to support a continuous, sustainable change process.
According to the report, its two sponsoring
organizations -- the American Accounting Association and the American
Institute of Certified Public Accountants -- will support the effort to
carry out the report's recommendations, and they are finalizing a strategy
for conducting this effort.
Hsihui Chang, a professor and head of Drexel
University’s accounting department, said colleges must prepare students for
the accounting field by encouraging three qualities: integrity, analytical
skills and a global viewpoint.
“You need to look at things in a global scope,” he
said. “One thing we’re always thinking about is how can we attract students
from diverse groups?” Chang said the department’s faculty comprises members
from several different countries, and the university also has four student
organizations dedicated to accounting -- including one for Asian students
and one for Hispanic students.
He said the university hosts guest speakers and
accounting career days to provide information to prospective accounting
students about career options: “They find out, ‘Hey, this seems to be quite
exciting.’ ”
Jimmy Ye, a professor and chair of the accounting
department at Baruch College of the City University of New York, wrote in an
email to Inside Higher Ed that his department is already fulfilling
some of the report’s recommendations by inviting professionals from
accounting firms into classrooms and bringing in research staff from
accounting firms to interact with faculty members and Ph.D. students.
Ye also said the AICPA should collect and analyze
supply and demand trends in the accounting profession -- but not just in the
short term. “Higher education does not just train students for getting their
first jobs,” he wrote. “I would like to see some study on the career tracks
of college accounting graduates.”
Mohamed Hussein, a professor and head of the
accounting department at the University of Connecticut, also offered ways
for the commission to expand its recommendations. He said the
recommendations can’t be fully put into practice with the current structure
of accounting education.
“There are two parts to this: one part is being
able to have an innovative curriculum that will include changes in
technology, changes in the economics of the firm, including risk,
international issues and regulation,” he said. “And the other part is making
sure that the students will take advantage of all this innovation.”
The university offers courses on some of these
issues as electives, but it can’t fit all of the information in those
courses into the major’s required courses, he said.
Continued in article
Bob Jensen's threads on Higher Education Controversies and Need for Change
---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
The sad state of accountancy doctoral programs ---
http://www.trinity.edu/rjensen/Theory01.htm#DoctoralPrograms
How Accountics Scientists Should Change:
"Frankly, Scarlett, after I get a hit for my resume in The Accounting Review
I just don't give a damn"
http://www.cs.trinity.edu/~rjensen/temp/AccounticsDamn.htm
One more mission in what's left of my life will be to try to change this
http://www.cs.trinity.edu/~rjensen/temp/AccounticsDamn.htm
Message from USC President Regarding Online Degrees
August 27, 2012 message from Denny Beresford
Bob,
I thought you’d be interested in this.
Denny
From:
USC Alumni Association [mailto:usc.alumni@alumnicenter.usc.edu]
Sent: Monday, August 27, 2012 12:09 PM
To: Dennis R Beresford
Subject: A Message from USC President C. L. Max Nikias
|
August 27, 2012
Dear Fellow Trojan,
I thought you might be interested in a memorandum that USC President
C. L. Max Nikias sent to the USC community this morning. It
addresses the future of online education, an area of great
importance for all universities in the years ahead.
You can download a PDF of the memorandum
here.
Fight On!
Scott M. Mory, Esq.
Associate Senior Vice President and
CEO, USC Alumni Association
|
August 27, 2012 reply from Bob Jensen
Hi Denny,
Interesting how USC is more willing to go online with graduate degrees but
not undergraduate degrees. This is consistent with my thesis that courses
are only a small part of the maturation and learning process of 16-25 year
old college students. Having said this, however, we must consider the
non-traditional students such as those over 25 years of age, single parents
with babes in their laps, people working full-time to make ends meet
(including active military), and severely disabled students. That of course
does not mean that USC has to scope in those non-traditional undergraduate
students.
Any schools offering online courses should be keenly aware, however, of the
laws regarding access no matter what the missions are for the online courses
---
http://www.trinity.edu/rjensen/000aaa/thetools.htm#Handicapped
Thanks,
Bob
Those Newer MS Specialty Programs in Business
Question
How does one become a Professor of Pricing?
This is already starting to happen at the University
of Rochester’s
Simon School of Business, which now offers about a
dozen full-time and part-time specialty master’s business programs. The school
is introducing two new MS programs in January, one in pricing and another in
business analytics. This year, seven students from the school’s MS programs went
directly into the school’s MBA program, and about five others have indicated
they have plans to do so in the future, says Simon School Dean Mark Zupan.
See below
"The Booming Market for Specialized Master’s Degrees," Bloomberg
Business Week, November 21, 2012 ---
http://www.businessweek.com/articles/2012-11-21/the-booming-market-for-specialized-masters-degrees
About five years ago, the University of Maryland’s
Smith School of Business had an approach to one-year specialized master’s
degrees that was fairly typical among business schools. It offered just one
MS in Business program, a degree in accounting that helped students get
specialized knowledge about the industry and a leg up in the job market. The
program was so large and thriving that the school’s leadership soon started
thinking about dipping its toe further into the marketplace, says Ken White,
the school’s associate dean of MBA and MS programs.
First, in 2009 they created an MS program for
students who wanted to specialize in finance. Buoyed by its success, the
school added two new MS degrees to its roster in 2011, one in supply chain
management and another in information systems. Today, there are 522 students
enrolled in specialized master’s programs at Smith, and plans are in the
works for a fifth program in marketing analytics, set to launch in the fall
of 2013.
“This is a new frontier for a lot of schools,”
White says. “We’ve been surprised by how quickly these programs and the
demand for these programs have grown. It has been almost extraordinary.”
The market for specialized master’s programs in
accounting, management, finance, and a number of other business disciplines
has never been stronger. A growing number of business schools, from the
Smith School to Michigan State University’s Broad Graduate School of
Management, are riding on that wave of interest. They’re creating a whole
new suite of MS degrees, sometimes as many as half a dozen or more, in
response to a new generation of students, the vast majority of whom are
either straight out of college or just a year or two out of school. The MS
students are hungry for the specialized knowledge these programs offer and
are looking to distinguish themselves in an increasingly competitive job
market, administrators and recruiters say. Administrators are hoping some of
them will build lasting relationships with the school, and consider them for
other full-time degree programs down the road.
The surge in interest in these programs comes at a
time when many business schools are at a crossroads, with their flagship MBA
programs struggling to attract students. Nearly two-thirds of full-time,
two-year MBA programs in the U.S., or 62 percent, are reporting a decline in
applications this year, according to the Graduate Management Admission
Council’s (GMAC) 2012 Application Trends Survey.
At the same time, specialized master’s programs in
business are experiencing robust growth, making it a wise move for B-schools
to invest in these programs. There were 160,500 GMAT score reports sent to
U.S. specialized master’s programs in 2012, up 15 percent from last year,
and 86 percent from five years ago, according to GMAC.
The surge in applications is being driven by
several factors. Many applicants are international students looking for a
degree from a U.S. school to help advance their careers back home. Others
are seeking additional credit hours now required for a CPA credential in
states such as New York and Massachusetts that have increased the
requirements beyond what a typical bachelor’s degree provides. Many are
simply doing the math and concluding that the five years of work experience
required at most MBA programs is a luxury they can’t afford. Getting a
one-year degree straight out of college is less expensive, results in no
career disruption, and leads to higher immediate post-college earnings.
The most popular programs by far are accounting,
finance, and business or management, but increasingly schools are expanding
to other hot emerging fields, such as data analytics, information
technology, supply chain management, and others, says Michelle Sparkman-Renz,
GMAC’s director of research communications.
“It’s appealing for them because the relationship
they begin with a candidate very early on is one that could possibly
continue through MBA or executive MBA programs,” Sparkman-Renz says.
This is already starting to happen at the
University of Rochester’s Simon School of Business, which now offers about a
dozen full-time and part-time specialty master’s business programs. The
school is introducing two new MS programs in January, one in pricing and
another in business analytics. This year, seven students from the school’s
MS programs went directly into the school’s MBA program, and about five
others have indicated they have plans to do so in the future, says Simon
School Dean Mark Zupan.
Continued in article
Jensen Comment
In my opinion, these specialty programs are mostly attempts to bolster faltering
conventional MBA programs. They are typical of business firms that offer newer
products to bolster a declining product. But specialty programs have drawbacks
as well as advantages. For example, if the Simon School offers a new MS program
in Pricing, it may have to bolster faculty with some experts on pricing. And
there are no Ph.D. graduates in "pricing." Prospective faculty in pricing are
most likely economists, accountants, and production managers who have real-world
experience in pricing. Students entering this program are expecting to graduate
with knowledge of tools (including software) on pricing. The typical
accountics scientis who has run some regression studies on the impacts of
pricing on stock prices but has zero real-world experience in product pricing is
not likely to be suited to what students are expecting from a MS in Pricing.
And the concept of "pricing" can become further specialized. For example,
there's a world of difference when setting the price of Twinkies versus setting
the price of a new structured financing product in a Wall Street investment
bank. For one thing, Twinkies have millions of customers wanting low prices.
Buyers of structured financing products are fewer in numbers and concerned more
with return and risk as opposed to a quick sugar fix.
Fulbright Fellowships, Including the Fulbright-Hays Program ---
http://en.wikipedia.org/wiki/Fulbright_Program
"Fulbright Tries Out Short-Term Fellowships," by Ian Wilhelm,
Chronicle of Higher Education, October 28, 2012 ---
http://chronicle.com/article/Fulbright-Tries-Short-Term/135420/
After more than 60 years of sending American
scholars overseas, the U.S. State Department's Fulbright International
Educational Exchange Program is getting a tune-up. To better accommodate the
workloads of today's scholars and respond to changes in how research is
conducted, the department is experimenting with new types of awards.
The program sends some 1,100 academics outside the
United States annually to teach, do research, or serve as advisers to
faculty and officials at foreign universities. They are a small but
significant portion of the 8,000 Fulbright awards each year, which also
support international exchanges of students, artists, elementary and
secondary schoolteachers, and other professionals.
Traditionally, Fulbright has sent American scholars
abroad for a semester or an academic year. The majority of the grants will
continue to do that, but the department is looking at new approaches, says
Meghann Curtis, deputy assistant secretary for academic programs in the
department's Bureau of Educational and Cultural Affairs.
"We're constantly having to look at our program and
the various options within it," she says. "We ask ourselves: Is this
feasible for an academic on an American college campus these days, whether
they're an adjunct, a postdoc, or a tenured faculty member?"
A few years ago, the department began the Fulbright
Specialist Program, which sends academics for two to six weeks to provide
assistance on curriculum development or other educational projects at
foreign institutions.
The department is also starting to offer a small
number of "serial grants." They allow a scholar to travel between home and
abroad several times for short stints over three years. When the
international-exchange program started in the 1940s, such an approach would
not have worked, says Ms. Curtis, but now, with online tools like Skype, a
Fulbright winner can stay in touch with overseas partners while at home.
"While you aren't physically there, you can continue to be in very close
contact," she says.
While both newer programs lack the cultural
immersion of the traditional program, they give more options to scholars,
who face ever-increasing demands on their personal and professional lives,
says Ms. Curtis.
She also hopes the new flexibility appeals to
colleges and universities, where some deans and department leaders frown on
giving a professor an extended leave of absence, even for an award as
prestigious as the Fulbright.
"That's the direction we're moving in: to make it
more feasible for your typical academic and frankly also to make it more
appealing for U.S. universities to endorse their faculty to go."
The department also wants to respond to changes in
how research is conducted. In the future, it may provide awards to
international teams of scientists to facilitate travel among their
countries, a shift meant to appeal in part to engineers and others in the
STEM, or science, technology, engineering, and mathematics, fields. "We'd
love to bring together cohorts so folks from the U.S. and, say, India,
China, and Thailand, would be working together on a team," says Ms. Curtis.
Continued in article
Top 20 Destinations for Fulbright Scholars 2012-2013 ---
http://chronicle.com/article/Fulbright-Tries-Short-Term/135420/
Student Loans, Financial Aid, and College Net-Price Calculators
Think of a dubious tactic of doubling tuition and then giving all student
prospects 50% scholarships to attract more applicants
"Net-Price Calculators Get the Kayak Treatment," by
Beckie Supiano, Chronicle of Higher Education, October 9, 2012 ---
http://chronicle.com/blogs/headcount/net-price-calculators-get-the-kayak-treatment/32238?cid=wc&utm_source=wc&utm_medium=en
Remember when
net-price calculators were going to be the
next U.S. News & World Report rankings? That’s the comparison
that staff members at Maguire Associates, a consulting firm, made a
couple of years ago in a paper
explaining what the
calculators could mean for admissions.
But the calculators, which allow students
to estimate what they would pay at a particular college after grants and
scholarships, don’t seem to have gained much traction yet. While
colleges have been required to post the calculators on their Web sites
for nearly a year now,
early evidence shows that only
about a third of prospective students have tried one out.
The Maguire Associates paper predicted
that online aggregators would spring up to allow students to compare
their net prices at different colleges, much as Kayak.com lets travelers
compare air fares. The prediction has come true: A new Web site,
College Abacus, lets students
do just that.
Whether this
new comparison tool will encourage more prospective students to use the
calculators, though, remains to be seen.
Bob Jensen's threads on higher education controversies are
at
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Common Curriculum: Some Nonsense Distinctions Between Training and
Theory
"Making Computer Science a Requirement?" by Robert Talbert,
Chronicle of Higher Education, April 4, 2012 ---
http://chronicle.com/blognetwork/castingoutnines/2012/04/04/making-computer-science-a-requirement/?sid=wc&utm_source=wc&utm_medium=en
Jensen Comment
Making a new course requirement runs counter to the turf war compromises (e.g.,
at Harvard) of replacing required courses with required categories wherein
students chose from a smorgasbord of alternative courses and even disciplines.
I like to think more in terms of required general education topics. For
example, I've been a long time advocate of requiring personal finance topics,
including some tax education in so far as it affects personal finance. It
depresses me greatly that so many graduates have no understanding of time value
of money, inflation, tax exempt income, tax deductions and strategies, pensions,
financial risk, and other essentials of financial literacy. In support of my
advocacy is the research that concludes financial distress is a leading cause of
divorce, especially distress arising from such rudimentary mistakes as piling up
more credit card debt than can be afforded or buying new cars when gently used
cars may be a better strategy.
Bob Jensen's threads on requiring financial literacy (at least minimal) among
all college graduates ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#FinancialLiteracy
Back when Bill Paton was a towering force on campus at the University of
Michigan it was reported to me (I never verified this) that Accounting 101 was a
required course. I suspect that this would be rare today except for selected
majors such as economics, health care administration, and business.
What topics as opposed to courses should be required in gen ed?
April 8 reply from Bob Jensen
Hi Tom, Jagdish, and the Others
I think at Trinity University and most other universities the "Common
Curriculum" is intended to be a combination of Skills (e.g., writing and
mathematics), physical fitness, multiple language proficiency, and five
"Fundamental Understandings" ---
http://web.trinity.edu/x1272.xml
My proposal for financial literacy would be to add more into the skills
components.
I think the skill and physical education components deal more with living
skills (including nutrition which is becoming a larger part of physical
fitness) whereas Fundamental Understandings are intended to stimulate
wanting to be educated as opposed to being trained.
When I first arrived at Trinity in 1982, there was a team-taught
Fundamental Understandings course called Quest which as I recall ran over
multiple semesters for something like nine credits. The main purpose at the
time was to give all Trinity Students a truly "common educational
experience" as was typical many universities in this era.
But over the years following Common Curriculum changes at Harvard,
universities replaced the "common experience" of required courses like Quest
with more of a "common curriculum" comprised of smorgasbord of choices in
various categories of Fundamental Understandings.
This was in part due to a movement to give students more freedom of
choice. It also served some turf war issues, especially in departments with
very few majors that found it increasingly difficult to justify their
budgets without have courses in the Common Curriculum smorgasbord.
Thus we now have a dilemma of graduating students who may have never
studied Shakespeare since high school. They may never have studies Hobbes or
Marx simply because they chose other dishes in the smorgasbord such as
African American history great women in literature.
I do not pretend to know what is the ideal common curriculum. One thing
certain that there's far to much important knowledge to cover the waterfront
in a Common Curriculum. I suspect scholars will never be totally satisfied
with the Common Curriculum smorgasbord no matter what great chefs prepared
the food of common knowledge to choose from.
Life would be much easier if all graduates of all universities had to
take a uniform Graduate Record Examination to be certified as a college
graduate. Then every university to teach to that exam much like accounting
educators teach to the CPA examination for a large part of the accounting
curriculum.
In fact, it has become much more difficult to write the GRE, GMAT, LSAT,
MCAT, and other examinations that we now use for graduate school admissions
since college graduates now have smorgasbord rather than common experience
in the Common Curriculum.
Respectfully,
Bob Jensen
Ignorant Distinctions Between Training and Education
Hi Roger and Don,
I agree that employers are going to assume that students know how to use
MS Office products (maybe not MS Access) and that stressing those basic
skills may even be dysfunctional on a resume. However, mentioning some
advanced skills like computing bond yields or making pivot tables in Excel
might be worth mentioning.
There are some things, however, that most accounting students do not learn
in college that set my students ahead in some CPA firms and corporations
were some advanced skills that probably should not be taught in a basic
computer science course but I think should be taught in an accounting or
finance theory course.
The training skill my students learned was how to value interest rate swaps
---
http://www.trinity.edu/rjensen/acct5341/speakers/133swapvalue.htm
When teaching such valuation techniques the underlying economic theory
complexities and controversies of derivatives and hedging can "sneaked in"
along the way.
And if your university has access to a Bloomberg or Reuters terminal, it's
even better to teach students how to derive yield curves and then sneak in
the underlying theory of yield curves. Believe me that they will remember
the theory of yield curves better if they also learned how to derive them in
the real world.
My bottom line conclusion is that professors who get on a soap box and
preach that we should educate rather than train in college just do not know
that one of the best ways to educate is to sneak complicated theory in while
teaching some complicated training techniques. I think the General Motors
Institute (GMI) that grants engineering degrees discovered years ago that a
whole lot of mathematics and physics can be taught while teaching mechanical
engineering.
http://www.kettering.edu/about/our-history/gmi
Hence, at the collegiate level when professors rant that we should educate
rather than train I chuckle under my breath that they may not know how to
make students more interested in complicated and controversial theory.
The soap box distinction between training and education is often elaborated
upon out of teaching and learning ignorance, especially at the collegiate
level.
Respectfully,
Bob Jensen
April 6 added reply by Bob Jensen
Hi Tom, Jagdish, and the Others
- I think at Trinity University and most other universities the
"Common Curriculum" is intended to be a combination of Skills (e.g.,
writing and mathematics), physical fitness, multiple language
proficiency, and five "Fundamental Understandings" ---
-
http://web.trinity.edu/x1272.xml
- My proposal for financial literacy would be to add more into the
skills components.
- I think the skill and physical education components deal more with
living skills (including nutrition which is becoming a larger part of
physical fitness) whereas Fundamental Understandings are intended to
stimulate wanting to be educated as opposed to being trained.
- When I first arrived at Trinity in 1982, there was a team-taught
Fundamental Understandings course called Quest which as I recall ran
over multiple semesters for something like nine credits. The main
purpose at the time was to give all Trinity Students a truly "common
educational experience" as was typical many universities in this era.
- But over the years following Common Curriculum changes at Harvard,
universities replaced the "common experience" of required courses like
Quest with more of a "common curriculum" comprised of smorgasbord of
choices in various categories of Fundamental Understandings.
- This was in part due to a movement to give students more freedom of
choice. It also served some turf war issues, especially in departments
with very few majors that found it increasingly difficult to justify
their budgets without have courses in the Common Curriculum smorgasbord.
- Thus we now have a dilemma of graduating students who may have never
studied Shakespeare since high school. They may never have studies
Hobbes or Marx simply because they chose other dishes in the smorgasbord
such as African American history great women in literature.
- I do not pretend to know what is the ideal common curriculum. One
thing certain that there's far to much important knowledge to cover the
waterfront in a Common Curriculum. I suspect scholars will never be
totally satisfied with the Common Curriculum smorgasbord no matter what
great chefs prepared the food of common knowledge to choose from.
- Life would be much easier if all graduates of all universities had
to take a uniform Graduate Record Examination to be certified as a
college graduate. Then every university to teach to that exam much like
accounting educators teach to the CPA examination for a large part of
the accounting curriculum.
- In fact, it has become much more difficult to write the GRE, GMAT,
LSAT, MCAT, and other examinations that we now use for graduate school
admissions since college graduates now have smorgasbord rather than
common experience in the Common Curriculum.
- Respectfully,
- Bob Jensen
"Empathy: The Most Valuable Thing They Teach at HBS," by James
Allworth, Harvard Business School Blog, May 15, 2012 ---
Click Here
http://blogs.hbr.org/cs/2012/05/empathy_the_most_valuable_thing_they_t.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
These probably aren't words that you were expecting
to see in the same sentence — Harvard Business School and empathy. But as I
reflect back on my time as a student there, I've begun to realize that more
than anything else, this is one of the the most valuable things that the
school teaches.
It starts on day one. You're put into a "section"
with 90 incredibly smart folks, people with whom you quickly become good
friends. Then the moment arrives when you step into class, prepared for a
case discussion with what you're sure is the right answer — but just before
you're able to stick your hand up and get in on the discussion, a good
friend — someone who you deeply respect and admire — jumps in to the
conversation with an opinion that's exactly the opposite of yours. And it
begins to dawn on you...that what they've expressed is right.
It's a humbling moment. It's valuable not just in
reminding you that you're not always right (though that's always valuable),
but also in teaching you to step out of your own shoes, and to put yourself
into those of someone else.
It's a trait that is sorely lacking at the moment.
There's a case to be made that the American political system is suffering at
present because empathy has been almost entirely exorcised from within its
walls. Politicians are being elected on the back of their ability to vilify
those with whom they don't agree. These are not people who come to office
with questions, or who seek to understand; instead, many are dogmatists,
able to see the world through their own eyes. Their interest in conversation
runs only one way — many seem capable of only talking at, not with, those
with a different point of view on the world. The jettisoning of compromise
is a direct result of this state of affairs; why would you give an inch of
your position to someone whose perspective you can't even bring yourself to
entertain?
The place for me, however, where an appreciation of
empathy is most undervalued, is in business. The potential upside for those
in business who are able to be empathetic is huge, and is eloquently
described in Professor
Clay
Christensen's jobs-to-be-done theory.
Understanding that people don't buy things because of their demographics —
nobody buys something because they're a 25-30 year old white male with a
college degree — but rather, because they go about living their life and
some situation arises in which they need to solve a problem... and so they
"hire" a product to do the job. This is a big "ah ha" to many folks when
they first hear it; but when you really boil it down, the true power of this
is in giving people in business a frame with which to exercise empathy. In
fact, both Akio Morita of Sony and Steve Jobs were famous for never
commissioning market research — instead, they'd just walk around the world
watching what people did. They'd put themselves in the shoes of their
customers.
And for those businesses whose executives are
incapable of it? Well, they are subject to the ultimate stick — disruption.
No better example of this exists than the story of Blockbuster and its
competitive
tangle with Netflix.
Blockbuster saw the rise of Netflix in the very
early 2000s, and chose not to do anything about it. Why? Well, its
management couldn't see the world from any perspective other than from the
vantage point from which they sat: atop a $6 billion business with 60%
margins, tens of thousands of employees and stores all across the country.
Blockbuster's management couldn't bring itself to see Netflix's perspective:
that while Netflix was only achieving 30% margins, Netflix wasn't comparing
its 30% to Blockbuster's 60%. Netflix was comparing it to no profit at all.
And Blockbuster's management certainly couldn't see the world from their
customers' perspective: that late fees were driving folks up the wall, and
that their range of movies eschewed anything that wasn't a new release.
While Blockbuster knew it could invest to create a Netflix competitor, that
would be an expensive proposition, it might not work, and even if it did, it
would probably cannibalize its existing business. With that being their
perspective, they saw two choices:
creating a disruptive entrant with all the
pitfalls of cost, and risk; or just continuing with the existing business.
Thinking those were their options, continuing with the existing business
looked like a pretty obvious choice.
Continued in article
Bob Jensen's threads on higher education controversies are at
http://www.trinity.edu/rjensen/HigherEdControversies.htm
A study released last week by researchers at Harvard
and Stanford quantified what everyone in my hometown already knew: even the most
talented rural poor kids don’t go to the nation’s best colleges. The vast
majority, the study found, do not even try ---
http://www.nytimes.com/2013/03/17/education/scholarly-poor-often-overlook-better-colleges.html?pagewanted=all&_r=1&
"The Ivy League Was Another Planet," Claire Vaye Watkins, The New
York Times, March 28, 2013 ---
http://www.nytimes.com/2013/03/29/opinion/elite-colleges-are-as-foreign-as-mars.html?hpw&_r=0#h[ItgRaw,1]
. . .
¶ A
study released last week by researchers at Harvard
and Stanford quantified what everyone in my hometown already knew: even the
most talented rural poor kids don’t go to the nation’s best colleges. The
vast majority, the study found, do not even try.
¶ For deans of
admissions brainstorming what they can do to remedy this, might I suggest:
anything.
¶ By the time
they’re ready to apply to colleges, most kids from families like mine —
poor, rural, no college grads in sight — know of and apply to only those few
universities to which they’ve incidentally been exposed. Your J.V.
basketball team goes to a clinic at University of Nevada, Las Vegas; you
apply to U.N.L.V. Your Amtrak train rolls through San Luis Obispo, Calif.;
you go to Cal Poly. I took a Greyhound bus to visit high school friends at
the University of Nevada, Reno, and ended up at U.N.R. a year later, in
2003.
¶ If top
colleges are looking for a more comprehensive tutorial in recruiting the
talented rural poor, they might take a cue from one institution doing a
truly stellar job: the military.
¶ I never saw
a college rep at Pahrump Valley High, but the military made sure that a
stream of alumni flooded back to our school in their uniforms and fresh
flattops, urging their old chums to enlist. Those students who did even
reasonably well on the Asvab (the
Armed Services Vocational Aptitude Battery, for
readers who went to schools where this test was not so exhaustively
administered) were thoroughly hounded by recruiters.
¶ My school
did its part, too: it devoted half a day’s class time to making sure every
junior took the Asvab. The test was also free, unlike the ACT and SAT, which
I had to choose between because I could afford only one registration fee. I
chose the ACT and crossed off those colleges that asked for the SAT.
¶ To take the
SAT II, I had to go to Las Vegas. My mother left work early one Friday to
drive me to my aunt’s house there, so I could sleep over and be at the
testing facility by 7:30 on Saturday morning. (Most of my friends didn’t
have the luxury of an aunt in the city and instead set their alarms for
4:30.) When I cracked the test booklet, I realized that in registering for
the exam with no guidance, I’d signed up for the wrong subject — Mathematics
Level 2, though I’d barely made it out of algebra alive. Even if I had had
the money to retake the test, I wouldn’t have had another ride to Vegas. So
I struggled through it and said goodbye to those colleges that required the
SAT II.
¶ But the most
important thing the military did was walk kids and their families through
the enlistment process.
¶ Most parents
like mine, who had never gone to college, were either intimidated or
oblivious (and sometimes outright hostile) to the intricacies of college
admissions and financial aid. I had no idea what I was doing when I applied.
Once, I’d heard a volleyball coach mention paying off her student loans, and
this led me to assume that college was like a restaurant — you paid when you
were done. When I realized I needed my mom’s and my stepfather’s income
information and tax documents, they refused to give them to me. They were, I
think, ashamed.
¶ Eventually,
I just stole the documents and forged their signatures. (Like nearly every
one of the dozen or so kids who went on to college from my class at P.V.H.S.,
I paid for it with the $10,000 Nevada
Millennium Scholarship, financed by Nevada’s share
of the
Tobacco Master Settlement Agreement.)
¶ Granted, there’s a good reason top
colleges aren’t sending recruiters around the country to woo kids like me
and Ryan (who, incidentally, got his B.S. at U.N.R. before going on to earn
his Ph.D. in mechanical engineering from Purdue and now holds a prestigious
postdoctoral fellowship with the National Research Council). The Army needs
every qualified candidate it can get, while competitive colleges have far
more applicants than they can handle. But if these colleges are truly
committed to diversity, they have to start paying attention to the rural
poor.
¶ Until then,
is it any wonder that students in Pahrump and throughout rural America are
more likely to end up in Afghanistan than at N.Y.U.?
Jensen Comment
The conclusions above do not necessarily apply to elite Ph.D. programs where top
college graduates XYZ state universities more frequently find their way into the
Ivy League's hallowed halls on full-ride financial support packages. For
example, years ago I graduated from a small Iowa farm town high school that I
don't think ever placed a high school graduate in any of the nation's Ivy League
universities. I commenced my higher education journey at Iowa State University.
However, quite a few of this high school's graduates eventually made their way
into doctoral programs in the Ivy League-class universities.
In my case I was given a full-ride fellowship (including room and board) to
enroll in the Stanford University Ph.D. program after earning my MBA degree from
the University of Denver. Much depends, however, on what the competition is for
those graduate schools. In my case there was less competition to get into
Stanford's accounting doctoral program than Stanford's MBA program. I'm
absolutely certain that, even if I had been admitted into Stanford's MBA
program, I would not have been given a full-ride financial fellowship.
Even today, I think applicants to accounting doctoral programs are more
apt to get full-ride fellowships as doctoral students than if they instead
applied for those elite MBA programs. Of course the incoming number of
doctoral students is less than one percent than that of the popular Ivy League
MBA programs. Many more top students apply for elite MBA degrees rather than
Ph.D. degrees that take many more years of study and do not offer those Wall
Street jobs upon attaining a Ph.D. diploma. Wall Street prefers the Ivy
League's MBA hotshots.
Ironically, some of us unable to get Wall Street job offers ended up teaching
the graduates who made millions and millions on Wall Street.
How many high-cap corporate CEOs have accounting Ph.D. degrees?
Off had, I can't think of one CEO of among Fortune 500 companies that
has a Ph.D. in accounting, although I can think of a lot of them that have MBA
degrees.
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Can You Train Business School Students To Be Ethical?
The way we’re doing it now doesn’t work. We need a new way
Question
What is the main temptation of white collar criminals?
Answer from
http://www.trinity.edu/rjensen/FraudEnronQuiz.htm#01
Jane Bryant Quinn once said something to the effect that, when corporate
executives and bankers see billions of loose dollars swirling above there heads,
it's just too tempting to hold up both hands and pocket a few millions,
especially when colleagues around them have their hands in the air. I tell my
students that it's possible to buy an "A" grade in my courses but none of them
can possibly afford it. The point is that, being human, most of us are
vulnerable to some temptations in a weak moment. Fortunately, none of you
reading this have oak barrels of highly-aged whiskey in your cellars, the
world's most beautiful women/men lined up outside your bedroom door, and
billions of loose dollars swirling about like autumn leaves in a tornado.
Most corporate criminals that regret their actions later confess that the
temptations went beyond what they could resist. What amazes me in this era,
however, is how they want to steal more and more after they already have $100
million stashed. Why do they want more than they could possibly need?
"Can You Train Business School Students To Be Ethical? The way we’re doing
it now doesn’t work. We need a new way," by Ray Fisman and Adam Galinsky,
Slate, September 4, 2012 ---
http://www.slate.com/articles/business/the_dismal_science/2012/09/business_school_and_ethics_can_we_train_mbas_to_do_the_right_thing_.html
A few years ago,
Israeli game theorist
Ariel Rubinstein got the idea of examining how
the tools of economic science affected the judgment and empathy of his
undergraduate students at Tel Aviv University. He made each student the
CEO of a struggling hypothetical company, and tasked them with deciding
how many employees to lay off. Some students were given an algebraic
equation that expressed profits as a function of the number of employees
on the payroll. Others were given a table listing the number of
employees in one column and corresponding profits in the other. Simply
presenting the layoff/profits data in a different format had a
surprisingly strong effect on students’ choices—fewer than half of the
“table” students chose to fire as many workers as was necessary to
maximize profits, whereas three quarters of the “equation” students
chose the profit-maximizing level of pink slips. Why? The “equation”
group simply “solved” the company’s problem of profit maximization,
without thinking about the consequences for the employees they were
firing.
Rubinstein’s classroom
experiment serves as one lesson in the pitfalls of the scientific
method: It often seems to distract us from considering the full
implications of our calculations. The point isn’t that it’s
necessarily immoral to fire an employee—Milton Friedman famously
claimed that the
sole purpose of a company is indeed to maximize profits—but
rather that the students who were encouraged to think of the decision to
fire someone as an algebra problem didn’t seem to think about the
employees at all.
The experiment is indicative
of the challenge faced by business schools, which devote themselves to
teaching management as a science, without always acknowledging that
every business decision has societal repercussions. A new generation of
psychologists is now thinking about how to create ethical leaders in
business and in other professions, based on the notion that good people
often do bad things unconsciously. It may transform not just education
in the professions, but the way we think about encouraging people to do
the right thing in general.
At present, the ethics
curriculum at business schools can best be described as an unsuccessful
work-in-progress. It’s not that business schools are turning Mother
Teresas into
Jeffrey Skillings (Harvard Business School,
class of ’79),
despite some claims to that effect. It’s easy
to come up with examples of rogue MBA graduates who have lied, cheated,
and stolen their ways to fortunes (recently convicted
Raj Rajaratnam is a graduate of the University
of Pennsylvania’s Wharton School of Business; his partner in crime,
Rajat Gupta, is a
Harvard Business School alum). But a huge number of companies are run by
business school grads, and for every Gupta and Rajaratnam there are
scores of others who run their companies in perfectly legal anonymity.
And of course, there are the many ethical missteps by non-MBA business
leaders—Bernie Madoff was educated as a lawyer; Enron’s Ken Lay had a
Ph.D. in economics.
In actuality,
the picture suggested by the data is that
business schools have no impact whatsoever on the likelihood that
someone will cook the books or otherwise commit fraud. MBA programs are
thus damned by faint praise: “We do not turn our students into
criminals,” would hardly make for an effective recruiting slogan.
If it’s too much to expect
MBA programs to turn out Mother Teresas, is there anything that business
schools can do to make tomorrow’s business leaders more likely
to do the right thing? If so, it’s probably not by trying to teach them
right from wrong—moral epiphanies are a scarce commodity by age 25, when
most students start enrolling in MBA programs. Yet this is how business
schools have taught ethics for most of their histories. They’ve often
quarantined ethics into the beginning or end of the MBA education. When
Ray began his MBA classes at Harvard Business School in 1994, the ethics
course took place before the instruction in the “science of management”
in disciplines like statistics, accounting, and marketing. The idea was
to provide an ethical foundation that would allow students to integrate
the information and lessons from the practical courses with a broader
societal perspective. Students in these classes read philosophical
treatises, tackle moral dilemmas, and study moral exemplars such as
Johnson & Johnson CEO James Burke, who took responsibility for and
provided a quick response to the series of deaths from tampered Tylenol
pills in the 1980s.
It’s a mistake to assume
that MBA students only seek to maximize profits—there may be eye-rolling
at some of the content of ethics curricula, but not at the idea that
ethics has a place in business. Yet once the pre-term ethics instruction
is out of the way, it is forgotten, replaced by more tangible and easier
to grasp matters like balance sheets and factory design. Students get
too distracted by the numbers to think very much about the social
reverberations—and in some cases legal consequences—of employing
accounting conventions to minimize tax burden or firing workers in the
process of reorganizing the factory floor.
Business schools are
starting to recognize that ethics can’t be cordoned off from the rest of
a business student’s education. The most promising approach, in our
view, doesn’t even try to give students a deeper personal sense of
mission or social purpose – it’s likely that no amount of indoctrination
could have kept Jeff Skilling from blowing up Enron. Instead, it helps
students to appreciate the unconscious ethical lapses that we commit
every day without even realizing it and to think about how to minimize
them. If finance and marketing can be taught as a science, then perhaps
so too can ethics.
These ethical failures
don’t occur at random – countless experiments in psychology and
economics labs and out in the world have documented the circumstances
that make us most likely to ignore moral concerns – what social
psychologists Max Bazerman and Ann Tenbrusel call our moral
blind spots. These result from numerous
biases that exacerbate the sort of distraction from ethical consequences
illustrated by the Rubinstein experiment. A classic
sequence of studies illustrate how readily
these blind spots can occur in something as seemingly straightforward as
flipping a fair coin to determine rewards. Imagine that you are in
charge of splitting a pair of tasks between yourself and another person.
One job is fun and with a potential payoff of $30; the other tedious and
without financial reward. Presumably, you’d agree that flipping a coin
is a fair way of deciding—most subjects do. However, when sent off to
flip the coin in private, about 90 percent of subjects come back
claiming that their coin flip came up assigning them to the fun task,
rather than the 50 percent that one would expect with a fair coin. Some
people end up ignoring the coin; more interestingly, others respond to
an unfavorable first flip by seeing it as “just practice” or deciding to
make it two out of three. That is, they find a way of temporarily
adjusting their sense of fairness to obtain a favorable outcome.
Jensen Comment
I've always thought that the most important factors affecting ethics were early
home life (past) and behavior others in the work place (current). I'm a believer
in relative ethics where bad behavior is affected by need (such as being swamped
in debt) and opportunity (weak internal controls at work). I've never been
a believer in the effectiveness of teaching ethics in college, although this is
no reason not to teach ethics in college. It's just that the ethics mindset was
deeply affected before coming to college (e.g. being street smart in high
school) and after coming to college (where pressures and temptations to cheat
become realities).
An example of the follow-the-herd ethics mentality.
If Coach C of the New Orleans Saints NFL football team offered Player X serious
money to intentionally and permanently injure Quarterback Q of an opposing team,
Player X might've refused until he witnessed Players W, Y, and Z being paid to
do the same thing. I think this is exactly what happened when several
players on the defensive team of the New Orleans Saints intentionally injured
quarterbacks for money.
New Orleans Saints bounty scandal ---
http://en.wikipedia.org/wiki/New_Orleans_Saints_bounty_scandal
Question
What is the main temptation of white collar criminals?
Answer from
http://www.trinity.edu/rjensen/FraudEnronQuiz.htm#01
Jane Bryant Quinn once said something to the effect that, when corporate
executives and bankers see billions of loose dollars swirling above there heads,
it's just too tempting to hold up both hands and pocket a few millions,
especially when colleagues around them have their hands in the air. I tell my
students that it's possible to buy an "A" grade in my courses but none of them
can possibly afford it. The point is that, being human, most of us are
vulnerable to some temptations in a weak moment. Fortunately, none of you
reading this have oak barrels of highly-aged whiskey in your cellars, the
world's most beautiful women/men lined up outside your bedroom door, and
billions of loose dollars swirling about like autumn leaves in a tornado.
Most corporate criminals that regret their actions later confess that the
temptations went beyond what they could resist. What amazes me in this era,
however, is how they want to steal more and more after they already have $100
million stashed. Why do they want more than they could possibly need?
See Bob Jensen's "Rotten to the Core" document at
http://www.trinity.edu/rjensen/FraudRotten.htm
The exact quotation from Jane Bryant Quinn at
http://www.trinity.edu/rjensen/FraudRotten.htm#MutualFunds
Why white collar crime pays big time even if you know you will eventually
be caught ---
http://www.trinity.edu/rjensen/FraudConclusion.htm#CrimePays
Bob Jensen's threads on professionalism and ethics ---
http://www.trinity.edu/rjensen/Fraud001c.htm
Bob Jensen's Rotten to the Core threads ---
http://www.trinity.edu/rjensen/FraudRotten.htm
September 5, 2012 reply from Paul Williams
Bob,
This is the wrong question
because business schools across all disciplines contained therein are
trapped in the intellectual box of "methodological individualism." In every
business discipline we take as a given that the "business" is not a
construction of human law and, thus of human foible, but is a construction
of nature that can be reduced to the actions of individual persons. Vivian
Walsh (Rationality Allocation, and Reproduction) critiques the neoclassical
economic premise that agent = person. Thus far we have failed in our
reductionist enterprise to reduce the corporation to the actions of other
entities -- persons (in spite of principal/agent theorists claims).
Ontologically corporations don't exist -- the world is comprised only of
individual human beings. But a classic study of the corporation (Diane
Rothbard Margolis, The Managers: Corporate Life in America) shows the
conflicted nature of people embedded in a corporate environment where the
values they must subscribe to in their jobs are at variance with their
values as independent persons. The corporate "being" has values of its own.
Business school faculty, particularly accountics "scientists," commit the
same error as the neoclassical economists, which Walsh describes thusly:
"...if neo-classical theory
is to invest its concept of rational agent with the penumbra of moral
seriousness derivable from links to the Scottish moral philosophers and,
beyond them, to the concept of rationality which forms part of the
conceptual scheme underlying our ordinary language, then it must finally
abandon its claim to be a 'value-free` science in the sense of logical
empiricism (p. 15)." Business, as an intellectual enterprise conducted
within business schools, neglects entirely "ethics" as a serious topic of
study and as a problem of institutional design. It is only a problem of
unethical persons (which, at sometime or another, includes every human being
on earth). If one takes seriously the Kantian proposition that, to be
rationally ethical beings, humans must conduct themselves so as to treat
always other humans not merely as means, but also always as ends in
themselves, then business organization is, by design, unethical. Thus, when
the Israeli students had to confront employees "face-to-face" rather than as
variables in a profit equation, it was much harder for them to treat those
employees as simply disposable means to an end for a being that is merely a
legal fiction. One thing we simply do not treat seriously enough as a worthy
intellectual activity is the serious scrutiny of the values that lay
conveniently hidden beneath the equations we produce. What thoughtful person
could possibly subscribe to the notion that the purpose of life is to
relentlessly increase shareholder wealth? Increasing shareholder value is a
value judgment, pure and simple. And it may not be a particularly good one.
Why would we be surprised that some individuals conclude that "stealing"
from them (they, like the employees without names in the employment
experiment, are ciphers) is not something that one need be wracked with
guilt about. If the best we can do is prattle endlessly on about the "tone
at the top" (do people who take ethics seriously get to the top?), then the
intellectual seriousness which ethics is afforded within business schools is
extremely low. Until we start to appreciate that the business narrative is
essentially an ethical one, not a technical one, then we will continue to
rue the bad apples and ignore how we might built a better barrel.
Paul
September 5, 2012 reply from Bob Jensen
Hi Paul,
Do you think the ethics in government is in better shape, especially given
the much longer and more widespread history of global government corruption
throughout time? I don't think ethics in government is better than ethics in
business from a historical perspective or a current perspective where
business manipulates government toward its own ends with bribes, campaign
contributions, and promises of windfall enormous job benefits for government
officials who retire and join industry?
Government corruption is the name of the game in nearly all nations,
beginning with Russia, China, Africa, South America, and down the list.
Political corruption in the U.S. is relatively low from a global
perspective.
See the attached graph from
http://en.wikipedia.org/wiki/Corruption_%28political%29

Respectfully,
Bob Jensen
"MIT’s New Free Courses May Threaten (and Improve) the Traditional Model,
Program’s Leader Says," by Jeffrey R. Young, Chronicle of Higher
Education, February 6, 2012 ---
Click Here
http://chronicle.com/blogs/wiredcampus/mits-new-free-courses-may-threaten-the-traditional-model-programs-leader-says/35245?sid=wc&utm_source=wc&utm_medium=en
The
recent announcement that Massachusetts Institute
of Technology would give certificates around free online course materials
has fueled further debate about whether employers may soon welcome new kinds
of low-cost credentials. Questions remain about how MIT’s new service will
work, and what it means for traditional college programs.
On Monday The Chronicle posed some of
those questions to two leaders of the new project: L. Rafael Reif, MIT’s
provost, and Anant Agarwal, director of MIT’s Computer Science and
Artificial Intelligence Laboratory. They stressed that the new project,
called MITx, will be run separately from the institute’s longstanding effort
to put materials from its traditional courses online. That project, called OpenCourseWare, will continue just as before, while MITx will focus on
creating new courses designed to be delivered entirely online. All MITx
materials will be free, but those who want a certificate after passing a
series of online tests will have to pay a “modest fee.”
Q. I understand you held a forum late last
month for professors at MIT to ask questions about the MITx effort. What
were the hottest questions at that meeting?
Mr. Agarwal: There were a few good
questions. One was, How will you offer courses that involve more of a soft
touch? More of humanities, where it may not be as clear how to grade
answers?
Mr. Reif: One particular faculty
member said, How do I negotiate with my department head to get some time to
be doing this? Another one is, Well, you want MIT to give you a certificate,
how do we know who the learner is? How do we certify that?
Q. That is a question I’ve heard on some
blogs. How do you know that a person is who they say they are online? What
is your answer to that?
Mr. Agarwal: I could give a speech
on this question. … In the very short term students will have to pledge an
honor code that says that they’ll do the work honestly and things like that.
In the medium term our plan is to work with testing companies that offer
testing sites around the world, where they can do an identity check and they
can also proctor tests and exams for us. For the longer term we have quite a
few ideas, and I would say these are in the so-called R&D phase, in terms of
how we can electronically check to see if the student is who they say they
are, and this would use some combination of face recognition and other forms
of technique, and also it could involve various forms of activity
recognition.
Q. You refer to what’s being given by MITx
as a certificate. But there’s also this
trend of educational badges,
such as an effort by Mozilla, the people who make the Firefox Web browser,
to build a framework to issue such badges. Is MIT planning to use that badge
platform to offer these certificates?
Mr. Agarwal: There are a lot of
experiments around the Web as far as various ways of badging and various
ways of giving points. Some sites call them “karma points.” Khan Academy has
a way of giving badges to students who offer various levels of answering
questions and things like that. Clearly this is a movement that is happening
in our whole business. And we clearly want to leverage some of these ideas.
But fundamentally at the end of the day we have to give a certificate with a
grade that says the student took this course and here’s how they did—here’s
their grade and we will give it to them. … But there are many, many ways the
Internet is evolving to include some kind of badging and point systems, so
we will certainly try to leverage these things. And that’s a work in
progress.
Q. So there will be letter grades?
Mr. Agarwal: Correct.
Q. So you’ve said you will release your
learning software for free under an open-source license. Are you already
hearing from institutions that are going to take you up on that?
Mr. Agarwal: Yes, I think there’s
a lot of interest. Our plan is to make the software available online, and
there has been a lot of interest from a lot of sources. Many universities
and other school systems have been thinking about making more of their
content available online, and if they can find an open platform to go with I
think that will be very interesting for a lot of people.
Q. If you can get this low-cost
certificate, could this be an alternative to the $40,000-plus per year
tuition of MIT for enough people that this will really shake up higher
education? That may not threaten MIT, but could it threaten and even force
some colleges to close if they have to compete with a nearly free
certificate from your online institution?
Mr. Reif: First of all this is not
a degree, this is a certificate that MITx is providing. The second important
point is it’s a completely different educational environment. The real
question is, What do employers want? I think that for a while MITx or
activities like MITx—and there is quite a bit of buzz going on around things
like that—will augment the education students get in college today. It’s not
intended to replace it. But of course one can think of, “What if in a few
years, I only take two MITx-like courses for free and that’s enough to get
me a job?” Well, let’s see how well all this is received and how well or how
badly the traditional college model gets threatened.
In my personal view, I think the best education
that can be provided is that in a college environment. There are many things
that you cannot teach very well online. Let me give you, for instance, an
example of something that is important: ethics and integrity and things like
that. You walk on the MIT campus and by taking a course with Anant Agarwal
and meeting him and other professors like him you get the sense of ethics
and integrity. Is it easy to transfer that online in a community? Maybe it
is, but it’s going to take a bit of research to figure out how to do that.
Continued in article
The Game Changer
More on Porsches
versus
Volkswagens versus
Competency Based Learning
Bringing Low Cost Education and Training to the Masses
Both a 1950 VW bug and a 1950 Porsche can be driven from Munich to Berlin. A
Porsche (MIT degree) can make the trip faster, more comfortable (the VW didn't
even have a heater), and safer on the autobahn. But the VW can
achieve the same goal at a lower cost to own and drive.
As fate would have it, the day after I wrote about Hitler's Volkswagen versus
Porsche analogy with meeting higher education needs of the masses at very low
cost, the following article appeared the next day of February 3. Ryan Craig and
I went about make the same point from two different angles.
Part of my February 2, 2012 message read as follows:
. . .
But the MITx design is not yet a Volkswagen since MIT provides high
quality lectures, videos, and course materials without yet setting academic
standards. MIT is instead passing along the academic standard setting to the
stakeholders. For example, when an engineering student at Texas A&M
graduates with a 3.96 grade average, the Texas A&M system has designed and
implemented the academic quality controls. In the MITx certificate program,
the quality controls must be designed by the employers or graduate school
admissions officers not part of the Texas A&M system..
My earlier example is that a student in the MITx program may learn a
great deal about Bessel functions ---
http://en.wikipedia.org/wiki/Bessel_functions
But obtaining a MITx certificate for completing a Bessel function module
says absolutely nothing about whether the certificate holder really mastered
Bessel functions. It's up to employers and graduate school admissions
officers to introduce filters to test the certificate holder's mastery of
the subject.
I hope that one day the MITx program will also have
competency-based testing of its MITx
certificate holders --- that would be the second
stage of a free MITx Volkswagen model.
Bob Jensen
For all the hubbub about massive online classes
offered by elite universities, the real
potential game-changer in higher education is competency-based learning.
Ryan Craig. February 3, 2012
"Adventures in Wonderland, by Ryan Craig, Inside Higher Ed, February
3, 2012 ---
http://www.insidehighered.com/views/2012/02/03/essay-massive-online-courses-not-game-changing-innovation
"Will MITx Disrupt Higher Education?" by Robert Talbert, Chronicle
of Higher Education, December 20, 2011 ---
http://chronicle.com/blognetwork/castingoutnines/2011/12/20/will-mitx-disrupt-higher-education/?sid=wc&utm_source=wc&utm_medium=en
"MIT Expands 'Open' Courses, Adds Completion Certificates," Inside
Higher Ed, December 19, 2011 ---
http://www.insidehighered.com/quicktakes/2011/12/19/mit-expands-open-courses-adds-completion-certificates
"MIT’s New Free Courses May Threaten (and Improve) the Traditional Model,
Program’s Leader Says," by Jeffrey R. Young, Chronicle of Higher
Education, February 6, 2012 ---
Click Here
http://chronicle.com/blogs/wiredcampus/mits-new-free-courses-may-threaten-the-traditional-model-programs-leader-says/35245?sid=wc&utm_source=wc&utm_medium=en
Bob Jensen's threads on open source video and course materials from
prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on education technology in general ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
THE COLLEGE OF 2020: STUDENTS ---
https://www.chronicle-store.com/ProductDetails.aspx?ID=78956&WG=0
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Bob Jensen's threads on online training and education alternatives ---
http://www.trinity.edu/rjensen/Crossborder.htm
College, Reinvented ---
http://chronicle.com/section/College-Reinvented/656
"For Whom Is College Being Reinvented? 'Disruptions' have the buzz but
may put higher education out of reach for those students likely to benefit the
most," by Scott Carlson and Goldie Blumenstyk, Chronicle of Higher Education,
December 17, 2012 ---
http://chronicle.com/article/The-False-Promise-of-the/136305/
Last year, leading lights in for-profit and
nonprofit higher education convened in Washington for a conference on
private-sector innovation in the industry. The national conversation about
dysfunction and disruption in higher education was just heating up, and
panelists from start-ups, banking, government, and education waxed
enthusiastic about the ways that a traditional college education could be
torn down and rebuilt—and about how lots of money could be made along the
way.
During a break, one panelist—a banker who lines up
financing for education companies, and who had talked about meeting consumer
demands in the market—made chitchat. The banker had a daughter who wanted a
master's in education and was deciding between a traditional college and a
start-up that offered a program she would attend mostly online—exactly the
kind of thing everyone at the conference was touting.
For most parents, that choice might raise
questions—and the banker was no exception. Unlike most parents, however, the
well-connected banker could resolve those uncertainties, with a call to the
CEO of the education venture: "Is this thing crap or for real?"
In higher education, that is the question of the
moment—and the answer is not clear, even to those lining up to push for
college reinvention. But the question few people want to grapple with is,
For whom are we reinventing college?
The punditry around reinvention (including some in
these pages) has trumpeted the arrival of MOOC's, badges, "UnCollege," and
so on as the beginning of a historic transformation. "College Is Dead. Long
Live College!," declared a headline in Time's "Reinventing College"
issue, in October, which pondered whether massive open online courses would
"finally pop the tuition bubble." With the advent of MOOC's, "we're
witnessing the end of higher education as we know it," pronounced Joseph E.
Aoun, president of Northeastern University, in The Boston Globe
last month.
Read beneath the headlines a bit. The pundits and
disrupters, many of whom enjoyed liberal-arts educations at elite colleges,
herald a revolution in higher education that is not for people like them or
their children, but for others: less-wealthy, less-prepared students who are
increasingly cut off from the dream of a traditional college education.
"Those who can afford a degree from an elite
institution are still in an enviable position," wrote the libertarian
blogger Megan McArdle in a recent Newsweek article, "Is College a
Lousy Investment?" For the rest, she suggested, perhaps apprenticeships and
on-the-job training might be more realistic, more affordable options. Mr.
Aoun, in his Globe essay, admitted that the coming reinvention
could promote a two-tiered system: "one tier consisting of a campus-based
education for those who can afford it, and the other consisting of low- and
no-cost MOOC's." And in an article about MOOC's, Time quotes
David Stavens, a founder of the MOOC provider Udacity, as conceding
that "there's a magic that goes on inside a university campus that, if you
can afford to live inside that bubble, is wonderful."
But if you can't, entrepreneurs like him are
creating an industrialized version of higher education that the most fervent
disruptionists predict could replace mid-sized state institutions or
less-selective private colleges. "I think the top 50 schools are probably
safe," Mr. Stavens said.
A 'Mass
Psychosis'
Higher education does have real problems, and
MOOC's, badges—certificates of accomplishment—and other innovations have
real potential to tackle some of them. They could enrich teaching, add
rigor, encourage interdisciplinarity, reinforce education's real-world
applicability, and make learning more efficient—advances all sorely needed.
But the reinvention conversation has not produced
the panacea that people seem to yearn for. "The whole MOOC thing is mass
psychosis," a case of people "just throwing spaghetti against the wall" to
see what sticks, says Peter J. Stokes, executive director for postsecondary
innovation at Northeastern's College of Professional Studies. His job is to
study the effectiveness of ideas that are emerging or already in practice.
He believes that many of the new ideas, including
MOOC's, could bring improvements to higher education. But "innovation is not
about gadgets," says Mr. Stokes. "It's not about eureka moments. ... It's
about continuous evaluation."
The furor over the cost and effectiveness of a
college education has roots in deep socioeconomic challenges that won't be
solved with an online app. Over decades, state support per student at public
institutions has dwindled even as enrollments have ballooned, leading to
higher prices for parents and students. State funds per student dropped by
20 percent from 1987 to 2011, according to an analysis by the
higher-education finance expert Jane Wellman, who directs the National
Association of System Heads. States' rising costs for Medicaid, which
provides health care for the growing ranks of poor people, are a large part
of the reason.
Meanwhile, the gap between the country's rich and
poor widened during the recession, choking off employment opportunities for
many recent graduates. Education leading up to college is a mess: Public
elementary and secondary systems have failed a major segment of society, and
the recent focus on testing has had questionable results.
Part of the problem is that the two-tiered system
that Mr. Aoun fretted about is already here—a system based in part on the
education and income of parents, says Robert Archibald, an economics
professor at the College of William and Mary and an author of Why Does
College Cost So Much?
"At most institutions, students are in mostly large
classes, listening to second-rate lecturers, with very little meaningful
faculty student interaction," he says. "Students are getting a fairly
distant education even in a face-to-face setting."
If the future of MOOC's as peddled by some were to
take hold, it would probably exacerbate the distinction between "luxury" and
"economy" college degrees, he says. Graduates leaving high school well
prepared for college would get an even bigger payoff, finding a place in the
top tier.
"The tougher road is going to be for the people who
wake up after high school and say, I should get serious about learning," Mr.
Archibald says. "It's going to be tougher for them to maneuver through the
system, and it is already tough."
That's one reason economists like Robert B. Reich
argue for more investment in apprentice-based educational programs, which
would offer an alternative to the bachelor's degree. "Our entire economy is
organized to lavish very generous rewards on students who go through that
gantlet" for a four-year degree, says the former secretary of labor, now a
professor of public policy at the University of California at Berkeley. As a
country, he says, we need to "expand our repertoire." But it's important
that such a program not be conceived and offered as a second-class degree,
he argues. It should be a program "that has a lot of prestige associated
with it."
With few exceptions, however, the reinvention crowd
is interested in solutions that will require less public and private
investment, not more. Often that means cutting out the campus experience,
deemed by some a "luxury" these days.
Less Help Where
It's Needed
Here's the cruel part: The students from the bottom
tier are often the ones who need face-to-face instruction most of all.
"The idea that they can have better education and
more access at lower cost through massive online courses is just
preposterous," says Patricia A. McGuire, president of Trinity Washington
University. Seventy percent of her students are eligible for Pell Grants,
and 50 percent come from the broken District of Columbia school system. Her
task has been trying to figure out how to serve those students at a college
with the university's meager $11-million endowment.
Getting them to and through college takes advisers,
counselors, and learning-disability experts—a fact Ms. McGuire has tried to
convey to foundations, policy makers, and the public. But the reinvention
conversation has had a "tech guy" fixation on mere content delivery, she
says. "It reveals a lack of understanding of what it takes to make the
student actually learn the content and do something with it."
Amid the talk of disruptive innovation, "the real
disruption is the changing demographics of this country," Trinity's
president says. Waves of minority students, especially Hispanics, are
arriving on campus, many at those lower-tier colleges, having come from
schools that didn't prepare them for college work. "The real problem here is
that higher education has to repeat a whole lot of lower education," Ms.
McGuire says. "That has been drag on everyone."
Much of the hype around reinvention bypasses her
day-to-day challenges as a president. "All of the talk about how higher
education is broken is a superficial scrim over the question, What are the
problems we are trying to solve?" she says. The reinvention crowd has
motivations aside from solving higher education's problems, she suspects:
"Beware Chicken Little, because Chicken Little has a vested interest in
this. There is an awful lot of hype about disruption and the need for
reinvention that is being fomented by people who are going to make out like
bandits on it."
Siva Vaidhyanathan, a professor of media studies
and law at the University of Virginia and a frequent commentator on
technology and education, believes that some of the new tools and
innovations could indeed enhance teaching and learning—but that doing so
will take serious research and money.
In any case, he says, the new kinds of distance
learning cannot replace the vital role that bricks-and-mortar colleges have
in many communities.
Continued in article
Bob Jensen's threads on MOOCs, EdX, and MITx ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
"Online-Education Start-Up Teams With Top-Ranked Universities to Offer
Free Courses," by Nick DeSantis, Chronicle of Higher Education, April
18, 2012 ---
Click Here
http://chronicle.com/blogs/wiredcampus/online-education-start-up-teams-with-top-ranked-universities-to-offer-free-courses/36048?sid=wc&utm_source=wc&utm_medium=en
Bob Jensen's threads on free online courses, lectures, videos, tutorials,
and course materials from prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
The Wandering Path From Knowledge Portals to MOOCs
You can read about the early knowledge portal experiment at Columbia
University that offered great hopes by failed early on.
Fathom was one of the early on initiatives to create an academic knowledge
portal somewhat similar to Wikipedia, although Columbia and its prestigious
university partners were taking on responsibility for content rather than users.
Fathom was not a Wiki.
Bob Jensen's threads on Fathom and Other Knowledge Portals ---
http://www.cs.trinity.edu/rjensen/000aaa/portals.htm
Note that this page was written before Columbia and its partners abandoned
the costly effort.
Fathom Partners
Columbia University
London School of Economics and Political Science
Cambridge University Press
The British Library
Smithsonian Institution's National Museum of Natural History
The New York Public Library University of Chicago
American Film Institute
RAND
Woods Hole Oceanographic Institution
"Professors Are About to Get an Online Education: Georgia Tech's new
Internet master's degree in computer science is the future." by Andy
Kessler, The Wall Street Journal, June 2, 2013 ---
http://online.wsj.com/article/SB10001424127887324659404578504761168566272.html?mod=djemEditorialPage_h
Anyone who cares about America's shortage of
computer-science experts should cheer the recent news out of Georgia Tech.
The Atlanta university is making major waves in business and higher
education with its May 14 announcement that the college will offer the first
online master's degree in computer science—and that the degree can be had
for a quarter of the cost of a typical on-campus degree. Many other
universities are experimenting with open online courses, or MOOCs, but
Georgia Tech's move raises the bar significantly by offering full credit in
a graduate program.
It comes just in time. A shortfall of
computer-science graduates is a constant refrain in Silicon Valley, and by
2020 some one million high-tech job openings will remain unfilled, according
to the Commerce Department.
That's why Georgia Tech's online degree, powered by
Udacity, is such a game-changer. For the same $7,000 a year that New York
City spends per student on school buses, you can now get a master's from one
of the most well-respected programs in the country. Moore's Law says these
fees should drop to $1,000 by 2020—a boon for students and for the economy.
Sadly, MOOCs are not without controversy. Consider
what happened at San Jose State after the university last fall ran a test
course in electrical engineering paid for by the Bill and Melinda Gates
Foundation. Students who worked with online content passed at a higher rate
than classroom-only students, 91% to 60%. The course was so successful that
the school's president decided to expand online courses, including
humanities, which will also be rolled out to other California State
universities.
You'd think professors would welcome these positive
changes for students. Some teachers across the country are, however
cautiously, embracing the MOOC model. But plenty of professors smell a
threat to their livelihood. In an April 29 open letter to the university,
San Jose State philosophy professors wrote: "Let's not kid ourselves;
administrators at the CSU are beginning a process of replacing faculty with
cheap online education."
In April, an Amherst faculty committee decided
against online courses, since they apparently run afoul of the school's
mission of "learning through close colloquy." As it happens, Amherst
professors rank seventh in salary of top liberal arts colleges, pulling in
$137,700. And at Duke, where my son is a student, a faculty council at the
school's arts and sciences college voted 16 to 14 against granting
graduation credits for taking a Duke MOOC. By the way, Duke professors'
average salary is $180,200.
I have nothing against teachers—or even high
salaries, if the teachers are worth it. But half of recent college graduates
don't have jobs or don't use their degree in the jobs they find. Since 1990,
the cost of college has increased at four times the rate of inflation.
Student loans are clocking in at $1 trillion.
Something's got to give. Education is going to
change, the question is how and when. Think about it: Today's job
market—whether you're designing new drugs, fracking for oil, writing mobile
apps or marketing Pop Chips—requires graduates who can think strategically
in real time, have strong cognitive skills, see patterns, work in groups and
know their way around highly visual virtual environments. This is the same
generation that grew up playing online games like Call of Duty and World of
Warcraft, but who are almost never asked to use their online skills in any
classroom.
MOOCs will inevitably come to K-12 education too.
Everyone knows great public school teachers. But we also all know the
tenured type who has been mailing it in for years. Parents spend sleepless
nights trying to rearrange schedules to get out of Mr. Bleh's fourth-period
math class. Online education is about taking the "best in class" teachers
and scaling them to thousands or millions of students rather than 25-30 at a
time.
The union-dominated teaching corps can be expected
to be just as hostile as college professors to moving K-12 to MOOCs. But a
certain financial incentive will exist nonetheless. I noted this in a talk
recently at an education conference where the audience was filled with
people who create education software and services.
I began by pointing out that in 2011 only 7.9% of
11th graders in Chicago public schools tested "college ready." That's
failure, and it's worse when you realize how much money is wasted on these
abysmal results. Chicago's 23,290 teachers—who make an average salary of
$74,839, triple U.S. per capita income and 50% more than median U.S.
household income—cost Chicago taxpayers $1.75 billion out of the city's
$5.11 billion budget.
Why not forget the teachers and issue all 404,151
students an iPad or Android tablet? At a cost of $161 million, that's less
than 10% of the expense of paying teachers' salaries. Add online software,
tutors and a $2,000 graduation bonus, and you still don't come close to the
cost of teachers. You can't possibly do worse than a 7.9% college readiness
level.
Continued in article
Masters of
Accounting and Taxation Online Degree Programs
http://www.trinity.edu/rjensen/CrossBorder.htm#MastersOfAccounting
Bob Jensen's threads on online training and education alternatives ---
http://www.trinity.edu/rjensen/CrossBorder.htm
"A Pioneer in Online Education Tries a MOOC," by Ann Kirschner,
Chronicle of Higher Ed, October 1, 2012 ---
http://chronicle.com/article/A-Pioneer-in-Online-Education/134662/?cid=wc&utm_source=wc&utm_medium=en
MOOOOOOOOC! Surely "massive open online course" has
one of the ugliest acronyms of recent years, lacking the deliberate
playfulness of Yahoo (Yet Another Hierarchical Officious Oracle) or the
droll shoulder shrug suggested by the word "snafu" (Situation Normal, All
Fouled Up).
I'm not a complete neophyte to online learning.
Back in 1999, I led the start-up team for Fathom, one of the earliest
knowledge networks, in partnership with Columbia University and other
institutions here and abroad, and I'm a board member of the Apollo Group. So
I was understandably curious about these MOOC's. With fond memories of a
thrilling virtual trip a dozen years ago to Ephesus, Turkey, via a
multimedia-rich, self-paced course created by a professor at the University
of Michigan at Ann Arbor, I decided to check out a MOOC for myself.
Coursera, a new company that offers free online
courses through some of the world's best-known universities, had the widest
and most impressive selection. I blocked my ears to the siren call of
science fiction, poetry, and history and opted for something sober: "Health
Policy and the Affordable Care Act." It's taught by the Emanuel brother who
isn't the Chicago mayor or the Hollywood superagent—Ezekiel Emanuel, an M.D.
and Ph.D. who teaches at the University of Pennsylvania. For the next eight
weeks, I was part of a noisy, active, earnest, often contentious, and
usually interesting group of students. There didn't seem to be any way to
gauge the number enrolled, but I learned about the students from a
discussion group. There were quite a few lawyers, doctors, and other
health-care professionals. Some were struggling with personal health
disasters and wanted tools to predict how the health-care act would affect
their futures. Some were international researchers doing comparative
studies. Others were higher-education folks like me, testing the MOOC
waters.
The quality and format of the discussions were
immediate disappointments. A teaching assistant provided some adult
supervision, but too many of the postings were at the dismal level of most
anonymous Internet comments: nasty, brutish, and long. The reliance on
old-fashioned threaded message groups made it impossible to distinguish
online jerks from potential geniuses. I kept wishing for a way to break the
large group into small cohorts self-selected by background or
interests—health-care professionals, for instance, or those particularly
interested in the economics of health care. There was no way to build a
discussion, no equivalent to the hush that comes over the classroom when the
smart kid raises his or her hand.
If you believe the sage's advice that we learn much
from our teachers and colleagues but most of all from our students, MOOC's
will be far more effective when we are able to learn from one another.
Not surprisingly, enterprising MOOCsters are
already organizing themselves outside the online classroom, using
social-media tools like Google Hangouts and Facebook. In New York, students
schedule meetings in Starbucks; in Katmandu, a group relies on Meetup to get
together. Some course providers are facilitating external interaction:
Udacity has offered Global Meetup Day with Sebastian Thrun, the Stanford
University computer scientist (and Udacity co-founder) known for his course
on artificial intelligence. Coursera threw a giant barbecue in Menlo Park,
Calif., complete with volleyball and beanbag tossing.
Of course, peer learning takes you only so far: At
some point, somebody has to know something about the subject. Professor
Emanuel was a presence only in videos, but these were uniformly excellent.
The cameras caught him walking briskly around an actual lecture hall, and I
liked the presence of shadowy classmates sitting in Philadelphia, as if this
were happening in real time. The videos were pleasantly peppered with pop-up
quizzes. No embarrassment for the wrong answer, and I was ridiculously
pleased at correctly guessing that the proportion of health-care costs in
the United States that goes to prescription drugs is only 10 percent. For
those in a rush, watching at twice normal speed is sort of fun— don't you
secretly wish you could sit through some meetings at double speed?
I was a faithful student for a few weeks, until I
fell prey to my worst undergraduate habit, procrastination—only now my
excuses were far more sophisticated. I have to finish a manuscript! I have a
board meeting! I have to meet my mother's new cardiologist!
In a MOOC, nobody can hear you scream.
I might have abandoned the charming Professor
Emanuel altogether had the Supreme Court's decision to uphold President
Obama's health-care program not injected the spice of real-time action into
the discussion and refreshed my interest.
Somewhere between the videos and the readings and
the occasional dip into the discussion groups, I found myself actually
learning. I was particularly interested in how malpractice contributes to
health-care costs but was instructed by my professor that the potential
savings there amounted to mere "pencil dust." And who knew about the
proposed National Medical Error Disclosure and Compensation Act of 2005,
which would have reduced the number of malpractice cases, accelerated their
resolution, and lowered costs by two-thirds?
To earn a certificate, I would have had to submit
several essays for a grade, and I stopped short of that (see excuses above).
Essays are peer-graded, and it won't surprise anybody who has ever taught
undergraduates to hear that the student evaluations can be fierce. On the
discussion boards, there was considerable discussion of grade deflation,
plagiarism, and cheating. Alas, academic sins do follow us into the land of
MOOC's, despite a nicely written honor code. Bad behavior in any classroom,
real or virtual, should be no more surprising than gambling in
Casablanca. In fact, brace yourself for a breathtaking new form of
voluntary identity sharing: Your
fake student avatar, now available for a small
fee, will take your class for you.
Looking back, I suppose Fathom was a proto-MOOC,
and I confess to some surprise that the Coursera format has evolved little
beyond our pioneering effort of a decade ago. Yet when it came time to
assess the course, I found myself rating it pretty highly, and concluded
that aside from the format, the failings were mostly mine, for lack of
focus. Like many MOOC students, I didn't completely "finish" the course.
However, the final evaluations seemed mostly enthusiastic. From the
comments, most of the students seemed to find the course long on substance:
"comprehensive," "a good balance between the law, policy, and economics,"
"rich with multiple perspectives on health-policy issues."
Now, I could have read a book or done this on my
own. But you could say the same thing about most education. A course is not
a book but a journey, led by an expert, and taken in the company of fellow
travelers on a common quest for knowledge. My MOOC had those elements,
albeit in a pretty crude form.
You'd have to live under a rock not to know that
crushing student debt, declining state support, and disruptive technologies
have made it imperative to look at new models for teaching. The competitive
landscape for higher education is changing every day. China recently
declared the goal of bringing half a million foreign students to its shores
by 2020, and is investing in programs friendly to Americans and other
international students. American MOOC's may point the way to retaining the
best students and faculty in the world, while adding the lively and
collaborative components of technology-enhanced teaching and learning.
It is true that nobody yet has a reasonable
business plan for these courses, and there is concern over completion rates
and whether colleges are "giving away the farm," as a recent MIT
alumni-magazine article put it. It is not hard to anticipate the end of free
and the start of the next stage: fee-based certificate programs built around
MOOC's. But for now, the colleges leading those efforts are making
relatively modest—and rare—investments in research and development. Their
faculty members are excited about the opportunity to experiment. Let's give
this explosion of pent-up innovation in higher education a chance to mature
before we rush to the bottom line.
Continued in article
"What You Need to Know About MOOC's," Chronicle of Higher Education,
August 20, 2012 ---
http://chronicle.com/article/What-You-Need-to-Know-About/133475/
. . .
Who are the major players?
Several start-up companies are working with
universities and professors to offer MOOC's. Meanwhile, some colleges are
starting their own efforts, and some individual professors are offering
their courses to the world. Right now four names are the ones to know:
edX
A nonprofit effort run jointly by
MIT, Harvard, and Berkeley.
Leaders of the group say they intend to slowly add
other university partners over time. edX plans to freely give away the
software platform it is building to offer the free courses, so that anyone
can use it to run MOOC’s.
Coursera
A for-profit company founded by two computer-science
professors from Stanford.
The company’s model is to sign contracts with colleges that agree to use
the platform to offer free courses and to get a percentage of any revenue.
More than a dozen high-profile institutions, including Princeton and the U.
of Virginia, have joined.
Udacity
Another for-profit company founded
by a Stanford computer-science professor.
The company, which works with individual professors
rather than institutions, has attracted a range of well-known scholars.
Unlike other providers of MOOC’s, it has said it will focus all of its
courses on computer science and related fields.
Udemy
A for-profit platform that lets
anyone set up a course.
The company encourages its instructors to charge a
small fee, with the revenue split between instructor and company. Authors
themselves, more than a few of them with no academic affiliation, teach many
of the courses.
The Big List of 530 Free Online Courses from Top Universities (New
Additions) ---
Click Here
http://www.openculture.com/2012/09/new_additions_to_our_list_of_530_free_online_courses_from_top_universities_.html
"The Future Is Now?" by Joe Hoyle, Teaching Blog, August 13,
2012 ---
http://joehoyle-teaching.blogspot.com/2012/08/the-future-is-now.html
Bob Jensen's threads on MOOCs, MITx, and Courses from Prestigious
Universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on distance education and training alternatives in
general ---
http://www.trinity.edu/rjensen/Crossborder.htm
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Bob Jensen's threads on MOOCs and other free courses, videos, tutorials,
and course materials from prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on asynchronous learning ---
http://www.trinity.edu/rjensen/255wp.htm
"College Degree, No Class Time Required University of Wisconsin to Offer a
Bachelor's to Students Who Take Online Competency Tests About What They Know,"
by Caroline Porter, The Wall Street Journal, January 24, 2013 --- "
http://online.wsj.com/article/SB10001424127887323301104578255992379228564.html
Thank you Ramesh Fernando for the heads up.
David Lando plans to start working toward a diploma
from the University of Wisconsin this fall, but he doesn't intend to set
foot on campus or even take a single online course offered by the school's
well-regarded faculty.
Instead, he will sit through hours of testing at
his home computer in Milwaukee under a new program that promises to award a
bachelor's degree based on knowledge—not just class time or credits.
"I have all kinds of credits all over God's green
earth, but I'm using this to finish it all off," said the 41-year-old
computer consultant, who has an associate degree in information technology
but never finished his bachelor's in psychology.
Colleges and universities are rushing to offer free
online classes known as "massive open online courses," or MOOCs. But so far,
no one has figured out a way to stitch these classes together into a
bachelor's degree.
Now, educators in Wisconsin are offering a possible
solution by decoupling the learning part of education from student
assessment and degree-granting.
Wisconsin officials tout the UW Flexible Option as
the first to offer multiple, competency-based bachelor's degrees from a
public university system. Officials encourage students to complete their
education independently through online courses, which have grown in
popularity through efforts by companies such as Coursera, edX and Udacity.
No classroom time is required under the Wisconsin
program except for clinical or practicum work for certain degrees.
Elsewhere, some schools offer competency-based
credits or associate degrees in areas such as nursing and business, while
Northern Arizona University plans a similar program that would offer
bachelor's degrees for a flat fee, said spokesman Eric Dieterle. But no
other state system is offering competency-based bachelor's degrees on a
systemwide basis.
Wisconsin's Flexible Option program is "quite
visionary," said Molly Corbett Broad, president of the American Council on
Education, an education policy and lobbying group that represents some 1,800
accredited colleges and universities.
In Wisconsin, officials say that about 20% of adult
residents have some college credits but lack a degree. Given that a growing
number of jobs require a degree, the new program appeals to potential
students who lack the time or resources to go back to school full time.
"It is a big new idea in a system like ours, and it
is part of the way the ground is shifting under us in higher education,"
said Kevin Reilly, president of the University of Wisconsin System, which
runs the state's 26 public-university campuses.
Under the Flexible Option, assessment tests and
related online courses are being written by faculty who normally teach the
related subject-area classes, Mr. Reilly said.
Officials plan to launch the full program this
fall, with bachelor's degrees in subjects including information technology
and diagnostic imaging, plus master's and bachelor's degrees for registered
nurses. Faculty are working on writing those tests now.
The charges for the tests and related online
courses haven't been set. But university officials said the Flexible Option
should be "significantly less expensive" than full-time resident tuition,
which averages about $6,900 a year at Wisconsin's four-year campuses.
The Wisconsin system isn't focusing on the
potential cost savings the program may offer it but instead "the university
and the state are doing this to strengthen the state work force," said
university spokesman David Giroux.
Siva Vaidhyanathan, a media-studies professor at
the University of Virginia who has written about the future of universities,
called the program a "worthy experiment" but warned that school officials
"need to make sure degree plans are not watered down."
Some faculty at the school echoed the concern,
since the degree will be indistinguishable from those issued by the
University of Wisconsin the traditional way. "There has got to be very
rigorous documentation that it lives up to the quality of that name," said
Mark Cook, an animal-sciences professor and chairman of the university
committee for the faculty senate at the Madison campus.
Wisconsin Gov. Scott Walker has championed the
idea, in part because he left college in his senior year for a job
opportunity and never finished his degree. He said he hoped to use the
Flexible Degree option himself.
"I think it is one more way to get your degree. I
don't see it as replacing things," Mr. Walker said
Continued in article
Jensen Comment
If competency based learning is to be offered in this manner, I think the
pretense that this is equivalent to a traditional undergraduate degree should be
dropped. An undergraduate diploma traditionally maps to a curriculum that
includes some courses that just cannot be examined with competency-based testing
proposed in this article. This includes speech courses where students must stand
in front of audiences to perform and be evaluated. This includes case courses
where the student's oral contributions to oral discussions of a case,
discussions that take on serendipitous tracks and student interactions.
Science laboratories and many other courses entail use of onsite equipment,
chemicals, etc. Some physical education courses entail individual and team
performances. Music courses often entail performances on musical instruments or
singing before critics. Education courses often entail live teaching and other
interactions with K-12 students.
In between we have online universities that still make students take courses
and interact with instructors and other students by email, chat rooms, etc. A
few like Western Governors University even have course grades based on
competency-based testing. But WGU only offers certain majors that do not entail
onsite laboratory experiences and other onsite experiences. In the 19th Century
the University of Chicago allowed students to take final examinations in some
courses without attending any classes. But this did not apply to all types
of courses available on campus.
The day will probably come where there are no undergraduate or graduate
degrees. Students will instead have transcript records of their graded
performances onsite and online. But that day has not yet arrived. The above
University of Wisconsin alternative to obtaining an undergraduate diploma must
be severely limited in terms of the total curriculum available onsite at state
university campuses in Wisconsin.
The above University of Wisconsin alternative to obtaining an online diploma
cuts out important parts of online learning in a course where students
frequently interact with instructors and other students enrolled in class.
Bob Jensen's threads on the dark side of education technology ---
http://www.trinity.edu/rjensen/000aaa/theworry.htm
Bob Jensen's threads on assessment are at
http://www.trinity.edu/rjensen/Assess.htm
Changing Course: Ten Years of Tracking Online Education in the United
States
The Sloan Consortium and the Babson
Survey Research Group and the College Board, 2012
http://babson.qualtrics.com/SE/?SID=SV_4SjGnHcStH5g9G5
Some key report findings
include:
- Over 6.7 million students were taking at least one online course
during the fall 2011 term, an increase of 570,000 students over the
previous year.
- Thirty-two percent of higher education students now take at least
one course online.
- Seventy-seven percent of academic leaders rate the learning outcomes
in online education as the same or superior to those in face-to-face.
- Only 30.2 percent of chief academic officers believe that their
faculty accept the value and legitimacy of online education - a rate
that is lower than recorded in 2004
Full Report Now Available.
(PDF and several eBook formats)
Bob Jensen's links to online training and education ---
http://www.trinity.edu/rjensen/Crossborder.htm
Higher Education Bubble ---
http://en.wikipedia.org/wiki/Education_bubble
Educating the Masses: From MITx to EDX
Harvard and MIT Create EDX to Offer Free Online Courses Worldwide ---
Click Here
http://www.openculture.com/2012/05/harvard_and_mit_create_edx_to_offer_free_online_courses_worldwide.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OpenCulture+%28Open+Culture%29
It all started early last fall. Sebastian Thrun
went a little rogue (oh the audacity!) and started offering
free online courses under Stanford’s banner to mass audiences,
with each course promising a “statement of
accomplishment” at the end. Hundreds of thousands of students signed up, and
universities everywhere took notice.
Since then we have witnessed universities and
startups scrambling fairly madly to create their own MOOCs (Massive Open
Online Courses), hoping to gain a foothold in a new area that could
eventually disrupt education in a major way. In December,
MIT announced the creation of MITx, promising
free courses and a “certificate of completion” to students worldwide.
Sebastian Thrun left Stanford to create Udacity, and another Stanford
spinoff,
Coursera, gained instant traction when it
announced in April that it had raised $16 million in venture capital and
signed partnerships with Princeton, Penn and U Michigan.
Now comes the latest news. MIT has teamed up with
its Cambridge neighbor, Harvard, to create
a new non profit venture, EDX. To date, Harvard
has barely dabbled
in open education. But it’s now throwing
$30 million behind
EDX (M.I.T. will do
the same), and together they will offer free digital courses worldwide, with
students receiving the obligatory certificate of mastery at the end. The EDX
platform will be open source, meaning it will be open to other universities.
Whether EDX will replace MITx, or sit uncomfortably beside it, we’re not
entirely sure (though it looks like it’s the former).
Classes will begin next fall. And when they do,
we’ll let you know … and, of course, we’ll add them to our massive
collection of 450 Free
Online Courses.
For more information, you can watch the
EDX press conference
here and read an
FAQ here.
"Will MITx Disrupt Higher Education?" by Robert Talbert, Chronicle
of Higher Education, December 20, 2011 ---
http://chronicle.com/blognetwork/castingoutnines/2011/12/20/will-mitx-disrupt-higher-education/?sid=wc&utm_source=wc&utm_medium=en
"Innovations in Higher Education? Hah! College leaders need to move
beyond talking about transformation before it's too late," by Ann Kirschner,
Chronicle of Higher Education, April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
Bob Jensen's threads on free courses, lectures, videos, and course
materials from prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
April 29, 2012 message from Mark Lewis
This is an interview with
Sebastian Thrun, formerly of Stanford and still associated with Google.
In my ideal world, every faculty member and a large fraction of the
administration and staff would watch the last half of this video. The
first half is worth watching if you have an interest in Google Glass,
autonomous cars, or Google X projects in general. The second half talks
about his views and what he is doing in education. He is the person who
taught an AI course online that had 160,000 students enroll and had
23,000 students complete it. In this interview he describes how this
impacted him so much that he left his tenured position at Stanford. The
lack of personal contact he talks about in his classroom does not apply
in most Trinity classrooms, however, a cost of $0 for something that
many students find as more personal than a large lecture hall does have
the potential to change the economics of higher education.
The MOOC Model Revisited
"Massive Open Online Courses: How: 'The Social” Alters the Relationship
Between Learners and Facilitators'," by Bonnie Stewart, Inside Higher Ed,
April 30, 2012 ---
Click Here
http://www.insidehighered.com/blogs/university-venus/massive-open-online-courses-how-%E2%80%9C-social%E2%80%9D-alters-relationship-between
We're getting close to the tail end of the
36-week-long experiment called #change11, or “the mother of all MOOCs.”
How can I tell?
First, I'm getting ready to facilitate my week, exploring Digital
Identities. I'm second-last in the lineup, so the fact that I'm on deck
means the whole undertaking is drawing to a close.
But it's also clear we're winding down because the #change11 conversation
hubs have begun to resemble, uh, ghost-towns. Once there were lively
debates and intense exchanges. As the winter wore into the spring of the
year, though, the tumbleweeds began to tickle.
Note to self: next time you facilitate a MOOC module, pick Week #2, not Week
#35.
Any course that runs from September through May requires stamina. When that
course is voluntary on the part of both learners and facilitators, and runs
as a series of totally separate modules, the drop-off can be fairly
significant. Erm, even my own participation as a student has crawled to a
stop over the last month or two.
I find myself wondering if the other learners will be keener than I've been?
Am I going to throw a MOOC and have nobody show up?
I suppose it doesn't matter. I'm a teacher at heart. I'll put the work into
developing my one-week course whether there are going to be 3 students or
300. But as I'm preparing, I'm thinking about what it means to facilitate in
a truly social, networked, voluntary environment like #change11.
Or the internet.
As the awareness of the MOOC experiment grows, the term is being
increasingly applied to grand-scale enterprises like the Stanford AI course
and MITx. While heady, this blurs some very important distinctions.
The MOOC model from which #change11 originates was built on the connectivist
learning theory of George Siemens and Stephen Downes. Highly social in
format, these courses tend to be experimental, non-linear, and deeply
dialogic and participatory. Contributions from participants frequently
direct the course of discussion, and the connections and ideas built between
learners can be considered as valuable as the knowledge expounded by the
facilitator.
On the other hand, the MOOC models offered by the big universities tend
towards formalized curricula, content delivery, and verification of
completed learning objectives.
Far more embedded in traditional paradigms of knowledge and teaching, these
courses only harness the connectivity of social media insofar as they enable
masses of people to link themselves to the prestige of a big-name
institution. They offer discussion boards, but their purpose is
content-focused, not connection-focused.
If I were teaching in an MITx-style course, I'd have a very different module
ahead of me, one far more familiar to me as a higher ed instructor.
I've been teaching for eighteen years. I profess to be in favour of
learner-centered classrooms. But until this MOOC module, every single course
I've taught has on some level obliged the students to be there. I am
accustomed to having the institutional powers of status, credentialism, and
grading backing me in the classroom.
In the connectivist MOOC model, I don't.
There is no bonus for learners who participate in my week of #change11. They
won't get a badge at the end, and there is no certification announcing they
completed anything. There's nothing specific for them to complete, unless I
design an exit goal as part of the week's activities. But that would be MY
exit goal: not theirs. They don't get to put the word MIT on their CV. And
while some weeks of the #change11 MOOC have allowed participants to connect
with leaders in the learning and technologies field – Howard Rheingold,
Pierre Levy – I'm among the less well-known of the 30-plus facilitators in
the year's lineup. They won't even get the relational perk of engaging with
somebody famous.Continued in article
"Innovations in Higher Education? Hah! College leaders need to move
beyond talking about transformation before it's too late," by Ann Kirschner,
Chronicle of Higher Education, April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
. . .
(Conclusion)
Some of the most interesting work begins in the academy but grows beyond it.
"Scale" is not an academic value—but it should be. Most measures of prestige
in higher education are based on exclusivity; the more prestigious the
college, the larger the percentage of applicants it turns away. Consider the
nonprofit Khan Academy, with its library of more than 3,000 education videos
and materials, where I finally learned just a little about calculus. In the
last 18 months, Khan had 41 million visits in the United States alone. It is
using the vast data from that audience to improve its platform and grow
still larger. TED, the nonprofit devoted to spreading ideas, just launched
TED-Ed, which uses university faculty from around the world to create
compelling videos on everything from "How Vast Is the Universe?" to "How
Pandemics Spread." Call it Khan Academy for grown-ups. The Stanford
University professor Sebastian Thrun's free course in artificial
intelligence drew 160,000 students in more than 190 countries. No surprise,
the venture capitalists have come a-calling, and they are backing
educational startups like Udemy and Udacity.
All of those are signposts to a future where
competency-based credentials may someday compete with a degree.
At this point, if you are affiliated with an Ivy
League institution, you'll be tempted to guffaw, harrumph, and otherwise
dismiss the idea that anyone would ever abandon your institution for such
ridiculous new pathways to learning. You're probably right. Most
institutions are not so lucky. How long will it take for change to affect
higher education in major ways? Just my crystal ball, but I would expect
that institutions without significant endowments will be forced to change by
2020. By 2025, the places left untouched will be few and far between.
Here's the saddest fact of all: It is those leading
private institutions that should be using their endowments and moral
authority to invest in new solutions and to proselytize for experimentation
and change, motivated not by survival but by the privilege of securing the
future of American higher education.
The stakes are high. "So let me put colleges and
universities on notice," President Obama said in his recent State of the
Union address. "If you can't stop tuition from going up, the funding you get
from taxpayers will go down." Because of the academy's inability to police
itself and improve graduation rates, and because student debt is an
expedient political issue, the Obama administration recently threatened to
tie colleges' eligibility for campus-based aid programs to institutions'
success in improving affordability and value for students.
Whether the president's threat is fair or not, it
will not transform higher education. Change only happens on the ground.
Despite all the reasons to be gloomy, however, there is room for optimism.
The American university, the place where new ideas are born and lives are
transformed, will eventually focus that lens of innovation upon itself. It's
just a matter of time.
Jensen Comment
This a long and important article for all educators to carefully read. Onsite
colleges have always served many purposes, but one purpose they never served is
to be knowledge fueling stations where students go to fill their tanks. At best
colleges put a shot glass of fuel in a tanks with unknown capacities.
Students go to an onsite college for many reasons other than to put fuel in
their knowledge tanks. The go to live and work in relatively safe transitional
environments between home and the mean streets. They go to mature, socialize, to
mate, drink, laugh, leap over hurdles societies place in front of career paths,
etc. The problem in the United States is that college onsite living and
education have become relatively expensive luxuries. Students must now make more
painful decisions as to how much to impoverish their parents and how deeply go
into debt.
I have a granddaughter 22 years old majoring in pharmacy (six year program).
She will pay off her student loans before she's 50 years old if she's lucky.
Some older students who've not been able to pay off their loans are becoming
worried that the Social Security Administration will garnish their retirement
Social Security monthly payments for unpaid student loans.
We've always known that colleges are not necessary places for learning and
scholarship. Until 43 years ago (when the Internet was born) private and public
libraries were pretty darn necessary for scholarship. Now the Internet provides
access to most known knowledge of the world. But becoming a scholar on the
Internet is relatively inefficient and overwhelming without the aid of
distillers of knowledge, which is where onsite and online college courses can
greatly add to efficiency of learning.
But college courses can be terribly disappointing as distillers of knowledge.
For one thing, grade inflation disgracefully watered down the amount of real
fuel in that shot glass of knowledge provided in a college course ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#GradeInflation
Grades rather than learning became the tickets to careers and graduate schools,
thereby, leading to street-smart cheating taking over for real learning
perspiration ---
http://www.trinity.edu/rjensen/Plagiarism.htm
When 80% of Harvard's graduating class graduates cum laude, we no
longer identify which graduates are were the best scholars in their class.
Soon those graduates from Harvard, Florida A&M University, Capella
University, and those who learned on their own from free courses, video
lectures, and course materials on the Web will all face some sort of common
examinations (written and oral) of their competencies in specialties.
Competency testing will be the great leveler much like licensure examinations
such as the Bar Exam, the CPA exam, the CFA exam, etc. are graded on the basis
of what you know rather than where you learned what you know. It won't really
matter whether you paid a fortune to learn Bessel Functions onsite at MIT or for
free from the MITx online certificate program ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
If you are an educator or are becoming an educator, please read:
"Innovations in Higher Education? Hah! College leaders need to move beyond
talking about transformation before it's too late," by Ann Kirschner,
Chronicle of Higher Education, April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
This is related to issues of "badges" in academe
"A Future Full of Badges," by Kevin Carey, Chronicle of Higher
Education, April 8, 2012 ---
http://chronicle.com/article/A-Future-Full-of-Badges/131455/?sid=wc&utm_source=wc&utm_medium=en
"College at Risk," by Andrew Delbanco, Chronicle of Higher
Education, February 26, 2012 ---
http://chronicle.com/article/College-at-Risk/130893/
Five Free Courses from Stanford Start This Month ---
Click Here
http://www.openculture.com/2012/03/5_free_courses_from_stanford_start_this_month.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OpenCulture+%28Open+Culture%29
Stanford’s big open course initiative keeps rolling
along. On March 12, three new courses will get underway:
Then, starting on March 19, two more will take
flight:
The courses generally feature interactive video
clips; short quizzes that provide instant feedback; the ability to pose high
value questions to Stanford instructors; feedback on your overall
performance in the class; and a statement of accomplishment at the end of
the course.
And, yes, the courses are free and now
open for enrollment.
As always, don’t miss our big list of 425 Free
Online Courses. It may just be the single most awesome page on the web.
Story via
Stanford University News. Algorithm image courtesy of
BigStock.
Bob Jensen's threads on the MITx Certificates and other free courses,
lectures, and learning materials from prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
LMS = Learning Management System ---
http://en.wikipedia.org/wiki/Learning_management_system
CMS = Course Management System = LMS
History of LMS/CMS ---
http://www.trinity.edu/rjensen/290wp/290wp.htm
MOOC = Massively Open Online Course ---
http://en.wikipedia.org/wiki/Mooc
MOOCs from Prestigious Universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
"An LMS for Elite MOOCs?" by Steve Kolowich, Inside Higher Ed,
March 7, 2012 ---
http://www.insidehighered.com/news/2012/03/07/more-stanford-professors-stage-their-free-online-courses-profit
Google artificial-intelligence guru Sebastian Thrun
made a splash last month when he left Stanford University to
start a company based on
an A.I. course he made freely available last fall
to tens of thousands of students on the Web. Now, two of Thrun's former
Stanford colleagues who conducted similar experiments have spun off their
own free online courses into a for-profit venture.
The engineering professors Andrew Ng and Daphne Koller,
who also ran free online versions of their Stanford courses last fall, have
started Coursera,
a company that says it wants to make "the best education in the world freely
available to any person who seeks it."
The company currently serves as a platform for
eight courses, centering on computer science with some math, economics and
linguistics. Five are taught by Stanford professors, two by professors at
the University of California at Berkeley and one by a University of Michigan
professor. All of the courses are currently listed as free of charge. None
will count as credit toward a degree at any of the professors' home
universities.
Koller and Ng were not immediately available to elaborate on Coursera's business
model, but the
terms of use on the
company's website suggest that it plans to trade in information. The terms
stipulate that Coursera may use "non-personal" information it collects from
users "for business purposes." They also indicate that Coursera may share
personal information with its "business partners" so that registered
students might "receive communications from such parties that [students]
have opted in to."
Stanford appears to be collaborating closely with the professors who are
teaching courses through Coursera. To help brainstorm improvements to the
quality of these massively open online courses (known as MOOCs), the
university is assembling a "multidisciplinary faculty committee on
educational technology that will include deans of three schools, the
university provost's office and faculty or senior administrators from across
campus," according to the
Stanford News Service.
Stanford is not the only elite university to focus faculty and
administrative brainpower on the question of how to create inexpensive
versions of its courses available to massive online audiences without
sacrificing quality. The Massachusetts Institute of Technology recently
opened MITx, a subsidiary nonprofit aimed at providing top-flight
interactive courses online at a "modest" price. The MITx project is actively
drawing on the creativity and expertise of the M.I.T. computer science
faculty, with involvement from the university's provost.
The founders of Coursera may be counting on this
trend to continue. A January
job posting for
part-time work developing, designing and programming for the company
(referred to in the posting as Dkandu, apparently a working title at the
time) suggests that it has ambitions of being the preferred partner for
elite universities that want to take their courses online in a big way.
"We see a future where world-leading educators are
at the center of the education conversation, and their reach is limitless,
bounded only by the curiosity of those who seek their knowledge; where
universities such as Stanford, Harvard, and Yale serve millions instead of
thousands," the author of the posting. "In this future, ours will be the
platform where the online conversation between educators and students will
take place, and where students go to for most of their academic needs."
More than 335,000 people have registered for the
five Stanford-provided courses in the Coursera catalog, which comprise
courses in natural language processing, game theory, probabilistic graphic
models, cryptography and design and analysis of algorithms. The three
non-Stanford courses are in model thinking (Michigan), software as a service
and computer vision (Berkeley).
Continued in article
Bob Jensen's threads on education technology and distance learning ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
Principles of Accounting is one of the initial (Phase 1) open sharing
courses from the State of Washington
Washington State Open Course Library ---
http://www.opencourselibrary.org/phase-1-courses
If you use a learning
management system you can import course materials for an entire course.
Course files are available for download in two formats on the SBCTC
Connexions page. We are grateful to Connexions for helping us share these
courses with the world.
Please note: Human Anatomy &
Physiology I/II will be available soon.
Role: Student
Bob Jensen's threads on free open sharing lectures, videos, and course
materials from prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Proposed Stop Online Piracy Act (SOPA) in the U.S. Congress ---
http://en.wikipedia.org/wiki/Stop_Online_Piracy_Act
How SOPA Would Affect You ---
http://news.cnet.com/8301-31921_3-57329001-281/how-sopa-would-affect-you-faq/
"Wikipedia begins 24-hour shutdown protest," New Zealand Herald,
January 19, 2012 ---
http://www.nzherald.co.nz/technology/news/article.cfm?c_id=5&objectid=10779616
Wikipedia has gone 'dark' for 24 hours in protest
of US anti-piracy legislation. Photo / Supplied Expand Wikipedia has gone
'dark' for 24 hours in protest of US anti-piracy legislation. Photo /
Supplied
Wikipedia went dark, Google blotted out its logo
and other popular websites planned protests to voice concern over
legislation in the US Congress intended to crack down on online piracy.
Wikipedia tonight shut down the English version of
its online encyclopaedia for 24 hours to protest the Stop Online Piracy Act
(SOPA) introduced in the House of Representatives and the Senate version,
the Protect IP Act (PIPA).
Google placed a black redaction box over the logo
on its much-visited US home page to draw attention to the bills, while
social news site reddit and the popular Cheezburger humour network planned
to shut down later in the day.
The draft legislation has won the backing of
Hollywood, the music industry, the Business Software Alliance, the National
Association of Manufacturers and the US Chamber of Commerce.
But it has come under fire from digital rights and
free speech organisations for allegedly paving the way for US authorities to
shut down websites accused of online piracy, including foreign sites,
without due process.
Continued in article
Jensen Copy
This is a classic example of trying to pop a pimple with a sledge hammer. If
Congress passes this legislation as proposed it will be a disaster to open
sharing as we know it today.
The good news is Wikileaks ---
http://wikileaks.org/
I despise the Wikileaks site itself, but the good news is that Congress could
not remove Wikileaks from the Internet even if it tried. Wikileaks may fold due
to diminished financial support, but an act of Congress cannot shut it down
unless there is worldwide cooperation to shut it down, and there will probably
be ice fishing in Hell before the U.S. could engineer such cooperation.
Similarly, I don't think an act of Congress can shut down Wikipedia or any other
open sharing site that moves off shore. Stick that in your ear Rep. Lamar Smith.
"Brake the Internet Pirates: How to slow down intellectual property
theft in the digital era," The Wall Street Journal, January 18, 2012
---
http://online.wsj.com/article/SB10001424052970203471004577142893718069820.html?mod=djemEditorialPage_t
Wikipedia and many other websites are shutting down
today to oppose a proposal in Congress on foreign Internet piracy, and the
White House is seconding the protest. The covert lobbying war between
Silicon Valley and most other companies in the business of intellectual
property is now in the open, and this fight could define—or
reinvent—copyright in the digital era.
Everyone agrees, or at least claims to agree, that
the illegal sale of copyrighted and trademarked products has become a
world-wide, multibillion-dollar industry and a legitimate and growing
economic problem. This isn't college kids swapping MP3s, as in the 1990s.
Rather, rogue websites set up shop oversees and sell U.S. consumers bootleg
movies, TV shows, software, video games, books and music, as well as
pharmaceuticals, cosmetics, fashion, jewelry and more.
Often consumers think they're buying copies or
streams from legitimate retail enterprises, sometimes not. Either way, the
technical term for this is theft.
The tech industry says it wants to stop such
crimes, but it also calls any tangible effort to do so censorship that would
"break the Internet." Wikipedia has never blacked itself out before on any
other political issue, nor have websites like Mozilla or the social news
aggregator Reddit. How's that for irony: Companies supposedly devoted to the
free flow of information are gagging themselves, and the only practical
effect will be to enable fraudsters. They've taken no comparable action
against, say, Chinese repression.
Meanwhile, the White House let it be known over the
weekend in a blog post—how fitting—that it won't support legislation that
"reduces freedom of expression" or damages "the dynamic, innovative global
Internet," as if this describes the reality of Internet theft. President
Obama has finally found a regulation he doesn't like, which must mean that
the campaign contributions of Google and the Stanford alumni club are paying
dividends.
The House bill known as the Stop Online Piracy Act,
or SOPA, and its Senate counterpart are far more modest than this cyber
tantrum suggests. By our reading they would create new tools to target the
worst-of-the-worst black markets. The notion that a SOPA dragnet will catch
a stray Facebook post or Twitter link is false.
Under the Digital Millenium Copyright Act of 1998,
U.S. prosecutors and rights-holders can and do obtain warrants to shut down
rogue websites and confiscate their domain names under asset-seizure laws.
Such powers stop at the water's edge, however. SOPA is meant to target the
international pirates that are currently beyond the reach of U.S. law.
Continued in article
Bob Jensen's threads on the dreaded DMCA ---
http://www.trinity.edu/rjensen/000aaa/theworry.htm#Copyright
Have We Overvalued Science (STEM) Degrees to a Fault?
"High Demand for Science Graduates Enables Them to Pick Their Jobs, Report
Says," by Paul Basken, Chronicle of Higher Education, October 20.
2011 ---
http://chronicle.com/article/High-Demand-for-Science/129472/
A couple of years ago, a pair of researchers at
Georgetown University and Rutgers University concluded that, contrary to
widespread perception, the United States
produces plenty of scientists and engineers.
The problem, wrote Harold Salzman of Rutgers and B.
Lindsay Lowell of Georgetown, is that fewer than half of all college
graduates in science and engineering actually take jobs in those fields. So
instead of pressing colleges to produce more science graduates,
they wrote, the country needed only to persuade
new graduates to take the right jobs.
A
study released on
Wednesday by another Georgetown research team suggests, however, that lot of
persuasion may be necessary.
Among its findings, the study, from the Georgetown
University Center on Education and the Workforce, shows that science and
engineering graduates enjoy high demand in a variety of fields, with a
bachelor's degree in a science major commanding a greater salary than a
master's degree in a nonscience major.
And, the new report says, English-speaking science
graduates are much less likely than foreign-born science graduates to take a
job in a traditional science career, which American graduates often view as
too socially isolating.
"It sort of fits the stereotype, frankly," said the
report's lead author, Anthony P. Carnevale, a research professor at
Georgetown who serves as director of the Center on Education and the
Workforce.
In recent months, the center has also issued
reports that analyzed
students' future earnings based on
their undergraduate majors, and that tied
lifetime earnings as
much to
students' choice of occupation as to their
degrees.
The 2009 study by Mr. Salzman, a professor of
public policy on Rutgers's New Brunswick campus, and Mr. Lowell, director of
policy studies at Georgetown's Institute for the Study of International
Migration, used 30 years of federal job data to show that American colleges
produce far more talented graduates in the sciences than is required by the
industry for which they've been specifically trained. But there is a labor
shortfall, the professors said, because so many science graduates take jobs
in areas such as sales, marketing, and health care.
The training and expertise of science graduates
give them that flexibility, Mr. Carnevale found in his study. Sixty-five
percent of students earning bachelor's degrees in science or engineering
fields earn more than master's-degree holders in nonscience fields do, the
report says. And 47 percent of bachelor's-degree holders in science fields
earn more than do those holding doctorates in other fields.
Continued in article
Jensen Comment
This article begs some questions.
- If "science" is such a hot undergraduate degree, why do other studies
conclude that for students not going on to graduate or professional schools,
most science undergraduate degrees are "useless?" And why would some major
universities be contemplating dropping physics as an undergraduate major due
to lack of students electing to major in physics?
Answer
I think Salzman and Lowell confound engineering with science, thereby making
science degrees more attractive than undergraduates perceive them to be as
majors.

STEM (Science, Technology, Engineering, and Mathematics) ---
http://en.wikipedia.org/wiki/STEM_fields
"Re-Engineering Engineering Education to Retain Students," by Josh
Fischman, Chronicle of Higher Education, February 19, 2012 ---
http://chronicle.com/blogs/percolator/re-engineering-engineering-education-to-retain-students/28745?sid=wc&utm_source=wc&utm_medium=en
Vancouver, British Columbia—Alarmed by
the tendency of engineering programs to hemorrhage undergraduates, at a
time when the White House has called for
an additional million degrees in science, technology, engineering and
math fields—known as STEM—education
researchers here at the annual meeting of the American Association for
the Advancement of Science proposed ways to improve the numbers. At a
symposium on engineering education, one group outlined a broad revamping
of curriculum, while another proposed more modest changes to pedagogy.
The re-evaluation of curriculum is an effort
called
Deconstructing Engineering Education Programs.
The project is led by Ilene Busch-Vishniac, the provost of McMaster
University in Ontario and a mechanical engineer, and involves faculty
from nine universities, including large public institutions like the
University of Washington and small private ones like Smith College.
Patricia Campbell, a collaborator on the
project who leads an education-consulting firm in Groton, Mass., said
that the time to get an engineering degree was a major reason that
undergraduates dropped the major. “We call these four-year schools,” she
said. “But 64 percent of STEM undergraduates complete their degrees in
six years.” In engineering, she continued, that was largely due to two
factors: a proliferation of courses, called “topic creep,” and rigid
chains of prerequisite courses that students had to follow to move on to
higher courses.
Matthew Ohland, an associate professor of
engineering education at Purdue University, added that the rigid
structure not only prevented students from getting out of these programs
with a degree, but it also kept potential students from migrating in.
For example, he said, an industrial-engineering program might insist its
students take a particular economics course to fulfill the program’s
general-education requirements. But sophomores and juniors might have
already taken a related but different econ course. To join the program,
they would have to retake economics, a strong disincentive.
Ms. Campbell (who was formerly a professor at
Georgia State University) and her colleagues attempted to streamline
this system, focusing on mechanical engineering. At nine schools, they
identified mechanical engineering courses that covered 2,149 topics. But
after closely looking at the coursework, they found a number of similar
topics with different names, and narrowed the list of unique topics to
833. Ultimately they grouped the courses on those topics into 12
clusters, each of which contained chains of classes focused around
closely related topics, and required few courses from another cluster.
The clusters covered all 833 topics, and instructional times ranged from
52 to 115 hours, with an average length of 91 hours. That corresponds,
roughly, to four hours of course time each week for one semester on the
low end or one year on the high end.
That means, Ms. Campbell said, that a
mechanical-engineering student could cover all the required topics, but
do so in four years, by taking three clusters each year.
It would also, she claimed, meet the standards
of the
Accreditation Board for Engineering and Technology,
because it includes everything that accredited
engineering programs do. Mr. Ohland, who works as an evaluator for the
board, said the accreditor is open to new approaches like these,
although he acknowledged there were many of what he called “horror
stories” about the accreditor being very traditional and resistant to
change. “If you do something too wild, you have to convince [the board]
that it won’t hurt students.”
No institution has adopted the cluster
formulation. Ms. Campbell said that faculty members were leery of the
new course formulations, which grouped topics that they usually taught
with other topics they did not. The solution, she said, was
team-teaching of a course, but that’s something that pushes many
professors beyond their comfort levels.
A less-radical approach would be to improve
teaching techniques in existing courses, said another symposium
participant, Susan S. Metz, executive director of the Lore-El Center for
Women in Engineering and Science at Stevens Institute of Technology in
Hoboken, N.J. She leads the
Engage
project, a consortium of engineering schools at 30
institutions, supported by the National Science Foundation, to identify
best practices in teaching.
Continued in article
Jensen Comment
In accountancy we face somewhat similar problems in that even in four-year
degree programs accounting majors are required to take more courses in their
major than most other majors on campus, including majors in economics,
finance, marketing, and management. To that we now add a fifth year of
courses required to sit for the CPA examination.
But in accountancy we face a different job market than engineers. There
are no shortages of top accounting majors to meet the available entry level
jobs in CPA firms, corporations, and government agencies in most states.
There is a shortage of accounting PhD graduates, but these shortages are not
caused by undergraduate professional accountancy curricula. The main problem
lies in that accountancy PhD degrees take twice as long as most other
doctoral degrees and require mathematics and statistics prerequisites not
taken by former accounting majors ---
http://www.trinity.edu/rjensen/Theory01.htm#DoctoralPrograms
In the roaring 1990s there was great worry among the CPA firms that
accounting was losing top majors to the soaring bubble of jobs in computer
science, IT, and finance. But that bubble burst big time making homeless
people out of computer science, IT, and finance graduates. Students who had
not yet declared majors returned to the accounting fold in spite of the
expanding requirements to have a fifth year (150-credits) to sit for the CPA
examination.
The curriculum of accountancy has been and probably always will be
dictated by content of the CPA examination. For example, when the CPA
examination commenced to have larger and tougher problems in governmental
accounting, accounting programs beefed up governmental accounting courses.
The same beefing up is now taking place with ethics content in the
curricula. Perhaps this isn't such a bad thing until more shortages of
accounting graduates arise.
The problem with the CPA-exam focus of accounting curricula lies in
finding accounting instructors qualified to teach upper division
accountancy, auditing, tax, and AIS courses. There's a huge shortage of
accountancy PhD graduates and many of them are econometricians not qualified
to teach upper division accounting courses. As a result accounting programs
are turning more and more to the AACSB's Professionally Qualified (PQ)
adjunct instructors who are strong in accountancy but do not have doctoral
degrees. A few even have doctoral degrees but are not interested in doing
accountics research and publishing required for AQ tenure tracks.
Hence even though we could streamline accounting curricula along the same
lines suggested for engineering majors in the above article, I personally
don't think there's a need to meet the supply of available jobs in
accountancy in the United States and Canada.
And apart from engineering and technology, I'm not certain that we are
not deluding high school students about career opportunities in science and
mathematics opportunities. For example, chemistry and physics are now ranked
among the "most useless" majors and students with four-year degrees or even
PhD degrees in these disciplines have to branch into other fields to find
careers
"Texas May Cut Almost Half of Undergrad Physics Programs,"
Inside
Higher Ed, September 27, 2011 ---
http://www.insidehighered.com/news/2011/09/27/qt#271341
Note that "useless" in context means an oversupply of graduates relative to
job opportunities in a discipline. The jobs themselves may be high paying,
but 300 may apply for a single opening such that the 299 that got turned
away wish they'd majored in some other discipline.
As college
seniors prepare to graduate, The Daily Beast crunches the
numbers to determine which majors—from journalism to psychology
—didn’t pay.
Some
cities are better than others for
college graduates. Some college courses are
definitely hotter than others. Even
some iPhone apps are
better for college
students than others. But when it comes down to it, there’s only
one question that rings out in dormitories, fraternities, and
dining halls across the nation: What’s your major?
Slide Show
01.Journalism
02. Horticulture
03. Agriculture
04. Advertising
05. Fashion Design
06. Child and Family Studies
07. Music
08. Mechanical Engineering Technology
09. Chemistry
10. Nutrition
11. Human Resources
12. Theatre
13. Art History
14. Photography
15. Literature
16. Art
17.Fine Arts
18. Psychology
19. English
20. Animal Science
- There are more opportunities for those that go on to earn their PhD
degrees in science, but even here opportunities are limited. When a college
gets a tenure track opening in science it will probably get hundreds of
highly qualified PhD applicants, including those who earned their doctorates
at very prestigious universities like Cal Tech or MIT. More scientists will
go into industry, but even here there is not a shortage of supply like there
is in some engineering specialties and medicine. This is why some
undergraduates choose to go on to professional programs like medical, law,
business and education graduate programs.
- Even though there are opportunities in industry for both science and
engineering graduates, some choose professional undergraduate degrees like
premed, prelaw, accounting, finance, marketing, and management because they
view these degrees as having faster tracks to high paying medical doctor
careers or managerial jobs and partnerships in corporations, accounting
firms, and law firms.
- To compete in the global economy where science and engineering
specialists are prized, the U.S. job market does not place a high enough
premium on opportunities in those disciplines to attract many of the
brightest and best who opt for alternatives like those mentioned above. The
Salzman and Lowell study outcomes suggests this by noting that science and
engineering undergraduates often track into nonscientific careers.
Bob Jensen's threads on higher education controversies are at
http://www.trinity.edu/rjensen/HigherEdControversies.htm
"Emory University to eliminate programs," by Laura Diamond, The
Atlanta Journal-Constitution, September 14, 2012 ---
http://www.ajc.com/news/news/local/emory-university-to-eliminate-programs/nSByn/
. . .
Emory will phase out the journalism program,
department of visual arts, division of educational studies and department of
physical education. Students enrolled in these programs will be able to
complete their degrees and tenured faculty will move to other departments.
The university will suspend admissions to
Spanish and economics graduate programs so leaders there can redefine the
missions, Forman said. Emory also will
suspend admissions to the Institute for Liberal Arts so it can be
restructured.
The changes will begin at the end of this academic
year and finish by the end of the 2016-17 academic year. About 20 staff
positions will be cut over the next five years, officials said.
Savings from the changes will be re-invested into
existing programs and growing areas, such as neurosciences, contemporary
China studies and digital and new media studies, Emory officials said.
Leaders of affected departments sent letters and
emails to students.
“These changes represent very difficult choices but
I am confident it will lead to a more exciting future for Emory College,”
Forman said. “These were fundamental decisions about the size and scope of
our mission and how we use our resources to realize our mission of providing
a world-class education for our students.”
President Jim Wagner endorsed the plan, saying
Forman and others had the “willingness to go back to first principles, look
at each department and program afresh, and begin the process of reallocating
resources for emerging needs and opportunities.”
The college has shuttered programs before. Emory
decided to close the dental school in 1990 and shut down the geology
department in 1986.
"The Unabomber's Pen Pal," by Jeffrey R. Young, Chronicle of Higher
Education, May 20, 2012 ---
http://chronicle.com/article/The-Unabombers-Pen-Pal/131892/?sid=cr&utm_source=cr&utm_medium=en
Jensen Comment
This is a long and serious article about the philosophy of technology.
Innovations nearly always have side effects and must be embraced at a price. As
I read this is can appreciate the insights of George Orwell who saw much of this
long before modern day philosophers. In many ways this is a philosophy of
despair regarding the paradoxes of technology and innovation. I say "despair"
because because like so many scholars who find fault, Ted Kaczynsk has no
suggestions of hope and improvement. Everything seems so predetermined to fail.
It is important to read the comments that follow this article.
For example, I like cb's comment:
College Degrees Without Instructors
Competency-Based Assessment ---
http://www.trinity.edu/rjensen/competency.htm
There are a few really noteworthy competency-based distance education
programs including Western Governors University (WGU) and the Chartered
Accountancy School of Business (CASB) in Canada. But these
competency-based programs typically have assigned instructors and bear the costs
of those instructors. The instructors, however, do not assign grades to
students.
It appears that the Southern New Hampshire University (a private institution)
is taking competency-based distance education to a new level by eliminating the
instructors. It should be noted that SNHU has both an onsite campus and online
degree programs.
"Online Education Is Everywhere. What’s the Next Big Thing?" by Marc
Parry, Chronicle of Higher Education, August 31, 2011 ---
http://chronicle.com/blogs/wiredcampus/online-education-is-everywhere-whats-the-next-big-thing/32898?sid=wc&utm_source=wc&utm_medium=en
. . .
The vision is that students could sign up for
self-paced online programs with no conventional instructors. They could work
at their own speeds through engaging online content that offers built-in
assessments, allowing them to determine when they are ready to move on. They
could get help through networks of peers who are working on the same
courses; online discussions could be monitored by subject experts. When
they’re ready, students could complete a proctored assessment, perhaps at a
local high school, or perhaps online. The university’s staff could then
grade the assessment and assign credit.
And the education could be far cheaper, because
there would be no expensive instructor and students could rely on free, open
educational resources rather than expensive textbooks. Costs to the student
might include the assessment and the credits.
“The whole model hinges on excellent assessment, a
rock-solid confidence that the student has mastered the student-learning
outcomes,” the memo says. “If we know with certainty that they have, we
should no longer care if they raced through the course or took 18 months, or
if they worked on their courses with the support of a local church
organization or community center or on their own. The game-changing idea
here is that when we have assessment right, we should not care how a student
achieves learning. We can blow up the delivery models and be free to try
anything that shows itself to work.”
Continued in article
"A Russian University Gets Creative Against Corruption: With
surveillance equipment and video campaigns, rector aims to eliminate bribery at
Kazan State," by Anna Nemtsova, Chronicle of Higher Education, January
17, 2010 ---
http://chronicle.com/article/A-Russian-University-Gets/63522/
"Treating Higher Ed's 'Cost Disease' With Supersize Online Courses,"
by Marc Parry, Chronicle of Higher Education, February 26, 2012 ---
http://chronicle.com/article/Treating-Higher-Eds-Cost/130934/?sid=wc&utm_source=wc&utm_medium=en
Oh my God, she's trying to replace me with a
computer.
That's what some professors think when they hear
Candace Thille pitch the online education experiment she directs, the Open
Learning Initiative at Carnegie Mellon University.
They're wrong. But what her project does replace is
the traditional system of building and delivering introductory college
courses.
Professors should move away from designing
foundational courses in statistics, biology, or other core subjects on the
basis of "intuition," she argues. Instead, she wants faculty to work with
her team to put out the education equivalent of Super Bowl ads: expensively
built online course materials, cheaply available to the masses.
"We're seeing failure rates in these large
introductory courses that are not acceptable to anybody," Ms. Thille says.
"There has to be a better way to get more students—irrespective of where
they start—to be able to successfully complete."
Her approach brings together faculty subject
experts, learning researchers, and software engineers to build open online
courses grounded in the science of how people learn. The resulting systems
provide immediate feedback to students and tailor content to their skills.
As students work through online modules outside class, the software builds
profiles on them, just as Netflix does for customers. Faculty consult that
data to figure out how to spend in-person class time.
When Ms. Thille began this work, in 2002, the idea
was to design free online courses that would give independent novices a shot
at mastering what students learn in traditional classes. But two things
changed. One, her studies found that the online system benefits on-campus
students, allowing them to learn better and faster than their peers when the
digital environment is combined with some face-to-face instruction.
And two, colleges sank into "fiscal famine," as one
chancellor put it. Technological solutions like Ms. Thille's promise one
treatment for higher education's "cost disease"—the notion, articulated by
William G. Bowen and William J. Baumol, that the expense of labor-heavy
endeavors like classroom teaching inevitably rises faster than inflation.
For years, educational-technology innovations led
to more costs per student, says Mr. Bowen, president emeritus of Princeton
University. But today we may have reached a point at which interactive
online systems could "change that equation," he argues, by enabling students
to learn just as much with less "capital and labor."
"What you've got right now is a powerful
intersection between technological change and economics," Mr. Bowen tells
The Chronicle.
Ms. Thille is, he adds, "a real evangelist in the
best sense of the word."
Nowadays rival universities want to hire her.
Venture capitalists want to market her courses. The Obama administration
wants her advice. And so many foundations want to support her work that she
must turn away some would-be backers.
But the big question is this: Can Ms. Thille get a
critical mass of people to buy in to her idea? Can she expand the Online
Learning Initiative from a tiny darling of ed-tech evangelists to something
that truly changes education? A Background in Business
Ms. Thille brings an unusual biography to the task.
The 53-year-old Californian spent 18 years in the private sector,
culminating in a plum job as a partner in a management-consulting company in
San Francisco. She earned a master's degree but not a doctorate, a gap she's
now plugging by studying toward a Ph.D. at the University of Pennsylvania.
She has never taught a college course.
Ms. Thille wasn't even sure she'd make it through
her own bachelor's program, so precarious were her finances at the time. Her
family had plunged from upper middle class to struggling after her father
quit his job at the Lockheed Missiles and Space Company because of his
opposition to the Vietnam War. But with jobs and scholarships, she managed
to earn a degree in sociology from Berkeley.
After college, Ms. Thille followed her fiancé to
Pittsburgh. The engagement didn't last, but her connection to the city did.
She worked as education coordinator for a rape-crisis center, training
police and hospital employees.
She eventually wound up back in California at the
consultancy, training executives and helping businesses run meetings
effectively. There she took on her first online-learning project: building a
hybrid course to teach executives how to mentor subordinates.
Ms. Thille doesn't play up this corporate-heavy
résumé as she travels the country making the case for why professors should
change how they teach. On a recent Tuesday morning, The Chronicle tagged
along as that mission brought Ms. Thille to the University of Illinois at
Chicago, where she was meeting with folks from the university and two nearby
community colleges to prepare for the development of a new pre-calculus
course.
It's one piece of a quiet but sweeping push to
develop, deploy, and test Open Learning Initiative courses at public
institutions around the country, led by an alphabet soup of education
groups.
The failure rate in such precalculus courses can be
so bad that as many as 50 percent of students need to take the class a
second time. Ms. Thille and her colleagues hope to improve on that record
while developing materials of such quality that they're used by perhaps
100,000 students each year. Facing Skepticism
But first the collaborators must learn how to build
a course as a team. As Ms. Thille fires up her PowerPoint, she faces a dozen
or so administrators and professors in Chicago. The faculty members
segregate themselves into clusters—community-college people mostly in one
group, university folks mostly in another. Some professors are learning
about the initiative in detail for the first time. There is little visible
excitement as they plunge into the project, eating muffins at uncomfortable
desks in a classroom on the sixth floor of the Soviet-looking
science-and-engineering building.
By contrast, Ms. Thille whirls with enthusiasm. She
describes Online Learning Initiative features like software that mimics
human tutors: making comments when students go awry, keeping quiet when they
perform well, and answering questions about what to do next. She discusses
the "dashboard" that tells professors how well students grasp each learning
objective. Throughout, she gives an impression of hyper-competence, like a
pupil who sits in the front row and knows the answer to every question.
But her remarks can sometimes veer into a
disorienting brew of jargon, giving the impression that she is talking about
lab subjects rather than college kids. Once she mentions "dosing" students
with a learning activity. And early on in the workshop, she faces a feisty
challenge from Chad Taylor, an assistant professor at Harper College. He
worries about what happens when students must face free-form questions,
which the computer doesn't baby them through.
"I will self-disclose myself as a skeptic of these
programs," he says. Software is "very good at prompting the students to go
step by step, and 'do this' and 'do that,' and all these bells and whistles
with hints. But the problem is, in my classroom they're not prompted step by
step."
Around the country, there's more skepticism where
that came from, Ms. Thille confides over a dinner of tuna tacos later that
day. One chief obstacle is the "not-invented-here problem." Professors are
wary of adopting courses they did not create. The Online Learning
Initiative's team-based model represents a cultural shift for a
professoriate that derives status, and pride, from individual contributions.
Then there's privacy. The beauty of OLI is that
developers can improve classes by studying data from thousands of students.
But some academics worry that colleges could use that same data to evaluate
professors—and fire those whose students fail to measure up.
Ms. Thille tells a personal story that illustrates
who could benefit if she prevails. Years ago she adopted a teenager, Cece.
The daughter of a drug user who died of AIDS, Cece was 28 days' truant from
high school when she went to live with Ms. Thille. She was so undereducated,
even the simple fractions of measuring cups eluded her. Her math teacher
told Ms. Thille that with 40 kids in class, she needed to focus on the ones
who were going to "make it."
Continued in article
Jensen Comment
In a way we already have something like this operating in colleges and
universities that adopt the Brigham Young University variable speed video disks
designed for learning the two basic accounting courses without meeting in
classrooms or having the usual online instruction. Applications vary of course,
and some colleges may have recitation sections where students meet to get help
and take examinations ---
http://www.trinity.edu/rjensen/000aaa/thetools.htm#BYUvideo
Although BYU uses this no-class video pedagogy, it must be recognized that
most of the BYU students learning accounting on their own in this manner are
both exceptionally motivated and exceptionally intelligent. For schools that
adopt the pedagogies of Me. Thile or BYU, the students must be like BYU
accounting students or the pedagogy must be modified for more hand holding and
kick-butt features that could be done in various ways online or onsite.
Perhaps Ms. Thille is being somewhat naive about turf wars in universities.
Certain disciplines are able to afford a core faculty for research and
advanced-course teaching with miniscule classes because teaching large base
courses in the general education core justifies not having to shrink those
departments with almost no majors.
Where Ms. Thille's pedagogy might be more
useful is in specialty courses where its expensive to hire faculty to teach one
or two courses. For example, it's almost always difficult for accounting
departments to hire top faculty for governmental accounting courses and the
super-technical ERP courses in AIS.
Bob Jensen's threads on courses without instructors ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#NoInstructors
Of course Ms. Thille is not exactly advocating a pedagogy without instructors.
There are instructors in her proposed model.
Bob Jensen's threads on competency-based learning and assessment ---
http://www.trinity.edu/rjensen/Assess.htm#ECA
"Innovations in Higher Education? Hah! College leaders need to move
beyond talking about transformation before it's too late," by Ann Kirschner,
Chronicle of Higher Education, April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
. . .
(Conclusion)
Some of the most interesting work begins in the academy but grows beyond it.
"Scale" is not an academic value—but it should be. Most measures of prestige
in higher education are based on exclusivity; the more prestigious the
college, the larger the percentage of applicants it turns away. Consider the
nonprofit Khan Academy, with its library of more than 3,000 education videos
and materials, where I finally learned just a little about calculus. In the
last 18 months, Khan had 41 million visits in the United States alone. It is
using the vast data from that audience to improve its platform and grow
still larger. TED, the nonprofit devoted to spreading ideas, just launched
TED-Ed, which uses university faculty from around the world to create
compelling videos on everything from "How Vast Is the Universe?" to "How
Pandemics Spread." Call it Khan Academy for grown-ups. The Stanford
University professor Sebastian Thrun's free course in artificial
intelligence drew 160,000 students in more than 190 countries. No surprise,
the venture capitalists have come a-calling, and they are backing
educational startups like Udemy and Udacity.
All of those are signposts to a future where
competency-based credentials may someday compete with a degree.
At this point, if you are affiliated with an Ivy
League institution, you'll be tempted to guffaw, harrumph, and otherwise
dismiss the idea that anyone would ever abandon your institution for such
ridiculous new pathways to learning. You're probably right. Most
institutions are not so lucky. How long will it take for change to affect
higher education in major ways? Just my crystal ball, but I would expect
that institutions without significant endowments will be forced to change by
2020. By 2025, the places left untouched will be few and far between.
Here's the saddest fact of all: It is those leading
private institutions that should be using their endowments and moral
authority to invest in new solutions and to proselytize for experimentation
and change, motivated not by survival but by the privilege of securing the
future of American higher education.
The stakes are high. "So let me put colleges and
universities on notice," President Obama said in his recent State of the
Union address. "If you can't stop tuition from going up, the funding you get
from taxpayers will go down." Because of the academy's inability to police
itself and improve graduation rates, and because student debt is an
expedient political issue, the Obama administration recently threatened to
tie colleges' eligibility for campus-based aid programs to institutions'
success in improving affordability and value for students.
Whether the president's threat is fair or not, it
will not transform higher education. Change only happens on the ground.
Despite all the reasons to be gloomy, however, there is room for optimism.
The American university, the place where new ideas are born and lives are
transformed, will eventually focus that lens of innovation upon itself. It's
just a matter of time.
Jensen Comment
This a long and important article for all educators to carefully read. Onsite
colleges have always served many purposes, but one purpose they never served is
to be knowledge fueling stations where students go to fill their tanks. At best
colleges put a shot glass of fuel in a tanks with unknown capacities.
Students go to an onsite college for many reasons other than to put fuel in
their knowledge tanks. The go to live and work in relatively safe transitional
environments between home and the mean streets. They go to mature, socialize, to
mate, drink, laugh, leap over hurdles societies place in front of career paths,
etc. The problem in the United States is that college onsite living and
education have become relatively expensive luxuries. Students must now make more
painful decisions as to how much to impoverish their parents and how deeply go
into debt.
I have a granddaughter 22 years old majoring in pharmacy (six year program).
She will pay off her student loans before she's 50 years old if she's lucky.
Some older students who've not been able to pay off their loans are becoming
worried that the Social Security Administration will garnish their retirement
Social Security monthly payments for unpaid student loans.
We've always known that colleges are not necessary places for learning and
scholarship. Until 43 years ago (when the Internet was born) private and public
libraries were pretty darn necessary for scholarship. Now the Internet provides
access to most known knowledge of the world. But becoming a scholar on the
Internet is relatively inefficient and overwhelming without the aid of
distillers of knowledge, which is where onsite and online college courses can
greatly add to efficiency of learning.
But college courses can be terribly disappointing as distillers of knowledge.
For one thing, grade inflation disgracefully watered down the amount of real
fuel in that shot glass of knowledge provided in a college course ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#GradeInflation
Grades rather than learning became the tickets to careers and graduate schools,
thereby, leading to street-smart cheating taking over for real learning
perspiration ---
http://www.trinity.edu/rjensen/Plagiarism.htm
When 80% of Harvard's graduating class graduates cum laude, we no
longer identify which graduates are were the best scholars in their class.
Soon those graduates from Harvard, Florida A&M University, Capella
University, and those who learned on their own from free courses, video
lectures, and course materials on the Web will all face some sort of common
examinations (written and oral) of their competencies in specialties.
Competency testing will be the great leveler much like licensure examinations
such as the Bar Exam, the CPA exam, the CFA exam, etc. are graded on the basis
of what you know rather than where you learned what you know. It won't really
matter whether you paid a fortune to learn Bessel Functions onsite at MIT or for
free from the MITx online certificate program ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
If you are an educator or are becoming an educator, please read:
"Innovations in Higher Education? Hah! College leaders need to move beyond
talking about transformation before it's too late," by Ann Kirschner,
Chronicle of Higher Education, April 8, 2012 ---
http://chronicle.com/article/Innovations-in-Higher/131424/?sid=wc&utm_source=wc&utm_medium=en
This is related to issues of "badges" in academe
"A Future Full of Badges," by Kevin Carey, Chronicle of Higher
Education, April 8, 2012 ---
http://chronicle.com/article/A-Future-Full-of-Badges/131455/?sid=wc&utm_source=wc&utm_medium=en
"College at Risk," by Andrew Delbanco, Chronicle of Higher
Education, February 26, 2012 ---
http://chronicle.com/article/College-at-Risk/130893/
"MIT’s New Free Courses May Threaten (and Improve) the Traditional Model,
Program’s Leader Says," by Jeffrey R. Young, Chronicle of Higher Education,
February 6, 2012 ---
Click Here
http://chronicle.com/blogs/wiredcampus/mits-new-free-courses-may-threaten-the-traditional-model-programs-leader-says/35245?sid=wc&utm_source=wc&utm_medium=en
The
recent announcement that Massachusetts Institute
of Technology would give certificates around free online course materials
has fueled further debate about whether employers may soon welcome new kinds
of low-cost credentials. Questions remain about how MIT’s new service will
work, and what it means for traditional college programs.
On Monday The Chronicle posed some of
those questions to two leaders of the new project: L. Rafael Reif, MIT’s
provost, and Anant Agarwal, director of MIT’s Computer Science and
Artificial Intelligence Laboratory. They stressed that the new project,
called MITx, will be run separately from the institute’s longstanding effort
to put materials from its traditional courses online. That project, called
OpenCourseWare, will continue just as before, while MITx will focus on
creating new courses designed to be delivered entirely online. All MITx
materials will be free, but those who want a certificate after passing a
series of online tests will have to pay a “modest fee.”
Q. I understand you held a forum late last
month for professors at MIT to ask questions about the MITx effort. What
were the hottest questions at that meeting?
Mr. Agarwal: There were a few good
questions. One was, How will you offer courses that involve more of a soft
touch? More of humanities, where it may not be as clear how to grade
answers?
Mr. Reif: One particular faculty
member said, How do I negotiate with my department head to get some time to
be doing this? Another one is, Well, you want MIT to give you a certificate,
how do we know who the learner is? How do we certify that?
Q. That is a question I’ve heard on some
blogs. How do you know that a person is who they say they are online? What
is your answer to that?
Mr. Agarwal: I could give a speech
on this question. … In the very short term students will have to pledge an
honor code that says that they’ll do the work honestly and things like that.
In the medium term our plan is to work with testing companies that offer
testing sites around the world, where they can do an identity check and they
can also proctor tests and exams for us. For the longer term we have quite a
few ideas, and I would say these are in the so-called R&D phase, in terms of
how we can electronically check to see if the student is who they say they
are, and this would use some combination of face recognition and other forms
of technique, and also it could involve various forms of activity
recognition.
Q. You refer to what’s being given by MITx
as a certificate. But there’s also this
trend of educational badges,
such as an effort by Mozilla, the people who make the Firefox Web browser,
to build a framework to issue such badges. Is MIT planning to use that badge
platform to offer these certificates?
Mr. Agarwal: There are a lot of
experiments around the Web as far as various ways of badging and various
ways of giving points. Some sites call them “karma points.” Khan Academy has
a way of giving badges to students who offer various levels of answering
questions and things like that. Clearly this is a movement that is happening
in our whole business. And we clearly want to leverage some of these ideas.
But fundamentally at the end of the day we have to give a certificate with a
grade that says the student took this course and here’s how they did—here’s
their grade and we will give it to them. … But there are many, many ways the
Internet is evolving to include some kind of badging and point systems, so
we will certainly try to leverage these things. And that’s a work in
progress.
Q. So there will be letter grades?
Mr. Agarwal: Correct.
Q. So you’ve said you will release your
learning software for free under an open-source license. Are you already
hearing from institutions that are going to take you up on that?
Mr. Agarwal: Yes, I think there’s
a lot of interest. Our plan is to make the software available online, and
there has been a lot of interest from a lot of sources. Many universities
and other school systems have been thinking about making more of their
content available online, and if they can find an open platform to go with I
think that will be very interesting for a lot of people.
Q. If you can get this low-cost
certificate, could this be an alternative to the $40,000-plus per year
tuition of MIT for enough people that this will really shake up higher
education? That may not threaten MIT, but could it threaten and even force
some colleges to close if they have to compete with a nearly free
certificate from your online institution?
Mr. Reif: First of all this is not
a degree, this is a certificate that MITx is providing. The second important
point is it’s a completely different educational environment. The real
question is, What do employers want? I think that for a while MITx or
activities like MITx—and there is quite a bit of buzz going on around things
like that—will augment the education students get in college today. It’s not
intended to replace it. But of course one can think of, “What if in a few
years, I only take two MITx-like courses for free and that’s enough to get
me a job?” Well, let’s see how well all this is received and how well or how
badly the traditional college model gets threatened.
In my personal view, I think the best education
that can be provided is that in a college environment. There are many things
that you cannot teach very well online. Let me give you, for instance, an
example of something that is important: ethics and integrity and things like
that. You walk on the MIT campus and by taking a course with Anant Agarwal
and meeting him and other professors like him you get the sense of ethics
and integrity. Is it easy to transfer that online in a community? Maybe it
is, but it’s going to take a bit of research to figure out how to do that.
Continued in article
The Game Changer
More on Porsches
versus
Volkswagens versus
Competency Based Learning
Bringing Low Cost Education and Training to the Masses
Both a 1950 VW bug and a 1950 Porsche can be driven from Munich to Berlin. A
Porsche (MIT degree) can make the trip faster, more comfortable (the VW didn't
even have a heater), and safer on the autobahn. But the VW can
achieve the same goal at a lower cost to own and drive.
As fate would have it, the day after I wrote about Hitler's Volkswagen versus
Porsche analogy with meeting higher education needs of the masses at very low
cost, the following article appeared the next day of February 3. Ryan Craig and
I went about make the same point from two different angles.
Part of my February 2, 2012 message read as follows:
. . .
But the MITx design is not yet a Volkswagen since MIT provides high
quality lectures, videos, and course materials without yet setting academic
standards. MIT is instead passing along the academic standard setting to the
stakeholders. For example, when an engineering student at Texas A&M
graduates with a 3.96 grade average, the Texas A&M system has designed and
implemented the academic quality controls. In the MITx certificate program,
the quality controls must be designed by the employers or graduate school
admissions officers not part of the Texas A&M system..
My earlier example is that a student in the MITx program may learn a
great deal about Bessel functions ---
http://en.wikipedia.org/wiki/Bessel_functions
But obtaining a MITx certificate for completing a Bessel function module
says absolutely nothing about whether the certificate holder really mastered
Bessel functions. It's up to employers and graduate school admissions
officers to introduce filters to test the certificate holder's mastery of
the subject.
I hope that one day the MITx program will also have
competency-based testing of its MITx
certificate holders --- that would be the second
stage of a free MITx Volkswagen model.
Bob Jensen
For all the hubbub about massive online classes
offered by elite universities, the real
potential game-changer in higher education is competency-based learning.
Ryan Craig. February 3, 2012
"Adventures in Wonderland, by Ryan Craig, Inside Higher Ed, February
3, 2012 ---
http://www.insidehighered.com/views/2012/02/03/essay-massive-online-courses-not-game-changing-innovation
"Will MITx Disrupt Higher Education?" by Robert Talbert, Chronicle
of Higher Education, December 20, 2011 ---
http://chronicle.com/blognetwork/castingoutnines/2011/12/20/will-mitx-disrupt-higher-education/?sid=wc&utm_source=wc&utm_medium=en
"MIT Expands 'Open' Courses, Adds Completion Certificates," Inside
Higher Ed, December 19, 2011 ---
http://www.insidehighered.com/quicktakes/2011/12/19/mit-expands-open-courses-adds-completion-certificates
"MIT’s New Free Courses May Threaten (and Improve) the Traditional Model,
Program’s Leader Says," by Jeffrey R. Young, Chronicle of Higher
Education, February 6, 2012 ---
Click Here
http://chronicle.com/blogs/wiredcampus/mits-new-free-courses-may-threaten-the-traditional-model-programs-leader-says/35245?sid=wc&utm_source=wc&utm_medium=en
Bob Jensen's threads on open source video and course materials from
prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on education technology in general ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
THE COLLEGE OF 2020: STUDENTS ---
https://www.chronicle-store.com/ProductDetails.aspx?ID=78956&WG=0
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Bob Jensen's threads on online training and education alternatives ---
http://www.trinity.edu/rjensen/Crossborder.htm
Critical Thinking Badges for Brains That Do Not Have Course Content
Competency
"Online Course Provider, StraighterLine, to Offer Critical-Thinking Tests to
Students," by Jeff Selingo, Chronicle of Higher Education, January
19, 2012 ---
Click Here
http://chronicle.com/blogs/wiredcampus/online-course-provider-straighterline-to-offer-critical-thinking-tests-to-students/35092?sid=at&utm_source=at&utm_medium=en
As
alternatives to the college diploma have been
bandied about recently, one question always seems to emerge: How do you
validate badges or individual classes as a credential in the absence of a
degree?
One company that has been hailed by some as
revolutionizing introductory courses might have an answer.
The company, StraighterLine,
announced on Thursday that beginning this fall it
will offer students access to three leading critical-thinking tests,
allowing them to take their results to employers or colleges to demonstrate
their proficiency in certain academic areas.
The tests—the Collegiate Learning Assessment,
sponsored by the Council for Aid to Education, and the Proficiency Profile,
from the Educational Testing Service—each measure critical thinking and
writing, among other academic areas. The iSkills test, also from ETS,
measures the ability of a student to navigate and critically evaluate
information from digital technology.
Until now, the tests were largely used by colleges
to measure student learning, but students did not receive their scores.
That’s one reason that critics of the tests have
questioned their effectiveness since students have
little incentive to do well.
Burck Smith, the founder and chief executive of
StraighterLine, which offers online, self-paced introductory courses, said
on Thursday that students would not need to take classes with StraighterLine
in order to sit for the tests. But he hopes that, for students who do take
both classes and tests, the scores on the test will help validate
StraighterLine courses.
StraighterLine doesn’t grant degrees and so can’t
be accredited. It depends on accredited institutions to accept its credits,
which has not always been an easy task for the company.
“For students looking to get a leg up in the job
market or getting into college,” Mr. Smith said, “this will give them a way
to show they’re proficient in key academic areas.”
Jensen Comment
Jensen Comment
College diplomas might be obtained in three different scenarios:
- Traditional College Courses
Students take onsite or online courses that are graded by their instructors.
- Competency-Based College Courses
Students take onsite or online courses and are then given competency-based
examinations.
Examples include the increasingly popular Western Governors University and
the Canada's Chartered Accountancy School of Business (CASB).
http://www.trinity.edu/rjensen/Assess.htm#ComputerBasedAssessment
- Competency-Based College Courses That Never Meet or Rarely Meet
Students might study from course materials and videos in classes that do not
meet or rarely meet with instructors.
In the 1900s the University of Chicago gave degrees to students who took
only examinations to pass courses.
In current times BYU teaches the first two accounting courses from variable
speed video disks and then administers competency-based examinations.
The University of New Hampshire now is in the process of developing a degree
program for students who only competency-based examinations to pass courses.
http://www.trinity.edu/rjensen/HigherEdControversies.htm#NoInstructors
Recently, there are increasingly popular certificates of online "attendance"
in courses that do not constitute college credits toward diplomas. MIT is
providing increasingly popular certificates ---
"Will MITx Disrupt Higher Education?" by Robert Talbert, Chronicle of
Higher Education, December 20, 2011 ---
http://chronicle.com/blognetwork/castingoutnines/2011/12/20/will-mitx-disrupt-higher-education/?sid=wc&utm_source=wc&utm_medium=en
There are no admission requirements or prerequisites to enroll in these online
courses. Presumably the only tests of competency might be written or oral
examinations of potential employers. For example, if knowledge of Bessel
Functions is required on the job, a potential employer might determine in one
way or another that the student has a competency in Bessel Functions ---
http://en.wikipedia.org/wiki/Bessel_Functions
In all the above instances, a student's transcript is based upon course
content whether or not the student takes courses and/or competency-based
examinations in the content of those courses.
StraighterLine's new certificates based upon "Critical-Thinking Tests" is an
entirely different concept. Presumably the certificates no longer are rooted
on knowledge of content. Rather these are certificates based upon critical
thinking skills in selected basic courses such as a writing skills course.
In my opinion these will be a much harder sell in the market. Whereas a
potential employer can assess whether an applicant has the requisite skills in
something like Bessel Functions, how does an employer or college admissions
officer verify that StraightLine's "Critical-Thinking Tests" are worth a diddly
crap and, if so, what does passing such tests mean in terms of job skills?
Thus far I'm not impressed with Critical Thinking Certificates unless they
are also rooted on course content apart from "thinking" alone.
Bob Jensen's threads on the BYU Variable Speed Video Courses ---
http://www.trinity.edu/rjensen/000aaa/thetools.htm#BYUvideo
Bob Jensen's threads on assessment ---
http://www.trinity.edu/rjensen/Assess.htm
Bob Jensen's threads on open sharing courses. lectures, videos, tutorials,
and course materials from prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on online training and education alternatives ---
http://www.trinity.edu/rjensen/Crossborder.htm
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
I should point out that this is very similar to the AAA's
Innovation in Accounting Education Award Winning BAM Pedagogy commenced at the
University of Virginia (but there were instructors who did not teach) ---
http://www.trinity.edu/rjensen/265wp.htm
Bringing Low Cost Education and Training to the Masses
Jensen Comment
Perhaps a better analogy than a Volkswagen versus a Porsche would be where a MIT
jumbo jet takes off in the evening from Differential Equations in the USA bound
for Bessel Functions, Germany. Passengers in First Class get live MIT professors
and one-on-one help in preparation for landing. Passengers in the economy
section are only given videos of the MIT professors and the MITx free course
handout materials. Beyond that the economy class passengers are on their own.
MIT professors keep first class passengers attentive whenever there's a hint
of a passenger falling asleep or day dreaming. They also require interactive
feedback. Back in the economy section 95% of the passengers grow bored and doze
off around midnight. But the others are even more driven than the first class
passengers to pass through customs at Bessel Functions.
Upon arrival each passenger is given a competency examination in Bessel
functions. Passage rates are 80% (24 passengers) for first class passengers and
5% (50 passengers) for economy class passengers. Those that fail must return to
the USA.
The point is that, in spite of having much higher failure rates, there are
many more MITx graduates passing through Bessel Functions competency
examinations than MIT graduates who paid for luxuries of live lectures and
interactive communications with their instructors.
The problem with MITx low cost (economy class) fares is that students that
are not highly motivated fail the competency examinations. Those students needed
first class live classes or online interactive inspirations and prodding to
learn.
The enormous problem with Professor Obama's drive to bring low cost education
to the masses is that there is such a high proportion of students who want top
grades without the scholastic blood, sweat, and tears it takes to attain
scholastic competency . These are the couch potatoes and the hard workers
dragged down by other duties (such as tending to two toddlers at their feet and
a baby in their arms) who are driven to learn but just have other duties and
priorities.
MIT is doing wonders with its MITx certificate program for intelligent and
highly motivated students. But MIT has not yet offered help to those students
not even motivated to bleed, perspire, and cry over college algebra, spelling,
and grammar.
Bob Jensen's threads on competency based assessment are at
http://www.trinity.edu/rjensen/Assess.htm#ComputerBasedAssessment
Bob Jensen's threads on the MITx certificate program are at
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
"Will MITx Disrupt Higher Education?" by Robert Talbert, Chronicle
of Higher Education, December 20, 2011 ---
http://chronicle.com/blognetwork/castingoutnines/2011/12/20/will-mitx-disrupt-higher-education/?sid=wc&utm_source=wc&utm_medium=en
MIT has been doing online access to education a lot
longer than most people, largely due to their invaluable
OpenCourseWare project. (Here’s an
interview MIT did with me last year on how OCW
strongly influenced my inverted-classroom MATLAB course.) Now they are
poised to go to the next level by
launching an online system called MITx in Spring 2012 that provides
credentialing as well as content:
Mr. Reif and Anant Agarwal, director of the
Computer Science and Artificial Intelligence Lab, said M.I.T.x would
start this spring — perhaps with just one course — but would expand to
include many more courses, as OpenCourseWare has done. [...]
The M.I.T.x classes, he said, will have online
discussions and forums where students can ask questions and, often, have
them answered by others in the class.
While access to the software will be free,
there will most likely be an “affordable” charge, not yet determined,
for a credential.
“I think for someone to feel they’re earning
something, they ought to pay something, but the point is to make it
extremely affordable,” Mr. Reif said. “The most important thing is that
it’ll be a certificate that will clearly state that a body sanctioned by
M.I.T. says you have gained mastery.”
The official FAQ reveals a couple of additional
points. First, the content of MITx courses will be free — which seems to
imply that MITx course content will be different than OCW course content,
and not just a certification layer on top of existing resources — and you’ll
only pay money for the certificate. Second, there will be no admissions
process. If you want a course, you just take it and then pay for the
credentialing if you feel like you’re up to it.
I think this last point about having no admissions
process may be the most significant piece of MITx. It seems to represent a
complete shift from the traditional way of providing access to higher
education. As far as I can tell, there will not even be a system of checking
prerequisites for MITx courses. If that’s so, then if you feel you can step
into, say, an Algorithms class and keep up with the material and demonstrate
your mastery, then nobody at MIT will care if you haven’t had the right
courses in basic programming, data structures, discrete math, or whatever.
MIT is basically saying, we won’t be picky about who we let take these
courses — if you can afford it and live up to our standards, we’re happy to
credential you.
Of course there are a lot of questions about MITx
that are yet to be answered. What is the “modest fee” they plan to charge,
and is it really affordable? How exactly will the credentialing process
work? (It’s interesting that the certification will be handled by a
non-profit organization to be formed within MIT. Is this a kind of
outsourcing of grading?) How will one “demonstrate mastery” and what will
MITx define as “mastery” in courses that are not strictly skills-based? Will
there eventually be a full enough slate of courses offered to make the whole
system compelling for learners? And perhaps most importantly, what will
employers, graduate schools, and even undergraduate institutions make of
applicants who come in with some of these MITx certifications? Without
external buy-in, MITx will likely be just another continuing education
program like hundreds of others.
We’ll hear a lot more about this in the future, but
for now this seems to have the potential to be genuinely disruptive in
higher education. What do you think?
"MIT Expands 'Open' Courses, Adds Completion Certificates," Inside
Higher Ed, December 19, 2011 ---
http://www.insidehighered.com/quicktakes/2011/12/19/mit-expands-open-courses-adds-completion-certificates
The Massachusetts Institute of Technology -- which
pioneered the idea of making course materials free online --
today announced a major expansion of the idea,
with the creation of MITx, which will provide for interaction among
students, assessment and the awarding of certificates of completion to
students who have no connection to MIT.
MIT is also starting a major initiative -- led by
Provost L. Rafael Reif -- to study online teaching and learning.
The first course through MITx is expected this
spring. While the institute will not charge for the courses, it will charge
what it calls "a modest fee" for the assessment that would lead to a
credential. The credential will be awarded by MITx and will not constitute
MIT credit. The university also plans to continue
MIT OpenCourseWare,
the program through which it makes course materials
available online.
An
FAQ from MIT offers
more details on the new program.
While MIT has been widely praised for
OpenCourseWare, much of the attention in the last year from the "open"
educational movement has shifted to programs like the
Khan Academy (through
which there is direct instruction provided, if not yet assessment) and
an initiative at Stanford University that makes
courses available -- courses for which some German universities are
providing academic credit. The new initiative would appear to provide some
of the features (instruction such as offered by Khan, and certification that
some are creating for the Stanford courses) that have been lacking in
OpenCourseWare.
Bob Jensen's threads on open source video and course materials from
prestigious universities ---
http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
Bob Jensen's threads on education technology in general ---
http://www.trinity.edu/rjensen/000aaa/0000start.htm
THE COLLEGE OF 2020: STUDENTS ---
https://www.chronicle-store.com/ProductDetails.aspx?ID=78956&WG=0
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Bob Jensen's threads on online training and education alternatives ---
http://www.trinity.edu/rjensen/Crossborder.htm
Financial Literacy Should Be Required Learning on Campus
"Teach Financial Literacy," by Steven Bahls, Chronicle of Higher
Education, June 13, 2011 ---
http://www.insidehighered.com/views/2011/06/13/essay_on_responsibility_of_colleges_to_teach_financial_literacy
As a college president, I ask students and
graduates what are we doing correctly and what can we improve upon. The
typical responses to how we can improve are not surprising — more parking
and more financial aid (often in that order). Lately the most common answer
from recent graduates as to how we can improve has been surprising — more
education about financial literacy and the practical aspects of living in
today’s world.
I hear the following comments with increasing
frequency, particularly since the Great Recession of 2008:
- had no idea of the impact of my student debt
and credit card debt on my ability to live a comfortable life after
college.
- Living in the residence halls and dining at
the college, I didn’t need to know about budgeting and renting an
apartment. I had no idea how to create a budget so I could live
responsibly and comfortably on my salary.
- In college I learned how to cultivate a
pointed argument, but quickly learned that in the workplace an
aggressive argument can get you fired. No one told me about how to
disagree with your boss and not have your job threatened.
Faculty and administrators at liberal arts colleges
do not shy at complex thinking. We tend to scrutinize the details even as we
comprehend the big picture. We look for connections among areas of thought,
and revel in a multitude of perspectives. By the end of their four years on
campus, our students have benefited from a well-rounded, richly layered
education. I believe most even recognize what it means to be liberally
educated. Having learned to "turn the crystal" as they develop their views
and goals, they are confident and able to find success on many levels.
Why then do so many recent graduates seem unable to
demonstrate sound decision-making in an area as fundamental as finances and
entering the work world?
Is it possible that in our efforts to foster
creative and critical problem solving, we neglect the basics of responsible
day-to-day living and working? As we carefully engage students in discerning
shades of gray, is it at the expense of black and white?
Two events have led me to ask these questions.
First is the number of conversations like those described above, with
graduates who confided to me their frustrating lack of “real-world”
financial knowledge. The second is the fact of the high loan default rate
among recent college graduates, which is 7 percent nationwide (Augustana’s
rate is 4.2 percent). I know I am not alone in asking the question: What
should we do?
Personal Prosperity and the Common Good
Jon Meacham, the former editor of Newsweek,
addressed the 2011 Council of Independent College Presidents Institute.
Meacham praised the role of liberal education, noting that "people who know
about Shakespeare tend to create the Internet." But if appreciating
Shakespeare and other skills common to a liberal education is viewed by most
as "quaint and quirky," liberal education will not survive. Instead, he
argues that liberal education must be "vital and relevant" by "training
young minds to solve problems and to see what others have yet to see and to
think energetically about creating jobs and wealth," which Meacham calls the
"oxygen of democracy."
I'd go one step further than Meacham. Our graduates
can’t create wealth and jobs if they don’t have the ability to balance a
checkbook, or the skills to hold a job.
When asked to define "personal success," I think it
is fair to suggest that most college freshmen would put "financial success"
toward the top of their list. As they begin taking liberal arts courses,
they connect their learning to other aspects of their lives, and many begin
to think of a career as something more than just a paycheck. They develop
meaningful working relationships with faculty members and other students,
and may experience some peaks in their education — whether through an
internship, international study, research with faculty or other achievements
in their major studies. Their definition of success develops more facets.
At Augustana College, we have long promoted
high-impact learning experiences as well as the close relationships that
allow integrated and collaborative learning to flourish. Recently we have
begun to take new steps toward teaching certain life skills fundamental to
ensuring success of all kinds.
Leadership about financial literacy must come from
the top. I remind our students that if they live like college graduates with
good jobs while they are students, their debt levels will cause them to live
like students when they graduate. Going out to a mid-priced restaurant twice
a week for four years could easily cost $8,000. Putting those charges on a
credit card and carrying the balance over four years tips the cost to well
over $10,000.
Five years ago, before the severe economic
downturn, we introduced a class on personal finance. Offered each spring and
fall term, the class is packed with seniors and some juniors. Having read
Plato and Neruda, spent hours upon hours working in our human cadaver or
volcano lab, or climbed Machu Picchu, these students suspect they must
improve their financial literacy before they graduate.
Their instructor, an alumnus retired banker, begins
by teaching how to use financial templates. The students create a personal
profile and then produce a cash flow statement for the previous year. After
clarifying their own understanding of their financial history, which
generally is filled with gaps until this class, they work with their
instructor on the process of creating a budget for the next year. Taking
into account three to four personal financial goals (e.g., paying for
students loans, emergency funds, etc., and even retirement), the students
lay their financial path for the future. At all times throughout the class
they keep in mind their current net worth, and how that value should affect
their financial decisions. The course is such a success that, given the
financial illiteracy demonstrated by too many young alumni, we now are
offering a free three-hour seminar as a "crash course" in personal finance
for our graduating seniors.
Sharing Responsibility
Augustana is not the only liberal arts college to
offer such a class, and there is more we all can do. Many liberal arts
colleges are adding majors that address personal financial viability in a
changing world and also attract prospective students in an increasingly
competitive market.
Augustana’s newest majors — which extend from
traditional majors — include graphic design, neuroscience, environmental
studies, multimedia journalism and engineering physics, among others. While
some of our faculty state concerns that our college’s liberal arts
foundation might be shaken by the contemporary and perhaps more fiscal focus
of these programs,
most see the new majors as logical progressions of
traditional fields and therefore deeply related to our college’s mission.
Continued in article
"Lack of Financial Literacy Complicates Student-Aid Process, Report Says,"
by Allie Bidwell, Chronicle of Higher Education, May 13, 2013 ---
http://chronicle.com/article/Lack-of-Financial-Literacy/139223/
Bob Jensen's personal finance helpers ---
http://www.trinity.edu/rjensen/Bookbob1.htm#InvestmentHelpers
Education: Federal Reserve Bank of Kansas City ---
http://www.kansascityfed.org/education/
Note the Financial Fables section ---
http://www.kansascityfed.org/education/fables/index.cfm
Bob Jensen's threads on financial literacy ---
http://www.trinity.edu/rjensen/Bookbob1.htm#InvestmentHelpers
"My Financial Mis-Education," by Lee Bessette, Inside Higher Ed,
January 16, 2012 ---
http://www.insidehighered.com/blogs/my-financial-mis-education
Jensen Comment
This reminds me of when I gave my daughter a credit card (the billings came to
me) when she left home as a first-year student at the University of Texas. As I
recall I did say this card was for "emergencies," but then she started
discovering all sorts of emergencies to the tune of nearly $1,000 per month even
though I was directly paying for her tuition, room and board, car insurance,
etc. One type of "emergency" was rather amusing until I put an end to such
amusement. At Christmas time she lavished me with rather expensive gifts that,
of course, she'd charged on her credit card.
The need for financial literacy and elementary tax accounting in the
common core of both high school and college ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#FinancialLiteracy
Bob Jensen's personal finance helpers ---
http://www.trinity.edu/rjensen/Bookbob1.htm#InvestmentHelpers
Financial Education in the Math Classroom ---
http://mathforum.org/fe/
A Government Website for Helpers
in Personal Finance
MyMoney.gov is the U.S. government's
website dedicated to teaching all Americans the basics about
financial education. Whether you are planning to buy a home,
balancing your checkbook, or investing in your 401k, the resources
on MyMoney.gov can help you do it better. Throughout the site, you
will find important information from 20 federal agencies government
wide.
My Money.gov ---
http://www.mymoney.gov/
PBS Television will now answer your personal finance questions
---
http://www.pbs.org/newshour/insider/business/jan-june09/pocketchange_05-05.html
Bob Jensen's helpers in personal finance ---
http://www.trinity.edu/rjensen/BookBob1.htm#InvestmentHelpers
A Sad, Sad Case That Might Be Used
When Teaching Personal Finance: Another Joe Lewis Example
"Desperate times: Ex-Celtic Williams, once a top scorer, is now looking for an
assist," by Bob Hohler, Boston Globe, July 2, 2010 ---
http://www.boston.com/sports/basketball/celtics/articles/2010/07/02/desperate_times/
Every night at
bedtime, former Celtic Ray Williams locks the doors of his home: a
broken-down 1992 Buick, rusting on a back street where he ran out of
everything.
The 10-year NBA
veteran formerly known as “Sugar Ray’’ leans back in the driver’s seat,
drapes his legs over the center console, and rests his head on a pillow of
tattered towels. He tunes his boom box to gospel music, closes his eyes, and
wonders.
Williams, a
generation removed from staying in first-class hotels with Larry Bird and
Co. in their drive to the 1985 NBA Finals, mostly wonders how much more he
can bear. He is not new to poverty, illness, homelessness. Or quiet
desperation.
In recent weeks, he
has lived on bread and water.
“They say God won’t
give you more than you can handle,’’ Williams said in his roadside sedan.
“But this is wearing me out.’’
A former top-10 NBA
draft pick who once scored 52 points in a game, Williams is a face of
big-time basketball’s underclass. As the NBA employs players whose average
annual salaries top $5 million, Williams is among scores of retired players
for whom the good life vanished not long after the final whistle.
Dozens of NBA
retirees, including Williams and his brother, Gus, a two-time All-Star, have
sought bankruptcy protection.
“Ray is like many
players who invested so much of their lives in basketball,’’ said Mike
Glenn, who played 10 years in the NBA, including three with Williams and the
New York Knicks. “When the dividends stopped coming, the problems started
escalating. It’s a cold reality.’’
Williams, 55 and
diabetic, wants the titans of today’s NBA to help take care of him and other
retirees who have plenty of time to watch games but no televisions to do so.
He needs food, shelter, cash for car repairs, and a job, and he believes the
multibillion-dollar league and its players should treat him as if he were a
teammate in distress.
One thing Williams
especially wants them to know: Unlike many troubled ex-players, he has never
fallen prey to drugs, alcohol, or gambling.
“When I played the
game, they always talked about loyalty to the team,’’ Williams said. “Well,
where’s the loyalty and compassion for ex-players who are hurting? We opened
the door for these guys whose salaries are through the roof.’’
Unfortunately for
Williams, the NBA-related organizations best suited to help him have closed
their checkbooks to him. The NBA Legends Foundation, which awarded him
grants totaling more than $10,000 in 1996 and 2004, denied his recent
request for help. So did the NBA Retired Players Association, which in the
past year gave him two grants totaling $2,000.
Continued in article
Bob Jensen's personal finance helpers ---
http://www.trinity.edu/rjensen/BookBob1.htm#InvestmentHelpers
"A Degree of Practical Wisdom:: The Ratio of Educational Debt to Income as
a Basic Measurement of Law School Graduates’ Economic Viability," by Jim
Chen, SSRN, December 3, 2011 ---
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1967266
Abstract:
This article evaluates the economic viability of a
student’s decision to borrow money in order to attend law school. For
individuals, firms, and entire nations, the ratio of debt to income serves
as a measure of economic stability. The ease with which a student can carry
and retire educational debt after graduation may be the simplest measure of
educational return on investment.
Mortgage lenders evaluate prospective borrowers' debt-to-income ratios. The
spread between the front-end and back-end ratios in mortgage lending
provides a basis for extrapolating the maximum amount of educational debt
that a student should incur. Any student whose debt service exceeds the
maximum permissible spread between mortgage lenders' front-end and back-end
ratios will not be able to buy a house on credit.
These measures of affordability suggest that the maximum educational
back-end ratio (EBER) should fall in a range between 8 and 12 percent of
monthly gross income. Four percent would be even better. Other metrics of
economic viability in servicing educational debt suggest that the ratio of
total educational debt to annual income (EDAI) should range from an ideal
0.5 to a marginal 1.5.
EBER and EDAI are mathematically related ways of measuring the same thing: a
student's ability to discharge educational debt through enhanced earnings.
This article offers guidance on the use of these debt-to-income ratios to
assess the economic viability of students who borrow money in order to
attend law school.
. . .
To offer good
financial viability, defined as a ratio of education debt to annual income
no greater than 0.5, post-law school salary must exceed annual tuition by a
factor of 6 to 1. Adequate financial viability is realized when annual
salary matches or exceeds three years of law school tuition. A marginal,
arguably minimally acceptable level of financial viability requires a salary
that is equal to two years’ tuition. The following table compares some
tuition benchmarks with the salary needed to ensure the good, adequate, and
marginal levels of financial viability identified in this article:

Jensen Comment
This type of study, in my viewpoint, has some relevancy for professional schools
beyond the bachelors degree. However, I would not recommend this type of
analysis for students contemplating where to go after high school. In the first
four years, students get much more out of college than career opportunities.
There are liberal education quality considerations, greatness of faculty
considerations, socialization experiences, dating, dorm living, and intimacy
often leading to marriage. Often more expensive schools have more to offer
beyond the classroom experience. By the time students are more mature after
graduation from college, the importance of some of these "extracurricular"
experiences often diminishes.
And if we look at post-graduate law, medicine, engineering, and business
schools, the job opportunities and salary expectations are not independent of
the halo effect of where the candidate graduated. Diplomas from Harvard and Yale
Law Schools add a great deal to salary expectations. And there are huge
advantages of being able to network with alumni who often pave the way for job
opportunities. What I'm saying is going to a law school having a tuition of
$60,000 may well be worth it to graduates who take full advantage of the
"extracurricular" opportunities such as networking with alumni. And for all
practical purposes you can never be a U.S. Supreme Court justice unless you
either graduated from Harvard or Yale law schools or were on the faculty at one
of those law schools.
In other words, if you can swing it go to Yale Law school rather than UCONN
(sorry Amy).
EGADS. I'm a snob.
Is $1+ Trillion in Student Debt a Huge Problem?
"What Does $1-Trillion in Student Debt Really Mean? Maybe Not That Much,"
by Beckie Supiano, Chronicle of Higher Education, May 16, 2012 ---
http://chronicle.com/article/What-Does-1-Trillion-Mean-/131900/
Student-loan debt is having a moment in the
spotlight. An interest-rate hike planned for July 1 has become a
hot political issue.
New graduates, the majority carrying loans, are entering a still-weak job
market. Through it all, nearly every public analysis on education debt now
cites the same statistic: The total amount of outstanding student-loan debt
is more than $1-trillion.
That milestone made headlines in The Wall Street
Journal, Forbes, tabloids, and blogs; it was on CBS and NPR.
Pundits and interest groups have used the number to raise eyebrows about the
high volume of education debt, sometimes suggesting a crisis.
A trillion is a big, round number. It has some
shock value. But what does crossing the $1-trillion mark really tell us?
For one thing, that more people are going to
college—and graduate school. The sum is an estimate of all outstanding
education debt: private and federal student loans for undergraduates,
parents, and graduate and professional-school students. And greater
educational attainment is a goal the Obama administration and many nonprofit
groups are pushing.
At the same time, in the wake of severe state
budget cuts, tuition is rising, and students and their families are footing
a larger share of the bill. A greater percentage of bachelor's-degree
recipients have borrowed, and the average amount of debt per borrower has
also risen. About two-thirds of graduates of public and private nonprofit
colleges have loans, with the borrowers' average debt about $25,000,
according to the most recent analysis, of the Class of 2010, by the Project
on Student Debt. (The average debt for the Class of 2004 was under $19,000,
according to the federal government, which counts somewhat differently.)
Total outstanding student-loan debt—even
$1-trillion of it—may not have broad economic implications. It's still too
small a sum to derail the economy, at least for now, says Mark Kantrowitz.
He runs a well-known consumer Web site, FinAid, that displays a Student Loan
Debt Clock, perpetually ticking up. But the clock is "intended for
entertainment purposes only," the site says.
The student-loan market can't be viewed like the
housing market, says Mr. Kantrowitz. No one speculates on the value of an
education, artificially inflating its price.
Total annual student-loan payments, which come to
$60- or $70-billion, now represent only about 0.4 percent of GDP, Mr.
Kantrowitz says. And should a day come when the federal government—which
makes most student loans—is too hard up to offer them, that will be the
least of the nation's worries.
Besides, education debt is "good debt," says
Anthony P. Carnevale, director of Georgetown University's Center on
Education and the Workforce. "This is exactly the kind of debt a society
wants."
A homeowner might find himself underwater on a
mortgage, but an education doesn't lose value. And the government's new
"gainful employment" rules, which attempt to prevent borrowers from ending
up with worthless degrees, should make student debt an even better bet, Mr.
Carnevale says.
Still, student loans have been called the next
bubble. That doesn't faze Judith Scott-Clayton, an assistant professor of
economics and education at Columbia University's Teachers College. It is
"not something that keeps me up at night," she says.
Parallels with the housing market, she says, are
unconvincing. But rising debt levels could affect graduates' pursuits,
potentially deterring them from careers in public service. The government
does offer income-based repayment programs, but few borrowers take advantage
of them, she says, a fact that puzzles economists.
Individual
Impact
The $1-trillion total, which varies depending on
where data come from and how interest is counted, didn't hit 13 digits
suddenly. It has been climbing for years, and there's little reason to think
it will stop now.
So today's tally doesn't necessarily matter, says
Robert A. Sevier, senior vice president for strategy at the higher-education
marketing company Stamats. "It's the trend line that's terrifying."
But pointing to an impressive number can be helpful
to groups that want to raise awareness about student debt and what they see
as its repercussions. "It represents the impact to the economy as a whole,
not just to individuals," says Jen Mishory, deputy director of Young
Invincibles, an advocacy group that has called itself the AARP for young
people. Debt delays some recent graduates from buying homes or starting a
family, she says, decisions that affect the economy. (The group conducted a
poll last fall of about 900 people ages 18 to 34, finding that almost half
had delayed purchasing a home, but because of the "current economy" in
general, not student loans specifically.)
Meanwhile, the total student-loan debt now has
enough zeros to get the attention of policy makers, who are used to thinking
in trillions, says Andy MacCracken, associate director of the National
Campus Leadership Council, a new student advocacy group. But students
themselves are more concerned with the numbers that bear on them directly:
how much they have borrowed, what their monthly payments are, and whether
they can afford to make them.
Individual calculations, of course, have more
impact on students and colleges. And the total amount of debt isn't
inherently bad. "If it can be paid off the way it's supposed to be, it's not
a problem," says Kathy Dawley, president of Maguire Associates, a
higher-education consulting firm. What matters is who has borrowed, and if
they can pay it back.
Someone who borrows a reasonable amount to help
finance a good education, finds a well-paying job, and repays loans
comfortably is evidence of the system's working. But if a borrower has
either taken on too much debt, attended a subpar college, or failed to
graduate or find work, that's a different story. Last week The New York
Times posited that student loans are "weighing down a generation with
heavy debt." Unemployment for recent college graduates stood at 8.9 percent
at the end of 2011.
When the Institute for College Access & Success, an
independent nonprofit, started the Project on Student Debt in 2005, its goal
was to bring attention to an overlooked issue, says Lauren J. Asher, the
group's president. Now, she says, it is no longer on the sidelines: "Student
debt has touched more and more people's lives."
Continued in article
Jensen Comment
I'm a long-time advocate of having financial literacy somewhere in the general
education core curriculum ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#FinancialLiteracy
What I found more interesting than Supiano's article (that I thought was
naive) were some of the comments following her article. One in particular is
quoted below:
Additional Jensen Comment
Among the comments
Ms. Sapaiano stated: "A homeowner might find himself
underwater on a mortgage, but an education doesn't lose value. And the
government's new "gainful employment" rules, which attempt to prevent borrowers
from ending up with worthless degrees, should make student debt an even better
bet, Mr. Carnevale says."
I find the real estate mortgage versus student loan debt comparison to be
misleading. Firstly, the value of an education is only a heart beat away from
having no future value. An insured house has future value that is far less risky
since home ownership is easily transferred in full.
Secondly, the amount of mortgage is highly correlated with quality where
usually a high quality house qualifies for a much larger mortgage than a low
quality house. In the education market, the highest student loans are often
going to the lowest quality education, especially some of those for-profit
university scams. This begs the question of why students will opt to borrow more
for a low quality education given the choice of higher quality education,
including distance education degrees, from state universities?
The answer is that students are borrowing for grades rather than education.
They are gaming the system for grades and are willing to borrow more for a low
quality education as long as they can game for an A grade average ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#GamingForGrades
Some Things to Ponder When Choosing Between an Accounting Versus History
PhD
Applicants for academic jobs, particularly in the
humanities, know instinctively—and by the job offers that never materialize—that
they face tough competition in trying to get tenure-track positions. And when
the odds are sometimes as high as 600 to one, as they were for a recent
opening for assistant professor in the department of political science at the
University of Wisconsin at Madison, candidates have no way of knowing exactly
whom they are up against or how they stack up.
"The Long Odds of the Faculty Job Search," by Audrey Williams June,
Chronicle of Higher Education, May 19, 2013 ---
http://chronicle.com/article/The-Long-Odds-of-the/139361/?cid=wb
From The Chronicle of Higher Education, February 12, 2012 ---
http://chronicle.com/article/Where-Recent-History-PhDs/130720/
Warning:
It's often misleading to look at percentages of small numbers. For example, 25%
of Brown University history PhD graduates are reported as being employed in
tenure-track jobs, but this is only two of the eight graduates in 2010.
Where Recent History Ph.D.'s Are Working
History departments are facing increased pressure to track where
their Ph.D. recipients end up. Here are employment data for students
who received Ph.D.'s in 2010 from 17 of the top-20 history programs,
as ranked by U.S. News & World Report. Officials at history
departments at Cornell and Stanford Universities and at the
University of California at Berkeley said they could not provide
data because they were too busy.
|
University |
Total No. of
Ph.D.'s |
Percent in
tenure-track jobs |
Percent in
postdocs |
Percent lecturers,
sdjuncts, or visiting professors |
Percent in
nonteaching academic jobs |
Percent
high-school teachers |
Percent in
nonacademic jobs |
Percent
independent scholars |
Percent
unemployed/unknown |
|
Brown U. |
8 |
25% |
13% |
25% |
|
|
|
|
38% |
|
Columbia U. |
21 |
28% |
19% |
14% |
10% |
5% |
10% |
|
14% |
|
Duke U. |
2 |
50% |
|
50% |
|
|
|
|
|
|
Harvard U. |
13 |
46% |
31% |
|
|
|
15% |
|
8% |
|
Johns Hopkins U. |
7 |
43% |
28% |
14% |
|
|
14% |
|
|
|
New York U. |
18 |
56% |
22% |
6% |
6% |
|
|
|
11% |
|
Northwestern U. |
9 |
33% |
|
22% |
|
11% |
11% |
|
22% |
|
Princeton U. |
20 |
55% |
15% |
5% |
|
|
|
|
25% |
|
Rutgers U. |
7 |
43% |
29% |
|
|
|
|
29% |
|
|
U. of California at
Los Angeles* |
21 |
38% |
5% |
33% |
|
|
5% |
|
14% |
|
U. of Chicago |
25 |
18% |
14% |
55% |
|
|
5% |
|
6% |
|
U. of Michigan |
20 |
40% |
25% |
20% |
10% |
|
|
|
5% |
|
U. of North Carolina
at Chapel Hill |
15 |
40% |
7% |
20% |
7% |
|
|
|
27% |
|
U. of Pennsylvania |
10 |
30% |
10% |
50% |
|
|
|
|
10% |
|
U. of Texas at Austin |
10 |
60% |
|
|
30% |
|
10% |
|
|
|
U. of Wisconsin at
Madison |
15 |
30% |
10% |
20% |
|
|
|
|
10% |
|
Yale U. |
20 |
55% |
5% |
25% |
|
|
|
|
15% |
*Total includes 1 student who passed away.
Note: Some percentages do not add to 100% due to rounding.
Source: Chronicle reporting
Correction, 2/14/12 at 2:57 p.m.:
Numbers for the University of Wisconsin at Madison have been
corrected. The program had 15 Ph.D. graduates, not 10, and the
proportion of Madison's Ph.D.'s who were lecturers, adjuncts, or
visiting professors was 20 percent, not 50 percent.
In accountancy there are generally fewer PhD graduates than history PhD
graduates in any of the above universities. The large accountancy PhD accounting
mills decades ago, such as the University of Illinois and the University of
Texas, that each produced 10-20 accounting PhD graduates per year have shrunk
down to producing 1-5 graduates per year. Reasons for this are complicated, but
I don't hesitate to give my alleged reasons at
http://www.trinity.edu/rjensen/Theory01.htm#DoctoralPrograms
For comparative purposes compare the above table for History PhD graduates in
2010 with the 2010 column in the table of Accountancy PhD graduates table at ---
http://www.trinity.edu/rjensen/Theory01.htm#DoctoralPrograms
The largest numbers of accountancy PhD graduates from a single university were
the five graduates at Virginia Tech in 2010. But this may be a 2010 anomaly year
for Virginia Tech that normally produces two or fewer accounting PhD graduates
per year.
It takes a bit of work, but the employment status of 2010 Accountancy PhD
graduates can be determined from the table at
http://www.jrhasselback.com/AtgDoct/XSchDoct.pdf
Most 2010 accounting PhD graduates had multiple high-paying tenure track offers
(well over $100,000 for nine-month contracts) and are now in the tenure-track
positions of their first choices in 2010. Many in R1 research universities,
however, will move to tenure track positions in other universities after a few
years on the job. More often than not the first-time moves to other universities
is not due to tenure rejections per se. Sometimes new PhD graduates want to
start out at major R1 research universities to build research publications into
their resumes. But many of these graduates never intended to spend the rest of
their careers in R1 universities that highly pressure faculty year-after-year to
conduct research and publish in top research journals.
Unlike in engineering where most PhD graduates track into private sector
industries, most accounting PhD graduates settle into careers in tenure track in
academe. There are generally no comparative advantages of having a PhD for job
applicants in accounting firms, government, or business corporations. Hence it's
not surprising that most accountancy PhD graduates are in the Academy.
Closing Comment
Of course there are many other things to consider such as the fact that most
accountancy PhD programs admit only students with prior professional experience
in accounting. Accounting PhD programs may also take twice as long to complete
and are replete with courses in mathematics, statistics, econometrics,
psychometrics, and technical data mining. On the other hand, most accountancy
PhD programs offer free tuition and relatively handsome living allowances in
return for some teaching and research assistance. Usually at least one year is
also covered with a full-ride fellowship in an accountancy PhD program.
The KPMG Foundation is now providing great supplemental financial and other
support for minority students interested in accountancy PhD programs. This has
been a very successful program considering how difficult it is to lure minority
students back to the campus when they're successfully employed as CPAs, Treasury
Agents, and other accounting professionals with young families to support ---
http://www.kpmgfoundation.org/foundinit.asp
"Life as a Captive of the Job Market," by Eunice Williams is the
pseudonym of a Ph.D. candidate in history at a Southern university, Chronicle
of Higher Education, February 4, 2013 ---
http://chronicle.com/article/Life-as-a-Job-Market-Captive/136939/
"The Radical New Humanities Ph.D.," by Kaustuv Basu, Inside Higher
Ed, May 16, 2012 ---
http://www.insidehighered.com/news/2012/05/16/rethinking-humanities-phd
The
warning
last year from Russell Berman, who at the time was
president of the Modern Language Association, was apocalyptic: If doctoral
programs in the humanities do not reduce the time taken to graduate, they
will become unaffordable and face extinction.
Now, Berman has taken his ideas home. At Stanford
University, where he is a professor of comparative literature and directs
the German studies program, he and five other professors at the university
have produced
a paper that calls for a major rethinking at
Stanford -- a reduction in the time taken to graduate by Ph.D. candidates in
the humanities, and preparing them for careers within and beyond the
academy. The professors at Stanford aren't just talking about shaving a year
or so off doctoral education, but cutting it down to four or five years --
roughly half the current time for many humanities students.
The Stanford professors aren’t alone in pushing
this kind of thinking. The Department of Comparative Literature at Harvard
University, for example, is already testing some ideas, and so is the
University of Minnesota. The initiatives at all three places, whether
proposed or in its infancy, involve changing academic culture and university
policies to refashion the humanities Ph.D. The University of Colorado at
Boulder recently announced
a four-year Ph.D. in German studies, consistent
with the principles being discussed at Stanford, although the Colorado
effort applies to one small program while the Stanford and Minnesota
initiatives are much broader.
The Stanford document proposes a scenario where
students decide on a career plan -- academic or nonacademic -- they want to
embark on by the end of their second-year of graduate study, file the plan
with their department, and then prepare projects and dissertation work that
would support that career. Similarly, departments have to help students make
realistic career choices at the end of the second year of graduate study,
and advise students regularly. “…[T]hey should aim to balance academic
training in a particular discipline and field with the provision of broader
professional perspectives that may extend beyond the traditional academic
setting,” the document said.
This would represent a dramatic shift from the
current norm, whereby many humanities grad students say that their entire
program is designed for an academic career, and that they only start to
consider other options when they are going on the job market -- a bit late
to shape their preparation for nonacademic options.
According to the document, one way to speed up time
to degree would be to include “four-quarter” support for students instead of
unfunded summers, currently the standard for many humanities Ph.D. programs.
Gabriella Safran, a professor of Slavic languages and literature at
Stanford, who also worked with Berman to create the proposal, said the key
might be to anticipate when Ph.D. candidates are getting bogged down and
respond to the issue earlier. “A better use of time might be to use the
summers more effectively. Right now, I think there are too many unfunded
summers when students don’t make progress,” she said.
Berman, who said that the recent document was
mostly an effort directed at administrators to “reform degree trajectories,"
believes that time to degree can be reduced to four or five years. “The
study of the humanities need to be accessible and cheap. And we have to
become more transparent about our placement records,” he said.
The document said that departments should have
suitable plans in terms of curriculum, examination schedule, and
dissertation that will help speed up time to degree. “Scholarly fields have
widened, and added a lot of expectations,” Berman said.
He emphasized the need to amplify success stories
of students who have ventured beyond the academic world. “We should be
telling all their stories,” said Berman, who is also chairing a MLA
task-force on the future of the doctorate in the languages and literature.
David Damrosch, a professor of comparative
literature at Harvard University, said that Ph.D. students and professors in
his department have been thinking more carefully about coursework. “Very
often, students drift for extended periods,” he said. Frequent meetings with
dissertation committee members are helpful, he said. “All this result in
fewer incompletes in coursework … and more consistent progress in the
dissertations,” said Damrosch.
“In anthropological terms, academia is more of a
shame culture than a guilt culture: you may feel some private guilt at
letting a chapter go unread for two or three months, but a much stronger
force would be the public shame you'd feel at coming unprepared to a meeting
with two of your colleagues,” he said. “It’s also ultimately a labor-saving
device for the faculty as well as the student, as the dissertation can
proceed sooner to completion and with less wasted effort for all
concerned….” With frequent meetings, the students doesn’t lose time on
“unproductive lines of inquiry” or “tangential suggestions tossed out by a
single adviser,” Damrosch said.
A two-hour oral exam, meetings each semester with
“dissertation-stage” students and their committee members, and clearer
feedback for students are part of the graduate program in the comparative
literature department now. “We also introduced a monthly forum for students
to share and discuss their own work; and an ambitious series of professional
development talks, on everything from article submission to dissertation
planning to alternative careers,” Damrosch said.
The University of Minnesota is also taking a fresh
look at its Ph.D. programs. Henning Schroeder, vice provost and dean of the
graduate school at the university, said that professors and administrators
have been discussing how to give the Ph.D. a narrower focus. “How much
coursework do students need before they engage in scholarly research?” he
asked.
Getting students into a “research mode” earlier
helps save time, Schroeder said. “The question is also, what can we do at
the administrative level?” he said. The university has promoted discussion
on best practices on advising, and also how the “prelim-oral” -- a test
students take before writing their dissertations – can delay research. The
university now lets students get credit for research work before the oral
examination, in an effort to allow for more flexibility in curriculums and
to reduce time to degree.
Debra Satz, senior associate dean for the
humanities at Stanford and a professor of philosophy, said that too many
students end up spending six to eight years in the Ph.D. program. “There is
no correlation between taking a longer time to degree and getting a job in
an academic humanities department,” she said. And ultimately, she said, how
can the length of time taken by a Ph.D. be justified if the person has to
reinvent or retool at the end to be employed?
The discussions should not only be about new career
paths and the time taken to graduate, but about how to implement change
without affecting the quality of the programs, Satz said. “Many ideas have
been floated: creating paths for our humanities Ph.D.s to high school
teaching, creating paths to the high technology industry, thinking about
careers in public history, and so on,” she said.
And while it is too early to see definite results
from these institutions, many believe that the timing is right.
Anaïs Saint-Jude, director of the
BiblioTech
program – which seeks to bridge the gulf between doctoral humanities
candidates at Stanford and jobs outside academe, including those in the tech
world -- believes that all this is happening because this is a pivotal
moment in higher education. “It was kindling that was ready to be ignited….
We started talking about it, and it created such momentum that we were able
to create a veritable program,” Saint-Jude said, referring to the BiblioTech
program that began in 2011. Part of the program’s vision includes trying to
change the mindset of academics and non-academics alike. “It is about
garnering the trust of industry leaders, and trying to break apart and think
differently,” she said. The program’s annual conference last week included
venture capitalists as well as executives from Google and Overstock.com.
Continued in article
Jensen Comment
Suppose Karen Smith enters into a customized PhD program at XXXXX State
University with a goal of getting into a history tenure track position in the
Academy. Wishing it so just is not going to make it so. When she graduates with
her PhD diploma in hand, there will probably be over 100 qualified applicants
wherever she applies in North America. The competition is keen.
Graduate Education in Humanities is in a Crisis
"The Humanities, Unraveled," by Michael Bérubé, The Chronicle of Higher
Education's Chronicle Review, February 18, 2013 ---
http://chronicle.com/article/Humanities-Unraveled/137291/?cid=wb&utm_source=wb&utm_medium=en
Let me start with the bad news. It is not even news
anymore; it is simply bad. Graduate education in the humanities is in
crisis. Every aspect, from the most specific details of the curriculum to
the broadest questions about its purpose, is in crisis. It is a seamless
garment of crisis: If you pull on any one thread, the entire thing unravels.
It is therefore exceptionally difficult to discuss
any one aspect of graduate education in isolation. Questions about the
function of the dissertation inevitably become questions about the future of
scholarly communication; they also entail questions about attrition, time to
degree, and the flood of A.B.D.'s, who make up so much of the
non-tenure-track and adjunct labor force. Questions about attrition and time
to degree open onto questions about the graduate curriculum and the ideal
size of graduate programs. Those questions obviously have profound
implications for the faculty. So one seamless garment, one complexly
interwoven web of trouble.
In the humanities, when we talk about the purpose
of graduate programs and the career trajectories of our graduate students,
the discussion devolves almost immediately to the state of the academic job
market. For what are we training Ph.D.'s in the humanities to do, other than
to take academic positions? Graduate programs in the humanities have been
designed precisely to replenish the ranks of the professoriate; that is why
they have such a strong research component, also known as the dissertation.
But leaving aside a few upticks in the academic job market in the late 1980s
and late 1990s, the overall job system in the humanities has been in a state
of more or less permanent distress for more than 40 years.
Since 1970 doctoral programs have been producing
many more job candidates than there are jobs; and yet this is not entirely a
supply-side problem, because over those 40 years, academic jobs themselves
have changed radically. Of the 1.5 million people now employed in the
profession of college teaching, more than one million are teaching off the
tenure track, with no hope or expectation of ever winding up on the tenure
track. Many of them do not have Ph.D.'s: According to the 2004 National
Study of Postsecondary Faculty (the last such study conducted), 65.2 percent
of non-tenure-track faculty members hold the M.A. as their highest
degree—57.3 percent teach in four-year institutions, 76.2 percent in
two-year institutions (many holding more than one part-time position).
Clearly, something about the structure of graduate
education in the humanities is broken. Or, more precisely, the system has
been redesigned in such a way as to call into question the function of the
doctorate as a credential for employment in higher education.
It is a dispiriting subject, to be sure. It was
long ago, in 1994, that Cary Nelson, a professor of English at the
University of Illinois at Urbana-Champaign, and I wrote a polemical essay
for The Chronicle,
"Graduate Education Is Losing Its Moral Base." We
argued that many graduate programs had become little more than sources of
cheap teaching labor for low-level undergraduate classes, and that some
programs should be reduced in size or eliminated altogether. Many of our
critics responded that we had failed to understand the "apprenticeship"
model of graduate education. But we had not failed to understand that. On
the contrary, we noted that in the apprenticeship model, which dates back to
the days of the guilds, the apprentices got jobs.
That model was no longer relevant to the conditions
of the academic job market. Our critique eventually led to a
more radical critique of the system by Marc
Bousquet, now a professor of English at Emory University. He argued that,
for many students, the Ph.D. marked not the beginning but the effective end
of a career in teaching. Bousquet is not entirely right. Many Ph.D.'s who
fail to land tenure-track jobs do wind up on the non-tenure-track career
path—as adjuncts or full-time untenured faculty. But his argument that the
Ph.D. is actually the "waste product" of a system designed to produce cheap
teaching labor was—and remains—a bracing and necessary response to
colleagues who believed that the apprenticeship model was still viable.
More recently, in 2011, Anthony T. Grafton, then
president of the American Historical Association, and Jim Grossman, AHA
executive director,
declared that
henceforth nonacademic employment for history Ph.D.'s would not be
considered a Plan B: "Alternative" careers should have as much legitimacy as
the traditional Ph.D.-to-tenure-track trajectory. The alt-ac option, as it
is widely known, has generated much debate in the humanities, but so far
little sense of what the viable "alternatives" to academic employment might
be. The situation is vastly different in the arts, where M.F.A. or Ph.D.
holders typically expect to find employment in a far wider array of cultural
institutions than humanists—orchestras, dance companies, design companies,
museums, theaters, nonprofits. But of course, the cultural institutions to
which degree holders in the arts aspire are often in states of distress
similar to those affecting universities, albeit for different structural
reasons.
So here the debate stands: We need to remake our
programs from the ground up to produce teachers and researchers and
something elses, but since it is not clear what those something elses might
be, we haven't begun to rethink the graduate curriculum accordingly.
(Anyway, we're not trained to do that! All we know how to do is to be
professors!)
And since it is not clear what those something
elses might be, the alt-ac discussion also tends to be conflated
(reductively and mistakenly) with the DH discussion—that is, the emergence
of the digital humanities, onto which, in recent years, we have deposited so
many of our hopes and anxieties. Somehow we expect the digital humanities to
revolutionize scholarly communication, save university presses, crowdsource
peer review, and provide humanities Ph.D.'s with good jobs in libraries,
institutes, nonprofits, and innovative start-ups. And the digital humanities
will do all that by sometime late next week.
The revolution in scholarly communication has
consequences for the future of the dissertation, as the former MLA president
Sidonie Smith has been arguing for the past few years. Smith's work follows
in the wake of, and extends, the 2006 report of the MLA Task Force on the
Evaluation of Scholarship for Tenure and Promotion, which urged that the
relevant criterion for peer-reviewed scholarship be the intellectual quality
and originality of work, not the container it comes in. There is one
overwhelmingly obvious implication of that argument: If we have all these
new forms of scholarly communication, why are we asking our graduate
students to write proto-monographs for a system that no longer supports
monographs? (I am referring, of course, to the reduction or elimination of
subsidies for university presses and university libraries.)
It might help to
remember, though, that the alt-ac debate has a history, at least in the MLA.
In 1998, then-MLA President Elaine Showalter decided to promote the idea of
alternative, nonacademic careers for humanities Ph.D.'s. The
backlash was
intense—and it came chiefly from the MLA's Graduate Student Caucus, led by
Bousquet and William Pannapacker, now an associate professor of English at
Hope College, in Holland, Mich. Bousquet replied with his "waste product"
theory of graduate education, and Pannapacker has since written many columns
in The Chronicle urging people
not to go to graduate
school in the humanities at all. Both, in different ways, have come to
regard the enterprise as a shell game, and both, 15 years ago, construed
Showalter's call as a disingenuous suggestion that people who had trained
for a decade to be humanists could suddenly switch gears and become
secretaries and screenwriters.
One lesson I took away from the bitter battles of
1998 is that the people who feel most betrayed by the idea of "alternative
careers" are the people closest to finishing their dissertations and going
out on the academic job market. I suppose that is unsurprising. But at
first, I had imagined that the most entrenched opposition would come from
tradition-minded faculty and deans who regarded nonacademic careers as
deeply undesirable postgraduate trajectories for humanities Ph.D.'s.
That is also the opposition imagined in Grafton and
Grossman's "No More Plan B" essay, where they suggest that the problem with
the rhetoric of "alternative" careers leads students to internalize the
values of tradition-minded faculty who regard nonacademic careers with
disdain: "We should not be surprised when students internalize our attitudes
(implicit or explicit) and assume that the 'best' students will be
professors and that for everyone else ... well, 'there's always public
history.' Even those who happily accept jobs at secondary schools, for
example, describe themselves as 'leaving the academy' or 'leaving the
historical profession,'" they wrote.
Continued in article
Some Things to Ponder When Choosing Between an Accounting Versus History
PhD ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#HistoryVsAccountancy
"Emory University to eliminate programs," by Laura Diamond, The
Atlanta Journal-Constitution, September 14, 2012 ---
http://www.ajc.com/news/news/local/emory-university-to-eliminate-programs/nSByn/
. . .
Emory will phase out the journalism program,
department of visual arts, division of educational studies and department of
physical education. Students enrolled in these programs will be able to
complete their degrees and tenured faculty will move to other departments.
The university will suspend admissions to
Spanish and economics graduate programs so leaders there can redefine the
missions, Forman said. Emory also will
suspend admissions to the Institute for Liberal Arts so it can be
restructured.
The changes will begin at the end of this academic
year and finish by the end of the 2016-17 academic year. About 20 staff
positions will be cut over the next five years, officials said.
Savings from the changes will be re-invested into
existing programs and growing areas, such as neurosciences, contemporary
China studies and digital and new media studies, Emory officials said.
Leaders of affected departments sent letters and
emails to students.
“These changes represent very difficult choices but
I am confident it will lead to a more exciting future for Emory College,”
Forman said. “These were fundamental decisions about the size and scope of
our mission and how we use our resources to realize our mission of providing
a world-class education for our students.”
President Jim Wagner endorsed the plan, saying
Forman and others had the “willingness to go back to first principles, look
at each department and program afresh, and begin the process of reallocating
resources for emerging needs and opportunities.”
The college has shuttered programs before. Emory
decided to close the dental school in 1990 and shut down the geology
department in 1986.
Bob Jensen's threads on higher education controversies ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm
Question
How honest and forthcoming should you be when advising students regarding
opportunities in academe for a new PhD graduate?
"Enlightening Advisees," by Henry Adams, Chronicle of Higher Education,
March 1, 2012 ---
http://chronicle.com/article/Enlightening-Advisees/130948/?sid=at&utm_source=at&utm_medium=en
Jensen Comment
Law schools are now pondering the same ethics issues regarding advising
applicants about careers in law ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#OverstuffedLawSchools
Hate may be too strong a verb, but this article does raise some good points
"Why Do They Hate Us?" by Thomas H. Benton (actually
William Pannapacker), Chronicle of Higher
Education, September 26, 2010 ---
http://chronicle.com/article/Why-Do-They-Hate-Us-/124608/
Thomas H. Benton is the pen name of William Pannapacker, an associate professor
of English at Hope College.
I am only a decade out of graduate school—and
I suppose it's possible that I am a disagreeable person—but I have had more
than a few unpleasant conversations with complete strangers, and even some
friends, in which they have expressed their anger about professors while
knowing that I am one.
• "What you teach is worthless—I mean, who
needs more measurements of Walt Whitman's beard when the economy and the
environment are collapsing?"
• "Being a professor is good money for, like,
six hours of work per week. What do you do with all that free time?"
• "Oh, I can't talk to you, since I'm not
politically correct or anything."
• "I wish I had tenure and didn't have to worry
about being fired for not doing my job."
• "Why don't you English profs just teach
people how to write?"
• "I still owe more than $50,000 for my
undergraduate degree, and it's never done me any good."
• "My job [pharmaceutical sales] saves lives;
your so-called work is a waste of other people's time and money."
I seldom admit or discuss my primary occupation
with nonacademics nowadays, if I can avoid it. It's safer to say that I'm a
program administrator.
By now, most academics are inoculated against
attacks from the right, the conversational relics of the culture war of a
generation ago: Allan Bloom's The Closing of the American Mind
(1987), Charles Sykes's ProfScam: Professors and the Demise of Higher
Education (1988), and Martin Anderson's Impostors in the Temple
(1992), to name just a few. I almost feel nostalgia for that time, since the
conversation was about what professors should teach. There was no doubt, as
yet, whether higher education would continue in some recognizable form.
Over the last 20 years, the positions on both sides
have hardened. But now the criticisms of academe are also coming from the
left, and not just from the think tanks and journalists, but increasingly
from within academe. Some of those works include Marc Bousquet's How the
University Works: Higher Education and the Low-Wage Nation (2008); Cary
Nelson's No University Is an Island: Saving Academic Freedom
(2010); and, most recently, Higher Education? How Colleges Are Wasting
Our Money and Failing Our Kids—And What We Can Do About It
(2010), by Andrew Hacker and Claudia C. Dreifus; and Mark Taylor's
Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities
(2010).
For the past several months, The Chronicle's
forums
and the comment section of its articles—and the larger
blogosphere—have been abuzz with discussions of a string of seemingly
anti-faculty articles with titles like "Goodbye
to Those Overpaid Professors and Their Cushy Jobs"
(July 25) and "Do
All Faculty Members Really Need Private Offices?"
(July 30). The majority feeling seems to be that the present model of higher
education is no longer sustainable, and that the necessary changes will
focus—for good or ill—on the working lives of professors.
I can't remember a time when professors,
particularly in the humanities and social sciences—already the survivors of
a 40-year depression in the academic job market—had a stronger feeling of
being under siege. At some institutions, there is something aggressive and
visceral about the recent rounds of cutbacks and accountability measures.
They go beyond mere economic justifications.
So "hate" is not too strong a word, I think, for
how nonacademics feel about us. Some of the reasons should flatter us, some
are the result of economic and institutional forces beyond our control, and
a few should cause us to wonder whether we deserve to be the last generation
of traditional academics.
Anti-intellectualism and populism.
Those tendencies in American life are not new, but they have become more
virulent (see parts
one and
two of my column "On
Stupidity"). Traditionally, professors have countered the tendency toward
simplistic, slogan-based thinking—and manipulation—by teaching students to
evaluate sources and reach their own conclusions on the basis of evidence
derived from painstaking research.
The notion that knowledge is always political, and
that perspectives are always relative, has eroded the belief in expertise
and earned authority. If everyone's biased, including professors, why not
just "go with your gut"? It's much easier, and it empowers you against the
academics whose admonitions—as we have lost influence—have become
increasingly condescending, sanctimonious, and shrill.
Market-based values. Academics, as
a group, are among the last people who question the market as the sole
determiner of value. We continue to hold out against the idea that our
students are customers who must be pleased even at the cost of their own
development. I think most professors still believe, privately, that our role
is to liberate students and prepare them for lives of leadership in a
relatively democratic society.
A generation ago, we could still defend the belief
that our courses in literature, art, history, philosophy—the liberal arts,
broadly defined, and always self-critical—were enriching in ways that could
not be deposited in a bank or measured by outcomes assessment. In the
intervening years, that consensus has fragmented, and we are no longer able
to articulate a coherent vision of why others should value what we teach.
And with that, I think, we have lost any remaining justification for our
autonomy.
The rising cost of higher education.
The price of a college degree has risen faster than the cost of health care.
Anxiety about those costs crowds out the mental space that might be given to
contemplating subjects without direct, practical applications.
The cost increase is driven not by faculty
salaries, primarily, but by the rapid growth of administration, massive
athletics programs, and the amenities arms race—not who has the most
full-time faculty members so much as who has the most successful football
team and the fanciest dorm rooms. Some institutions have astronomical
endowments and tax-exempt status, asking a mostly excluded population to
support what looks like country-club indulgences for elites.
But it is the faculty members who are held
accountable for the cost of education, even while a growing majority of them
are adjuncts and graduate students who receive no benefits and earn less
than the minimum wage.
The changing job market. For a
long time, college has been marketed as a requirement for entry into
middle-class occupations. A lot of students—surely the majority—now attend
college for reasons that have little to do with education for its own sake.
Even so, when higher education was a reasonably secure pathway to
employment, professors were worthy of some respect: We were gatekeepers, and
we could help you. But in today's economic climate, a college degree is
expensive, time-consuming, coercive, and does not necessarily lead to
employment.
If institutions can't respond to that situation,
why shouldn't students, who are not wealthy or devoted to the life of the
mind, invest their money and time in something else, like starting a
business?
Ignorance about what professors do.
Highly paid academic stars make it politically possible to paint faculty
members as pampered elites. A few weeks ago, I heard Andrew Hacker say, in
an NPR interview, that a major problem with higher education is that "you
have professors drawing six-figure salaries for two hours in the classroom
each week."
That's a common claim, most often made by
politicians looking to slash education budgets. But academic superstars are
rare. They are limited to elite research universities, where professors are
not paid, primarily, for their teaching.
For all of us, time in the classroom is just the
tip of the iceberg. In addition to published research (now required of
faculty members at most levels of higher education), courses must be
prepared, papers graded, students advised and supported, and administrative
work conducted. Many tenure-track faculty members spend more time on
administrative work than they do on teaching or research, because there are
relatively few of us left to conduct the business of our institutions.
Professors are not a leisure class. Most of us work
more than 50 hours a week, and whatever free time we have is generally spent
thinking about work or answering e-mail and texts from colleagues and
students. We are never off the clock.
Overproduction of scholarly research.
Specialized research is inherently difficult to understand, yet we often
hear demands that work outside of the sciences should be immediately
accessible to the general public. There is no question that more work can be
done to publicize the value of scholarship in many fields, but there is also
no doubt that a lot of scholarly productivity is a result of the increasing
competitiveness of the academic job system.
The pressure to publish, at every level, arguably
at the expense of our students, is not something that most academics have
chosen, and it has led to a collapse of the university-press system,
skyrocketing publishing costs, unsustainable pressures on library budgets,
and, ironically, declining engagement with our larger disciplines—a loss of
a common scholarly culture—since it's a challenge simply to keep up with a
few subfields.
Another result is that many courses reflect
specialized research interests rather than broader topics that might be more
useful to our students.
Tenure. In a period of extreme
anxiety about economic security, when millions of people are losing their
jobs, and their lives are unraveling, the appearance of a professor with a
job for life and no accountability seems as offensive as a portly aristocrat
being carried in a sedan chair through the streets of Paris during the
hungry summer of 1789.
Continued in article
"Why Do They Hate Us? Part 2," by Thomas H. Benton (actually William Pannapacker), Chronicle of Higher Education, October 24, 2010 ---
http://chronicle.com/article/Why-Do-They-Hate-Us-Part-2/125066/
Sometimes I write sequels to columns when they
generate a lot of comments, blog discussion, and e-mail. Usually, the first
column is based on my own experiences and intuitions. In the second one I
try to respond to issues and compelling criticisms raised by the readers.
Last month, when I tried to explain
why professors are so unpopular these days, the
initial response—mostly from inside academe—suggested that I was being
overly provocative. Professors, like other professionals, attract some
criticism, readers said, but we are still regarded with moderate respect. At
worst, we are treated with indifference: Most people don't care about us as
much as we'd like to think they do.
And, besides, worrying about whether people like us
is a little neurotic.
I was beginning to believe that my initial
theory—that I am just a disagreeable person—was the best explanation for all
the hostile remarks I've heard over the years about professors. But then my
column started to make the rounds of the conservative blogosphere, and the
tone of the comments and e-mail shifted to one that sounded both threatening
and familiar.
Essentially, the message was that a large segment
of the population thinks humanities professors are a bunch of left-wing
elitists who hate America, are overpaid, underworked, focused on pointless
research, and unwilling to teach undergraduates.
That perspective has been represented most recently
by Glenn Beck's accusation that professors are systematically lying about
our national history. A few years ago David Horowitz published a who's who
of professors who have been reviled by the right: The Professors: The 101
Most Dangerous Academics in America (Regnery 2006). One blurb on the book's
cover says it "reveals a shocking and perverse culture of academics who are
poisoning the minds of today's college students." And, of course, that point
of view is familiar to anyone who remembers the culture wars of the 80s and
90s. American populism is eternally self-renewing, and that's probably a
good thing, since academe—as well as other institutions—should be
accountable to the population at large and not just to itself.
But I was disappointed that most readers from
outside academe did not notice the self-critical elements of my essay: Once
they find out someone is a professor—particularly in the humanities—they
just assume that person has a whole set of clearly defined beliefs and
attitudes. There's no need to read the essay, and there's no need to
construct any new arguments in response, or build any new alliances.
We're trapped in a polarized state of indifference
to each other's complexities and conflicts.
So after teaching for 10 years at a Christian,
liberal-arts college in the rural Midwest, and writing articles critical of
academe under the pen name of a notoriously populist painter, it's almost a
pleasant surprise to find myself categorized as an arugula-eating leftist.
It makes me feel like I belong in academe, after all, despite a background
that might otherwise have made me a card-carrying member of the Tea Party.
I was born in Camden, N.J., and I grew up in a
working-class, Catholic neighborhood where professors—when they were
discussed at all—were regarded as dangerous subversives (they would turn you
into an atheist and a Democrat), but they also had a lot of power to
determine your future, so you had to please them if you went to college.
Of course, I didn't know any professors back
then—neither did anyone in my immediate family—which made it easy to
demonize them. As a new undergraduate at a Catholic university, I regarded
professors with suspicion, particularly if they had ostentatiously liberal
sensibilities. I believed that they did not like people like me, and I might
not have been wrong in some cases.
Even now, I don't really feel at home in some
academic contexts, like the big, national conventions: I still regard other
professors—particularly from elite colleges (like Harvard University, where
I eventually earned my doctorate)—as people living on some other social
plane, against whom I have some reflexive and defensive grievances. Always,
they seem concerned with social justice, but those concerns almost never
extend to working-class Americans, as such, including all the adjuncts who
increasingly do the teaching at our universities.
In the small community of academics with
working-class origins, it is sometimes noticed that professors at major
universities—the ones who attract most of the public's attention—seem to be
mostly from the upper half of the income spectrum. I suspect that they are
clustering even higher now than they were at any time since before the
1960s.
With few exceptions, elite positions are seemingly
filled through a kind of closed system in which academic pedigree (itself
the outcome of prior class position) stands in for the more blatant old-boy
network of an earlier period. As a result, a large percentage of the faculty
members of our leading universities have a limited understanding of the way
most people live; they cannot be expected to sympathize with the alienating
experience of moving between social classes, or the strain of paying for an
education coupled with the fear of not finding a job afterward.
My entire education took place in the shadow of
such anxieties, so I think I understand why many people who feel coerced
into attending college at great expense, while still being potentially shut
out from economic opportunity, might resent those for whom an elevated
social position seems to have come as a matter of course. People resent
professors even more when they seem to attack the institutions that give
people's lives meaning, such as the military, the church, and the
traditional family. Denouncing any of those things from behind the shield of
tenure and potentially at taxpayer expense is offensive to most Americans.
It is also offensive to many professors who are not
at elite institutions.
The "public be damned" attitude of some academic
provocateurs ignores the impact that their grandstanding has on higher
education as a whole—on the lives of professors farther down in the
academic-status hierarchy. Professors at elite institutions can do as they
please; they are not going to bear the brunt of cutbacks inspired by their
more extreme remarks, or be regarded with suspicion by their students, most
of whom think as they do because they come from the same social stratum.
Again, most professors are not part of that small,
elite culture of pseudoradicalism. Outside the major universities, most of
us have more ordinary social backgrounds and more moderate views. We are
people who worked hard at school, won scholarships, invested many years in
our educations, became admirers of traditional disciplines, devoted
ourselves idealistically to scholarship and teaching, and trusted the
system.
A lot of us entered graduate school following the
promise of tenure-track jobs being available in the not-so-distant
future—the familiar "labor-shortage hoax." But an increasing percentage of
Ph.D.'s in the last 40 years have ended up working for poverty-class wages
with no benefits or job security. Far from being a leisure class, most
college teachers are sharing the economic stresses faced by millions of
other displaced, downsized, and outsourced workers who see no relief on the
horizon.
Yet, for some reason, most graduate students and
adjuncts remain unrealistically aspirational: They do not work together to
reform the academic labor system because they still believe that they will,
somehow, become tenure-track professors on the basis of individual merit.
The thousands of adjuncts who staff most college courses are like the
part-time warehouse worker who doesn't want the rich to pay more taxes
because he buys a lottery ticket every day.
Whose interest does it serve for most academics to
alienate themselves from the working class, and for the working class to
regard all professors as elitists with whom they have no common interests?
What is it going to take for academe to become part of a broader movement
for economic opportunity, instead of being perceived—sometimes rightly—as an
impediment to that goal?
Those are larger questions than I can answer in a
column. But some changes could take place within academe—in addition to the
ones I suggested last month—that could begin to disrupt the unproductive
divisions between professors and the broader public.
First, academics should begin to think of ourselves
as workers rather than members of an elite profession. We should stop
competing with each other individually and look for ways to build solidarity
across the divisions of discipline, institutional hierarchy, and academic
rank.
Second, academe needs to work harder to deal with
the ways that social class has isolated its leading institutions from the
perspectives of most Americans.
Third, we need to take the economic concerns of our
students more seriously at the undergraduate and graduate levels. It is no
longer enough to merely teach subjects we happen to find interesting.
Meanwhile, we need to work together to improve our
image in the public imagination. Most of us are working long hours with our
students and managing the business of our institutions for relatively modest
salaries—when we are reliably employed at all. But a large number of people
are convinced, as an article of faith, that we are all millionaires who
engage in pointless research with the goal of indoctrinating students into
radical beliefs. We need to work harder to crowd out the more polarizing
examples of academic work with evidence of our enormous dedication to
furthering the public good.
Given enough evidence of good-faith efforts, we
might begin to move away from the tired clichés of the culture wars toward a
new coalition that aligns academe with the interests of most citizens.
Thomas H. Benton is the pen name of William Pannapacker, an associate
professor of English at Hope College.
Jensen Comment
Can you think of other reasons to "hate us?" For example, many employees in the
private and public sectors give up their returns from work-related consulting
and book royalties. Top professors six-figure salaries and keep additional
consulting fees and book royalties that, in many instances, are enhanced by the
reputations of their employers. For example, a MIT professor who consults or
obtains successful textbook royalties greatly benefits by being affiliated with
one of the great universities of the world. Sounds like a cushy deal to me!
The counter argument of course is that professors would do less consulting
and textbook writing if they did not get huge rewards for their added efforts.
The public, however, does not always see it this way, especially when they are
taxpayers helping to pay the salaries of the professors.
Why Do They Hate Us?
Jill Kronstadt, an associate professor of English at Montgomery College, was in
the middle of grading papers Sunday when she came across a Washington Post
opinion piece questioning whether college professors work hard enough ---
http://www.insidehighered.com/news/2012/03/27/newspaper-op-ed-sets-debate-over-faculty-workload-and-faculty-bashing
Gee: Living High on the Buckeye at Ohio State University
"Gordon Gee, the Teflon President, Weathers Another Storm Over Expenses,"
by Jack Stripling, Chronicle of Higher Education, September 26, 2012 ---
http://chronicle.com/article/Gordon-Gee-the-Teflon/134694/
It has been said that the only survivors of a
nuclear holocaust will be cockroaches and Cher. At this point, it might seem
reasonable to add E. Gordon Gee to that list.
At a time when college leaders are being tossed out
at the very first whiff of a scandal, the Ohio State University president
appears impervious to controversy.
Over the course of his decades-long career in
higher education, Mr. Gee has weathered athletics scandal, spending probes,
and even jokes about his ex-wife's smoking pot in the president's residence
at Vanderbilt University.
Through it all, the unflappable Mr. Gee, 68, has
never seemed to stop smiling.
Continued in article
"Assess Carefully: Don’t Be Duped by Bogus Journals," by Brendan A.
Rapple, Inside Higher Ed, June 17, 2012 ---
http://www.insidehighered.com/blogs/world-view/assess-carefully-don%E2%80%99t-be-duped-bogus-journals
This blog follows a previous post on a related
theme by Maria Yudkevich, "Publications
for Money: What Creates the Market for Paid Academic Journals."
Numerous evaluative criteria may be used in
determining a journal’s scholarly worth. A common criterion is a journal’s
Impact Factor (IF). However, among the many problems with IFs is that only
journals indexed by ISI’s
Journal Citation Report have them (over 8,000
in Science and 2,700 in the Social Sciences).
SCImago
Journal & Country Rank, a portal showing the
visibility of the journals contained in the
Scopus® database
from 1996, is also useful for assessing journals. Another tool,
Google Scholar Metrics, facilitates gauging the
visibility and influence of recent journal articles and by extension
journals themselves. Yet another instrument, the
Eigenfactor
score and Article Influence score, utilizes
citation data to evaluate the influence of a journal in relation to others.
Of course, strong pointers about a journal’s quality are usually provided by
the status of the body publishing it, the reputation of its editorial board
members, the rigor of its peer-reviewing, its acceptance/rejection rates,
and where it is indexed.
Another factor in assessing a journal’s worth may be author publication
fees. Such fees do not necessarily constitute a red flag as numerous quality
open access (OA) journals employ a system of “author pays". However, there’s
the swiftly growing difficulty of sham journals whose sole rationale is to
make a profit with little interest in disseminating scholarship. Such
journals, often with credible scholarly names, publish most articles
submitted and charge authors high publication fees. It’s a significant
problem that more and more academics are being hoodwinked by these clearly
fake journals. A useful resource for determining some of these phony
publications is Jeffrey Beall's
List of
Predatory, Open-Access Publishers.
Though I’m a librarian I receive numerous
solicitations to submit articles, together with hefty publication fees, to
supposedly scholarly journals and/or to serve on their editorial boards. I
suspect that faculty scholars receive far more of these invitations. It’s an
epidemic. Indeed, it’s probable that the owners of these sham periodicals
when spamming scholars pay little attention to whether the recipients’
academic interests are relevant to the journal’s disciplinary focus. Some
scholars are even placed on editorial boards even though they have not given
their consent. Generally these ersatz journals, with scientific and
technological disciplines being particularly well represented, have
abnormally high acceptance rates with minimal or no peer reviewing. Of
course, this is a rational modus operandi for the journals’ sleazy
operators as genuine peer review that weeds out poor scholarship would
thwart their primary goal of making money. The more articles they publish,
the more money they make with publication fees of $500 or more per article
being common. Moreover, articles are often published with little or no
proofreading and checking. Indeed, authors are often not asked for their
final approval before publication. Little thought is given to digital
preservation. Articles, journals and, indeed, the publishers themselves can
disappear without trace. The result is a proliferation of essentially vanity
press publishing that benefits the purveyors of these spurious journals and
does damage to the academic reputation of the naïve or careless authors who
are conned by these predators.
Continued in article
Jensen Comment
We also have some bogus journals in accounting research and education, those
journals of last resort when your paper has been rejected by three or more
legitimate accounting research journals. Sometimes those journals publish
proceedings of bogus conferences. Those are conferences held in very delightful
tourist places in Europe, the tropics, Australia, New Zealand, etc. where your
presentation session will be attended by three "scholars" only because they are
presenters in the same session. These high registration fee conferences are
attended mainly by professors ripping off their universities for a free tourist
trip, and publishing the conference papers electronically is an added bonus of a
line on a resume. Does anybody really read those "published" papers for which
"refereeing" is a fraud?
"'Hall of Shame,' Year Two," by Elise Young and Libby A. Nelson,
Inside Higher Ed, June 13, 2012 ---
http://www.insidehighered.com/news/2012/06/13/education-department-focuses-state-role-cost-increases-annual-lists
"Rewarding Teaching," by Dean Dad, Inside Higher Ed, March 13,
2012 ---
http://www.insidehighered.com/blogs/confessions-community-college-dean/rewarding-teaching
What would it look like if, say, the Federal
government were to decide to prioritize good college-level teaching at the
same level that it supports university research?
This piece in IHE addressed the question, but it
struck me as falling badly short of reality.
Briefly, the piece suggests that Congress establish a National Pedagogy
Foundation as a sort of counterpart to the NEH or the NSF. By pooling a
pile of money into a project to award grant funds to deserving projects that
promise to advance quality teaching, it suggests, we’d be much more likely
to see tenure committees take teaching as seriously as they take research.
Until then, “internal mission creep” on the ground -- in which each stratum
of higher education imitates those higher -- will defeat the best
intentions.
The author works at the Harvard Graduate School of Education. I mean that
in the nicest possible way.
Encouraging good teaching in the context of a research university is
important, and the remedy offered here may have some limited traction in
that context. But outside that context, it misses the point.
Quick quiz: Among community colleges with tenure systems, which counts more:
teaching or research?
Teaching. That has always been true. And that makes sense, given the
mission of the institution. Grants are lovely, of course, but they aren’t
required for tenure, and they wouldn’t make much difference on the ground.
(If the good folks at Harvard would like to investigate what it means to
value good teaching, I suggest a field trip to nearby Bunker Hill Community
College.)
Followup quiz: which of the following has more students taking classes:
research universities or community colleges?
Community colleges, by a substantial margin. So if you want to make a
measurable difference in the quality of teaching for a broad population,
you’d start here. Harvard can wait.
So let’s say, then, that we wanted the Federal government to help improve
the caliber of teaching at community colleges, and even at four-year public
state colleges. What would a National Pedagogy Foundation have to do?
My first thought is to define the mission. Is the goal to improve
actually-existing teaching quickly, or to be transformative over time? If
it’s the former, the only serious answer -- the ONLY serious answer -- is a
massive, sustained infusion of operating funds into college budgets. Not
conditional funding, or “seed” funding, or funding with strings: straight-up
operational funding. And it would have to come with “matching”
requirements, to keep the states and localities from cheaping out and just
using the new money as an excuse to cut their own contributions.
I really can’t emphasize this enough. Grants require project managers, and
come with expiration dates. Money with expiration dates doesn’t mesh with
well with tenure; typically, any faculty hired would be on the cusp of
tenure just when the money goes away. So too much of the money is lost to
administrative costs, and that which remains can’t be used for faculty. But
with committed, sustained operating funding, the existing administrative
infrastructure will do, and we could actually hire faculty.
If it’s meant to be transformative, then it needs to be both competitive,
substantial, and sustained. (The competition could be based on how plausibly
innovative the proposals are, and how scalable they are. No more boutique
programs.) It needs to be long-term enough that the institution can risk
failure of the first version without necessarily losing the funding.
Anything truly transformative will be high-risk; in this fiscal climate,
colleges will be risk-averse because they have to be.Continued in
article
Jensen Comment
I think this could well become another black hole for for taxpayers if for no
other reason than so much will be raked off by administrators before the rewards
finally trickle down to the teachers themselves. And there will be endless
debates about what constitutes "good teaching." I don't equate good teaching
with popularity with students. Good teachers in my opinion are teachers who
challenge students to the maximum of their abilities while at the same time
inspire them to want to learn more and more after the courses come to an end.
Performance along these lines is very difficult to assess in part because proof
of success comes so many years after the courses end.
And "Rewarding Teaching" does not just equate to entirely to paychecks and
other benefits that depend upon money alone. Respected professionals generally
take pride in their professionalism no matter what money flows in from a task.
We should not expect every task to have a carrot for genuine professionals.
For an example of unprofessionalism we can point to those hundreds of
teachers in Atlanta who cheated by revising student test scores just so those
teachers could receive higher paychecks. This type of cheating unprofessional
because it was "cheating." But to make matters worse these cheating teachers
were depriving their students of incremental money for added remedial study that
could've raised their performance levels. These teachers were not robbing from
the rich to give to the poor. These teachers were depriving the poor so they
themselves could have higher standards of living. Even if these cheating
teachers were "under paid" there self-serving actions at the expense of their
weakest students are not justified
Possibly the Worst Academic Scandal in Past 100 Years: Deception
at Duke
The Loose Ethics of Co-authorship of Research in Academe
In general we don't allow faculty to have publications ghost written for
tenure and performance evaluations. However, the rules are very loose regarding
co-author division of duties. A faculty member can do all of the research but
pass along all the writing to a co-author except when co-authoring is not
allowed such as in the writing of dissertations.
In my opinion the rules are too loose regarding co-authorship. Probably the
most common abuse in the current "publish or perish" environment in academe is
the partnering of two or more researchers to share co-authorships when their
actual participation rate in the research and writing of most the manuscripts is
very small, maybe less than 10%. The typical partnering arrangement is for an
author to take the lead on one research project while playing only a small role
in the other research projects
Gaming for Tenure as an
Accounting Professor ---
http://www.trinity.edu/rjensen/TheoryTenure.htm
(with a reply about tenure publication point systems from Linda Kidwell)
Another common abuse, in my opinion, is where a senior faculty member with a
stellar reputation lends his/her name to an article written and researched
almost entirely by a lesser-known colleague or graduate student. The main author
may agree to this "co-authorship" when the senior co-author's name on the paper
improves the chances for publication in a prestigious book or journal.
This is what happened in a sense in what is becoming the most notorious
academic fraud in the history of the world. At Duke University a famous
cancer researcher co-authored research that was published in the most
prestigious science and medicine journals in the world. The senior faculty
member of high repute is now apologizing to the world for being a part of a
fraud where his colleague fabricated a significant portion of the data to make
it "come out right" instead of the way it actually turned out.
What is interesting is to learn about how super-knowledgeable researchers at
the Anderson Cancer Center in Houston detected this fraud and notified the Duke
University science researchers of their questions about the data. Duke appears
to have resisted coming out with the truth way to long by science ethics
standards and even continued to promise miraculous cures to 100 Stage Four
cancer patients who underwent the miraculous "Duke University" cancer cures that
turned out to not be miraculous at all. Now Duke University is exposed to quack
medicine lawsuit filed by families of the deceased cancer patients who were
promised phone 80% cure rates.
The above Duke University scandal was the headline module in the February 12,
2012 edition of CBS Sixty Minutes. What an eye-opening show about science
research standards and frauds ---
Deception at Duke (Sixty Minutes
Video) ---
http://www.cbsnews.com/8301-18560_162-57376073/deception-at-duke/
Next comes the question of whether college administrators operate under
different publishing and speaking ethics vis-à-vis their faculty
"Faking It for the Dean," by Carl Elliott, Chronicle of Higher Education,
February 7, 2012 ---
http://chronicle.com/blogs/brainstorm/says-who/43843?sid=cr&utm_source=cr&utm_medium=en
Added Jensen Comment
I've no objection to "ghost writing" of interview remarks as long as the ghost
writer is given full credit for doing the writing itself.
I also think there is a difference between speeches versus publications with
respect to citations. How awkward it would be if every commencement speaker had
to read the reference citation for each remark in the speech. On the other hand,
I think the speaker should announce at the beginning and end that some of the
points made in the speech originated from other sources and that references will
be provided in writing upon request.
Bob Jensen's threads on professors who let students cheat ---
http://www.trinity.edu/rjensen/Plagiarism.htm#RebeccaHoward
Bob Jensen's threads on professors who cheat
http://www.trinity.edu/rjensen/Plagiarism.htm#ProfessorsWhoPlagiarize
"Here I'm a 'Member,' Not an Adjunct," by Emma Thornton, Chronicle
of Higher Education, December 11, 2011 ---
http://chronicle.com/article/Here-Im-a-Member-Not-an/130047/?sid=wb&utm_source=wb&utm_medium=en
Jensen Comment
Although this is not about accounting education, the article does make useful
comparisons of the British versus England faculty life and work. You have to
read down deep in the article to pick up such things as teaching students nearly
40 hours per week and being relieved of most research/writing pressures in
England. This type of teaching load is unheard of in U.S. colleges and
universities and even K-12 schools. The only thing that might come even close is
online teaching where the instructor elects to have a lot of instant messaging
with relatively large classes.
There are other comparisons that may not extend to all disciplines such as
accounting, law, medicine, finance, economics, engineering, and science. But
there may well be a larger U.K. teaching responsibility and lower research
responsibilities for some instructors in those disciplines as well. In the U.S.,
most of our for-profit universities do not have research expectations of
faculty. One Congresswoman recently claimed that for-profit universities are
more efficient, but I'm not certain I admire this type of efficiency that
eliminates research expectations of full-time faculty.
In England and many other European nations an accounting/business PhD program
is much faster with a smaller research expectation. For example, in the North
America there are no online accounting doctoral programs in AACSB-accredited
universities, and the time-to-completion is 4-6 full-time years beyond a masters
degree. In some countries like Germany, however, the time required to become a
full professor may be much longer (e.g., 18 years) due to what are tantamount to
longer apprenticeships.
The top hundredth of one percent in higher education
From the Chronicle of Higher Education on December 5, 2011
Executive Compensation: a Special Report
|
What
Private-College Presidents Make
The economic divide is not confined to
Wall Street and Main Street. A special Chronicle report
tracks executive pay—and lets you use interactive tools to find your
own stories.
|
Jensen Comment
The Chronicle ignored the salaries and benefits packages offered to newly
minted accountics science professors
The Presidents fire back by pointing out their successes in fund raising. But
they fail to note that much of the credit goes to the title on the door. For
example, the President of Harvard University is going to be a successful fund
raiser even if the job goes to Donald Duck.
"The Myth of Work-Life Balance," by John Beeson, Harvard Business
Review Blog, December 2, 2011 ---
Click Here
http://blogs.hbr.org/cs/2011/12/the_myth_of_work-life_balance.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
Jensen Comment
This begs the question of "Work-Life Balance" of faculty in research
universities.
The good news is that there is an enormous amount of discretionary time for
university faculty at all ranks given the frequent long breaks for some
holidays, breaks between semesters, and breaks for the summer months for
professors who choose not to teach in summers. There are also sabbatical leaves
and in some universities' like Michigan State, there is a term without teaching
every other year. Also teaching schedules during a term are often worked out so
that the professor only teaches two or three days in a week or in some cases
only one night class each week. Also on a teaching day, the instructor may only
be in class 2-6 hours that day.
The bad news is that many professors work harder on those discretionary time
"breaks" than when they are in the classroom teaching. Firstly, there are duties
connected with teaching such as grading examinations, grading homework, grading
term papers, advising students, preparing for class, preparing online materials
such as technical Camtasia videos, email messaging with students, chat rooms
with students, etc.
The bad news is that a great deal of time is required for keeping scholarship
up to date. Accounting professors have to allow five hours a day reading Bob
Jensen's messages on the AECM and the AAA Commons. An increasing amount of time
is spent in professional and social networks. Also there is a lot of incoming
scholarship messaging from the Big Four firms, from bloggers, and news services
such as the NYT, WSJ. Bloomberg, etc.
Over the course of a decade, a vast amount of time is lost on technical
glitches and problems with software and hardware. Some professors actually time
to locate the campus library while some techie from the computer center is
trying to remove malware from their office computers.
And then there's research which is supposed to require at least half of a
researcher's time in a research university, but often ends up taking more than
20 hours of time in a teaching week and 50 hours of time in week in which the
professor does not have to teach. One huge time taker is the time it takes to
learn new/updated software that becomes a necessary condition for work
life. By the time you've mastered the software it's obsolete.
Is there work-life balance for professors in research universities? Probably
not for younger faculty focused on reputation building and annual performance
reports. Probably not for senior faculty who are committed to research and
consulting that ends up taking an enormous amount of discretionary time.
There probably is more of a life balance for some senior tenured professors
who are pretty much on automatic pilot and tending to their hobbies and
searching for a trophy spouse after their second divorces.
Have a good day!
"Working Into the Sunset," by Elizabeth Murphy, Inside Higher Ed,
November 29. 2011 ---
http://www.insidehighered.com/news/2011/11/29/survey-documents-retirement-worries-higher-ed-employees
More than 6 in 10 higher education employees fear
their retirement savings will not be enough for a comfortable retirement,
according to a survey released Monday by Fidelity Investments.
The survey found that most employees in academe —
regardless of age — feel like novices when it comes to investing their
money. More than half of those surveyed reported they feel “overwhelmed” by
the investing process and wish they had more guidance from their employers,
according to the survey.
Fidelity officials said this trend seems to be
indicative of the economy as a whole. As the economy dipped, employees were
being asked to take on more responsibility for their own retirement savings,
and many fear for the long-term viability of Social Security.
"It's not all that surprising when you look at the
rollercoaster people have been on in the last 18 to 24 months in the
market," said Lauren Brouhard, senior vice president of marketing of the tax
exempt market at Fidelity Investments, said. "It's not uncommon for people
to be investing more conservatively, especially younger investors who are
skittish based on the markets that they see."
Fidelity surveyed about 600 higher education
employees, including faculty members, administrators, general staff and
executive staff members from private and public institutions, and analyzed
the responses by employee age. (Those surveyed were among all higher
education employees, randomly selected, regardless of whether they are
Fidelity clients.) Most respondents said they do not have a formal
retirement plan, even though they say that is the most important savings
area for them.
And even though the younger groups should be more
aggressive with their investments, the survey found their asset allocations
are on par with those in the baby boomer group. It also found that half of
the employees surveyed considered themselves “conservative” retirement
investors, no matter the age.
Select Fidelity Survey Findings
Continued in article
Jensen Comment
What the article does not stress is that the freedom of time allocation for most
working professors makes their jobs more like retirement than is possible in
most other working careers. Some older professors really abuse their privileges
by teaching on automatic pilot, spending less than 20 hours per week in their
offices, and living like retirees the rest of the time. What's the incentive to
retire?
Of course other older professors live much more stressful lives teaching and
conducting research and maintaining Websites 70 or more hours per week. But many
of these often like their working lives so much that they prefer this working
life to a "boring" retirement.
What professors needed was more parenting time when their children were very
young. Unfortunately, this is often that stage of their careers that was the
most stressful when they were still seeking tenure and/or promotions to full
professorships. After Age 60 their children are grown, and their work on campus
is often less stressful than it was when they were younger.
The article does not mention another thing that keeps older professors on the
job long after retirement age --- newer and younger trophy spouses who lose
their medical insurance when their professor spouses retire. This may change
when and if Obamacare kicks in and many universities drop medical insurance
plans for employees. I'm not just being facetious here. I know at least two
professors at Trinity working long beyond retirement age primarily to continue
their medical insurance benefits for younger trophy spouses. Fortunately for me
my wife was on Medicare when I retired --- no younger trophy spouse for me.
"Sarbanes-Oxley Could Save Colleges From Themselves," by Benjamin
Ginsberg, The Chronicle of Higher Education, November 20, 2011 ---
http://chronicle.com/article/Sarbanes-Oxley-Could-Save/129832/?sid=cr&utm_source=cr&utm_medium=en
Since the early 20th century, America has boasted
the world's finest universities. In recent years, however, questions have
begun to emerge about the quality of American college graduates, the shift
of foreign students to Asian and European universities, and a slippage in
the global rankings of American universities.
One reason for this change is a transformation
within the academic community. Today's great universities were built by
members of the faculty who—contrary to the myth of the impractical
professor—often were excellent entrepreneurs and managers. Over the last
several decades, however, America's universities have been taken over by a
burgeoning class of administrators and staffers who seem determined to
transform colleges into top-heavy organizations run by inept executives.
To professors, the purpose of the university is
education and research, and the institution is a means of accomplishing
these ends. To many of the professional administrators, though, the means
has become the end. Teaching and research seem to have been relegated to
vehicles for generating revenue by attracting customers to what
administrators view as a business—an emporium that under their management
may be peddling increasingly shoddy goods.
Between 2001 and 2010 at Purdue University, for
example, the number of tenured and tenure-track faculty increased 12
percent, the number of graduate teaching assistants declined by 26 percent,
and student enrollments increased by about 5 percent, according to research
by the Purdue chapter of the American Association of University Professors.
Meanwhile, the number of university administrators increased by an
astonishing 58 percent, and resident tuition rose from just under $1,400 to
nearly $9,000 per year in a pattern that appears highly correlated with
administrative growth. These data suggest that hard-pressed parents are
being asked to pay more and more to support a growing army of administrators
who make no direct contribution to the education of their children.
But administrative bloat is more than a matter of
numbers. It also manifests itself in the form of administrative
irresponsibility and pathology, and on campuses across the country
professors can point to cases at their own institutions in a never-ending if
demoralizing game of "Can you top this?" On many of those campuses,
administrators have found that they can brush off faculty charges of
mismanagement—but one entity managers cannot ignore is the board of trustees
or regents.
The board selects the institution's president,
approves the budget, and, at least formally, exercises enormous power over
campus affairs. If it so desired, the board could even halt or scale back
the expansion of managerial numbers and authority on its campus and put an
end to toxic administrative practices. Of course, many board members serve
for social reasons or out of a sense of loyalty to the institution and are
loath to become involved in campus governance issues about which they often
feel poorly informed. Yet it is precisely those trustees who have a sense of
loyalty to the colleges from which they graduated who should want to prevent
those institutions from sinking into the ever-expanding swamp of
administrative mediocrity.
Before they can police the administration, however,
boards must police themselves. If they are to be effective, they must be
held accountable for the administrators they appoint and must, especially,
be subject to tough conflict-of-interest rules. To this end, let me offer a
proposal: Sarbanes-Oxley. Colleges (and perhaps other nonprofits as well)
should be subject to all the requirements of the 2002 Sarbanes-Oxley Act,
from which they are now largely exempt. For most of them, this would entail
enhanced board accountability for administrative actions, the creation of an
independent audit committee, a formal process for the identification and
selection of new board members, and a strengthening of conflict-of-interest
rules.
Although some college boards have voluntarily
adopted the principles of the law, that's simply not enough. If boards were
legally required to be more accountable for administrative conduct, they
might be more cautious about whom they hire to manage the institution and
might also pay closer attention to what those people do once hired. Indeed,
boards might even find it useful to fully consult the faculty on hiring.
Through its contacts, the faculty usually knows
more about an administrator's past record, including problems at previous
colleges and inflated résumés, than the often shockingly uninformed
corporate headhunters now employed to direct presidential and other
searches. And the faculty can certainly alert a board to issues of
mismanagement before problems become crises. Since the passage of
Sarbanes-Oxley, increased board scrutiny has led to a rise in involuntary
turnover among corporate managers. Colleges might benefit from the same sort
of mandatory scrutiny—and the same result.
As to conflict-of-interest rules, board members and
companies in which they have significant financial interests should not be
permitted to do business with the college. Federal and state
conflict-of-interest laws deal with issues of overcharging stemming from
insider dealing, but the problem with business relationships between boards
and college administrators is not that the college will pay too much for
goods and services. The problem is one of power rather than money.
Board members who profit from their relationship
with the college will not provide effective oversight of its administration
and will resist efforts to remove even clearly inept administrators.
Unfortunately, boards everywhere include members whose insurance firms,
construction companies, food-service enterprises, and the like do business
with the college. Such board members cannot possibly provide proper
managerial oversight. Perhaps a strict conflict-of-interest rule would
discourage many persons from undertaking board service; so be it.
Continued in article
Bob Jensen's threads about corporate governance are at
http://www.trinity.edu/rjensen/fraud001.htm#Governance
"Academic Research and Development Expenditures: Fiscal Year 2009,"
National Science Foundation, July 2011 ---
http://www.nsf.gov/statistics/nsf11313/?WT.mc_id=USNSF_179
"Texas Coalitions Spar Over Scholars' Time, Research, Pay," by
Katherine Mangan, Chronicle of Higher Education, July 10, 2011 ---
http://chronicle.com/article/In-Texas-Coalitions-Spar-Over/128161/
Depending on whom you talk to in Texas these days,
college professors are either elitist intellectuals oblivious to the
financial struggles of their students or hard-working teachers and
researchers being pressured to churn out graduates like widgets on a
production line.
And no matter where you fall in this increasingly
divisive debate, there's an interest group armed with colorful sound bites,
well-heeled supporters, and a conviction that the future of higher education
here hangs in the balance.
In recent weeks, the rhetoric of the players in
this statewide power struggle has escalated to match the intensity of the
blistering Texas heat. Students, alumni, and faculty members have weighed
in, along with new coalitions consisting of former university presidents,
chancellors, regents, and business leaders.
The political fight largely centers on a series of
reforms dubbed the "Seven Breakthrough Solutions," pushed by Gov. Rick Perry
and the Texas Public Policy Foundation, a conservative think tank in Austin.
The proposals, which are based on the premise that
professors spend too much time on esoteric research and not enough time in
the classroom, would separate teaching and research budgets, give professors
pay raises based on student evaluations, and treat students as customers.
The debate intensified this spring after a series
of controversial comments and actions by Gene Powell, chairman of the
University of Texas system's Board of Regents.
In addition to expressing support for the
governor's call to develop a $10,000, four-year degree, he floated the idea
of increasing undergraduate enrollment at the flagship campus by 10 percent
a year for four years and cutting tuition in half.
And in March, Mr. Powell hired Rick O'Donnell, a
former fellow at the Texas Public Policy Foundation and a former executive
director of the Colorado Department of Higher Education, as a
$200,000-a-year special adviser to the university's governing board. Mr.
O'Donnell was fired six weeks later after complaining that university
officials were suppressing data on how much professors earned, how many
students they taught, and how much grant money they received.
Last month the system reached a $70,000 settlement
with Mr. O'Donnell, a decision that Barry D. Burgdorf, vice chancellor and
general counsel for the university system, said was based on "pure and
simple economics" because Mr. O'Donnell had made it clear that he planned to
sue the system.
Sen. Judith Zaffirini, a Democrat who chairs the
state's Senate Higher Education Committee, says that rather than cooling the
controversy, the settlement fanned the flames when the former adviser came
out swinging, accusing university officials of orchestrating a smear
campaign against him and the regents who supported his efforts to gather
faculty-productivity data, which were eventually published.
"Higher-education administrators and faculty
generally like to be left alone," Mr. O'Donnell said in an interview last
month. "These are people who enjoy enormous privileges at taxpayer expense,
and someone wants to question how much that costs and what we're getting in
response."
Senator Zaffirini says the policy foundation and
Jeff Sandefer—a board member who wrote the "breakthrough solutions" it
promotes—are the ones hiding from public scrutiny. She co-chairs a new
legislative oversight committee on higher education.
"They talk about transparency," she says, "but
meanwhile, they're working with the governor behind closed doors in an
attempt to hijack the higher-education agenda." Mr. Sandefer and foundation
executives deny that accusation, and Mr. Perry's office did not reply to a
request for comment last month.
Senator Zaffirini adds that the foundation's
actions could harm the efforts of seven "emerging research universities" to
gain "tier one" status.
David Guenthner, a spokesman for the public-policy
foundation, scoffs at that idea. "Barely one in five faculty members is
involved in research that relates to the university's tier-one status," he
says. Taxpayers deserve to know why many professors teach less than a full
load and "where their research is being published, how many people are
reading it, how much is it being cited, or is it, for lack of a better term,
a publication for the sake of a publication—or worse, a vanity project?"
Undermine or Strengthen?
Debate over the "breakthrough solutions" and their
potential impact on higher education has been raging for months, mostly at
Texas A&M University, where e-mail exchanges between regents and Mr.
Sandefer and his father described the Sandefers' frustration at the pace at
which the steps were being carried out.
As the focus shifted to the University of Texas,
the Texas Coalition for Excellence in Higher Education was started in June,
to "support a more thoughtful and transparent discussion of ways to
strengthen and improve, rather than undermine" the state's colleges and
universities.
The group's 250 founding members include former
presidents and chancellors of the University of Texas and Texas A&M
University Systems and a former chair of the state's Higher Education
Coordinating Board. A former chair of the University of Houston System's
Board of Regents has also joined the coalition, which includes business and
civic leaders and university donors.
Mr. Powell says he welcomes input from such groups,
but he declined to comment on any of the specific complaints they have
raised.
Peter T. Flawn, president emeritus of the
University of Texas at Austin, is a founding member of the group.
"If the so-called solutions to as-yet-undefined
problems advanced by the Texas Public Policy Foundation were to be forced on
our institutions of higher education, the University of Texas at Austin and
Texas A&M would, in a very few years, go from being first-class graduate
research institutions to second-rate degree mills," he says.
"Teaching the future leaders of our state and
nation to think critically, challenge assumptions, and make informed,
reasoned decisions is quite different from manufacturing widgets on an
assembly line."
Last week, Randy L. Diehl, dean of the University
of Texas' College of Liberal Arts released a 17-page analysis that explains
why he and his executive team concluded that the foundation "breakthrough
solutions" would radically change the university and undermine progress it
has already made to improve efficiency and graduation rates.
Two groups that support the governor's agenda have
also joined the debate, both led by people who previously served as vice
presidents of the Austin think tank.
Continued in article
Where the Highest Ranked Universities Do Not Excel ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#DoNotExcel
Why Do They Hate Us? ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#Hate
When does "questionable management" become fraud?
Raising university funds to privately publish a professor's book?
"UVa Audit Finds 'Questionable' Management by Journal Editor," by Robin
Wilson, Chronicle of Higher Education, October 20, 2010 ---
http://chronicle.com/article/UVa-Audit-Finds-Questionable/125034/
Bob Jensen's Fraud Updates are at
http://www.trinity.edu/rjensen/FraudUpdates.htm
Jensen Comment
Can you think of other reasons to "hate us?" For example, many employees in the
private and public sectors give up their returns from work-related consulting
and book royalties. Top professors six-figure salaries and keep additional
consulting fees and book royalties that, in many instances, are enhanced by the
reputations of their employers. For example, a MIT professor who consults or
obtains successful textbook royalties greatly benefits by being affiliated with
one of the great universities of the world. Sounds like a cushy deal to me!
The counter argument of course is that professors would do less consulting
and textbook writing if they did not get huge rewards for their added efforts.
The public, however, does not always see it this way, especially when they are
taxpayers helping to pay the salaries of the professors.
"Texas A&M Gathers Accountability Data on New Web Site," Chronicle
of Higher Education, May 18, 2012 ---
http://chronicle.com/blogs/ticker/texas-am-launches-new-web-site-in-response-to-demand-for-accountability/43387?sid=wc&utm_source=wc&utm_medium=en
Amid calls for more accountability, Texas A&M
University has unveiled a website that makes data such as graduation rates,
faculty workloads, demographics and student debt easily accessible.
The site — accountability.tamu.edu — is composed of
data that already was publicly available, but administrators say the effort
is an unprecedented step toward ensuring public trust.
“It is unfortunate that higher education faces new
questions about its impact,” said Texas A&M President R. Bowen Loftin in a
news release. “We want to do everything in our power to ensure the public
trust in all we do.”
Accountability was the subject of a public fight
last year between the state’s two public research universities, A&M and
UT-Austin, and the Gov. Rick Perry-backed conservative think tank, the Texas
Public Policy Foundation.
The group’s “seven breakthrough solutions” were a
series of ideas with which the group aimed to address perceived
accountability issues. The universities’ regents, all of whom are appointed
by Perry, embraced some of the ideas and flirted with others until the
schools pushed back following media attention.
One of the most criticized of the ideas was one
that reduced a faculty member’s value to a “bottom line” financial figure,
represented by a number in either red or black, by subtracting his or her
salary and benefits from money brought in through teaching and research.
The document was taken down amid numerous
complaints of inaccuracies in the data.
“I’m not opposed to accountability,” said Peter
Hugill, a Texas A&M faculty member and state conference president of the
American Association of University Professors. “I was opposed to that crazy
red and black report.”
The new accountability website has no such measure.
The site provides large amounts of information in a
compact format with real-time changes, said Joe Pettibon, associate vice
president for academic services, in the news release.
“This is a bold step in transparency that holds the
university to the highest standards regarding how we use our resources,”
Pettibon said. “However, the site will always be a work in progress as
information is added, updated, and improved to address what is happening in
higher education and the university.”
The accountability site is at
https://accountability.tamu.edu/
Texas A&M University is committed to accountability
in its pursuit of excellence. The university expects to be held to the
highest standards in its use of resources and in the quality of the
educational experience. In fact, this commitment is a part of the fabric of
the institution from its founding and is a key component of its mission
statement (as approved by the Board of Regents and the Texas Higher
Education Coordinating Board), its aspirations found in Vision 2020
(approved by the Board of Regents in 1999), and its current strategic plan,
Action 2015: Education First (approved by the Chancellor in December 2010).
Texas A&M Case on Computing the Cost of Professors and Academic Programs
Jensen Comment
In an advanced Cost/Managerial Accounting course this assignment could have two
parts. First assign the case below. Then assign student teams to write a case on
how to compute the cost of a given course, graduate in a given program, or a
comparison of a the cost of a distance education section versus an onsite
section of a given course taught by a tenured faculty member teaching three
courses in general as well as conducting research, performing internal service,
and performing external service in his/her discipline.
Texas A&M Case on Computing the Cost of Professors and Academic Programs
Jensen Comment
In an advanced Cost/Managerial Accounting course this assignment could have two
parts. First assign the case below. Then assign student teams to write a case on
how to compute the cost of a given course, graduate in a given program, or a
comparison of a the cost of a distance education section versus an onsite
section of a given course taught by a tenured faculty member teaching three
courses in general as well as conducting research, performing internal service,
and performing external service in his/her discipline.
From The Wall Street Journal Accounting Weekly Review on November 5,
2010
Putting a Price on Professors
by: Stephanie Simon and Stephanie Banchero
Oct 23, 2010
Click here to view the full article on WSJ.com
TOPICS: Contribution Margin, Cost Management, Managerial Accounting
SUMMARY: The article describes a contribution margin review at Texas A&M
University drilled all the way down to the faculty member level. Also
described are review systems in place in California, Indiana, Minnesota,
Michigan, Ohio and other locations.
CLASSROOM APPLICATION: Managerial concepts of efficiency, contribution
margin, cost management, and the managerial dashboard in university settings
are discussed in this article.
QUESTIONS:
1. (Introductory) Summarize the reporting on Texas A&M University's Academic
Financial Data Compilation. Would you describe this as putting a "price" on
professors or would you use some other wording? Explain.
2. (Introductory) What is the difference between operational efficiency and
"academic efficiency"?
3. (Advanced) Review the table entitled "Controversial Numbers: Cash Flow at
Texas A&M." Why do you think that Chemistry, History, and English
Departments are more likely to generate positive cash flows than are
Oceanography, Physics and Astronomy, and Aerospace Engineering?
4. (Introductory) What source of funding for academics is excluded from the
table review in answer to question 3 above? How do you think that funding
source might change the scenario shown in the table?
5. (Advanced) On what managerial accounting technique do you think
Minnesota's state college system has modeled its method of assessing
campuses' performance?
6. (Advanced) Refer to the related article. A large part of cost increases
in university education stem from dormitories, exercise facilities, and
other building amenities on campuses. What is your reaction to this parent's
statement that universities have "acquiesced to the kids' desire to go to
school at luxury resorts"?
Reviewed By: Judy Beckman, University of Rhode Island
RELATED ARTICLES:
Letters to the Editor: What Is It That We Want Our Universities to Be?
by Hank Wohltjen, David Roll, Jane S. Shaw, Edward Stephens
Oct 30, 2010
Page: A16
"Putting a Price on Professors," by Stephanie Simon and Stephanie Banchero,
The Wall Street Journal, October 23, 2010 ---
http://online.wsj.com/article/SB10001424052748703735804575536322093520994.html?mod=djem_jiewr_AC_domainid
Carol Johnson took the podium of a lecture hall one
recent morning to walk 79 students enrolled in an introductory biology
course through diffusion, osmosis and the phospholipid bilayer of cell
membranes.
A senior lecturer, Ms. Johnson has taught this
class for years. Only recently, though, have administrators sought to
quantify whether she is giving the taxpayers of Texas their money's worth.
A 265-page spreadsheet, released last month by the
chancellor of the Texas A&M University system, amounted to a profit-and-loss
statement for each faculty member, weighing annual salary against students
taught, tuition generated, and research grants obtained.
Ms. Johnson came out very much in the black; in the
period analyzed—fiscal year 2009—she netted the public university $279,617.
Some of her colleagues weren't nearly so profitable. Newly hired assistant
professor Charles Criscione, for instance, spent much of the year setting up
a lab to research parasite genetics and ended up $45,305 in the red.
The balance sheet sparked an immediate uproar from
faculty, who called it misleading, simplistic and crass—not to mention,
riddled with errors. But the move here comes amid a national drive, backed
by some on both the left and the right, to assess more rigorously what,
exactly, public universities are doing with their students—and their tax
dollars.

As budget pressures mount, legislators and
governors are increasingly demanding data proving that money given to
colleges is well spent. States spend about 11% of their general-fund budgets
subsidizing higher education. That totaled more than $78 billion in fiscal
year 2008, according to the National Association of State Budget Officers.
The movement is driven as well by dismal
educational statistics. Just over half of all freshmen entering four-year
public colleges will earn a degree from that institution within six years,
according to the U.S. Department of Education.
And among those with diplomas, just 31% could pass
the most recent national prose literacy test, given in 2003; that's down
from 40% a decade earlier, the department says.
"For years and years, universities got away with,
'Trust us—it'll be worth it,'" said F. King Alexander, president of
California State University at Long Beach.
But no more: "Every conversation we have with these
institutions now revolves around productivity," says Jason Bearce, associate
commissioner for higher education in Indiana. He tells administrators it's
not enough to find efficiencies in their operations; they must seek
"academic efficiency" as well, graduating more students more quickly and
with more demonstrable skills. The National Governors Association echoes
that mantra; it just formed a commission focused on improving productivity
in higher education.
This new emphasis has raised hackles in academia.
Some professors express deep concern that the focus on serving student
"customers" and delivering value to taxpayers will turn public colleges into
factories. They worry that it will upend the essential nature of a
university, where the Milton scholar who teaches a senior seminar to five
English majors is valued as much as the engineering professor who lands a
million-dollar research grant.
And they fear too much tinkering will destroy an
educational system that, despite its acknowledged flaws, remains the envy of
much of the world. "It's a reflection of a much more corporate model of
running a university, and it's getting away from the idea of the university
as public good," says John Curtis, research director for the American
Association of University Professors.
Efforts to remake higher education generally fall
into two categories. In some states, including Ohio and Indiana, public
officials have ordered a new approach to funding, based not on how many
students enroll but on what they accomplish.
Continued in article
Jensen Comment
This case is one of the most difficult cases that managerial and cost
accountants will ever face. It deals with ugly problems where joint and indirect
costs are mind-boggling. For example, when producing mathematics graduates in
undergraduate and graduate programs, the mathematics department plays an even
bigger role in providing mathematics courses for other majors and minors on
campus. Furthermore, the mathematics faculty provides resources for internal
service to administration, external service to the mathematics profession and
the community, applied research, basic research, and on and on and on. Faculty
resources thus become joint product resources.
Furthermore costing faculty time is not exactly the same as costing the time
of a worker that adds a bumper to each car in an assembly line. While at home in
bed going to sleep or awakening in bed a mathematics professor might hit upon a
Eureka moment where time spent is more valuable than the whole previous lifetime
of that professor spent in working on campus. How do you factor in hours
spent in bed in CVP analysis and Cost-Benefit analysis? Work sampling and
time-motion studies used in factory systems just will not work well in academic
systems.
In Cost-Profit-Volume analysis the multi-product CPV model is
incomprehensible without making a totally unrealistic assumption that "sales
mix" parameters are constant for changing levels of volume. Without this
assumption for many "products" the solution to the CPV model blows our minds.
Another really complicating factor in CVP and C-B analysis are semi-fixed
costs that are constant over a certain time frame (such as a semester or a year
for adjunct employees) but variable over a longer horizon. Of course over
a very long horizon all fixed costs become variable, but this generally destroys
the benefit of a CVP analysis in the first place. One problem is that faculty
come in non-tenured adjunct, non-tenured tenure-track, and tenured varieties.
To complicate matters the sources of revenues in a university are complicated
and interactive. Revenues come from tuition, state support (if any), gifts and
endowment earnings, research grants, services such as surgeries in the medical
school, etc. Allocation of these revenues among divisions and departments is
generally quite arbitrary.
I could go on and on about why I would never attempt to do CVP or C-B
research for one of the largest universities of the world. But somebody at
Texas A&M has rushed in where angels fear to tread.
Bob Jensen's threads on managerial and cost accounting are at
http://www.trinity.edu/rjensen/Theory02.htm#ManagementAccounting
Human Resource Accounting for Financial Statements
The value of human resource employees in a business is currently not booked
and usually not even disclosed as an estimated amount in footnotes. In general a
"value" is booked into the ledger only when cash or explicit contractual
liabilities are transacted such as a bonus paid for a professional athlete or
other employee. James Martin provides an excellent bibliography on the academic
literature concerning human resource accounting ---
http://maaw.info/HumanResourceAccMain.htm
Bob Jensen's threads on human resource accounting are at
http://www.trinity.edu/rjensen/theory02.htm#TripleBottom
What turned into a sick joke was the KPMG Twist applied to valuing the
executives of Worldcom who later went to prison:
KPMG’s “Unusual Twist”
While KPMG's strategy isn't uncommon among corporations with lots of units
in different states, the accounting firm offered an unusual twist: Under
KPMG's direction, WorldCom treated "foresight of top management" as an
intangible asset akin to patents or trademarks.
See http://www.trinity.edu/rjensen/FraudEnron.htm#WorldcomFraud
Punch Line
This "foresight of top management" led to a 25-year prison sentence for
Worldcom's CEO, five years for the CFO (which in his case was much to
lenient) and one year plus a day for the controller (who ended up having to
be in prison for only ten months.) Yes all that reported goodwill in the
balance sheet of Worldcom was an unusual twist.
Early experiments to book human resource values into the ledger usually were
abandoned after a brief experiment. Investors and analysts placed little, if any
faith, in human resource value estimates such as the R.G. Barry experiments
years ago.
There are many problems with assigning an estimated value to human resources.
Aside from being able to unattribute future cash flow streams to particular
employees, there's the enormous problem that employees are no longer slaves
that can be bought, sold, and traded without their permission. And employees
may simply resign at will outside the control of their employers, although in
some cases they do so by paying contractual penalties that they agreed to when
signing employment contracts.
Another problem is bifurcation of the value of a valuable employee from the
subset of other employees and circumstances such as group esprit de corps ---
http://en.wikipedia.org/wiki/Esprit_de_corps_%28disambiguation%29
A great pitcher needs a great catcher and seven other players on the field that
can make great defensive plays. The President of the United States may be less
important than the staff surrounding that President. A bad staff can do a lot to
bring down a President. This had a lot to do with the downfall of President
Carter.
Another problems is that greatness of an employee may vary dramatically with
circumstances. Winston Churchill was a great leader and inspiration in the
darkest days of World War II. But his value should've been subject to very rapid
accelerated depreciation. He was a lousy leader after the end of the war,
including making some awful choices such as chemical weapons use on some tribes
in Iraq.
"Power From the People: Can human Capital Financial Statements Allow
Companies to Measure the Value of Their Employees?," by David McCann, CFO
Magazine, November 2011, pp. 52-59 ---
http://www.cfo.com/article.cfm/14604427?f=search
If a company's most important assets are indeed its
people, as corporate executives parrot endlessly, that's news to investors,
analysts, and even, as it turns out, many companies.
It is hardly a secret that the industrial economy
that prevailed for two centuries has evolved into a talent-driven,
knowledge-based economy. Still, extant accounting standards define "assets"
mostly in terms of cash, receivables, and hard goods like property,
equipment, and inventory, even though the value of many companies lies
chiefly in the experience and efforts of their employees.
Public companies are required to disclose virtually
nothing about their human capital other than the compensation packages of
top executives, and most are happy to report only that. The furthest most
companies will go in reporting on human capital within their public filings
is to mention "key-man" risks and executive succession plans.
More than two decades ago, Jac Fitz-enz and Wayne
Cascio separately pioneered the idea that metrics could shine a light on
human-capital value. From their work grew the notion that formal reporting
of such metrics could add value to financial statements. That discussion
simmered quietly for many years, but recently it has grown more bubbly, as
some of the best minds in human-capital management and workforce analytics
work hard to influence the acceptance of such reporting.
Some are crafting detailed structures for what they
generally refer to as human-capital financial statements or reports, which
would complement (but not replace) traditional financial reporting. Their
goal is to quantify a company's financial results as a return on
people-related expenditures, and express a company's value as a measure of
employee productivity.
To be sure, finance and human-resources executives
alike have long considered many important aspects of human-capital value to
be unquantifiable. That's why an effort by the Society for Human Resource
Management, less-granular than some similar efforts but very well organized,
shows promise to have a sizable impact. SHRM's Investor Metrics Workgroup,
in conjunction with American National Standards Institute (ANSI), is
developing recommendations for broad standards on human-capital reporting.
The group plans to release its recommendations for public comment early in
2012. Should ANSI certify the standards, the next phase would be a marketing
campaign aimed at investor groups and analysts, encouraging them to demand
that companies provide the information.
If demand for that data were to reach a critical
mass, then presumably accounting-standards setters would eventually look at
adopting some type of human-capital reporting, and the Securities and
Exchange Commission and other regulators would subsequently get involved. Of
course, that's a grand vision, and even its most optimistic proponents admit
that it will take at least a decade, and probably twice that long, to fully
materialize.
But the SHRM group's chair, Laurie Bassi, is
confident that the effort will succeed, however long it may take. "It's
going to serve as a catalyst for change," says Bassi, a labor economist and
human-capital-management consultant. "When investors start to demand this
information, it's going to be a wake-up call for many, many companies. For
some well-managed, well-run firms it won't be a stretch, but others will be
hard-pressed to produce the information in a meaningful way."
Bassi says that the driving forces behind the
effort boil down to two things: "supply and demand, or, you might say,
opportunity and necessity."
On the supply/opportunity side, advancing
technology and lower computing costs have greatly eased the collection and
crunching of people-related data, enabling companies to get their arms
around what's going on with their human capital in a much more analytic,
metrics-driven way than was possible a few years ago. The demand/necessity
side is that, driven by macroeconomic forces, human-capital management is
emerging as a core competency for employers, particularly those in
high-wage, developed nations.
Something for (Almost) Everyone Investors and
analysts aren't demanding human-capital reporting yet, but they might not
need much prodding. Upon hearing for the first time about SHRM's project,
Matt Orsagh, director of capital-markets policy for the CFA Institute, says
that "it sounds fabulous. I want all the transparency and inputs I can have.
Quantifying the worth of human capital would be fantastic, because right now
you have to take it on faith, and I don't know if I can trust it."
Predictably, some CFOs are less enthusiastic. "It's
a fair point that the balance sheet doesn't recognize the value of human
capital, and certainly not the full value of your intellectual property,"
says John Leahy, finance chief at iRobot, a publicly traded, $400 million
firm. "For a high-growth technology company like ours, there is significant
intrinsic value in the know-how and innovation of our people, which is why
we've traded over the last couple of years at a fairly attractive multiple.
Continued in article
Bob Jensen's threads on human resource accounting are included at
http://www.trinity.edu/rjensen/theory02.htm#TripleBottom
"The 50 Most Influential Management Gurus," by Clayton Christensen,
Harvard Business Review Blog, November 2011 ---
http://hbr.org/web/slideshows/the-50-most-influential-management-gurus/1-christensen
Of course there's no Harvard bias whispering into this selection --- no it's
shouting!
Watch the video ---
http://www.thinkers50.com/
Edison State College (Florida) ---
http://en.wikipedia.org/wiki/Edison_State_College
Avoiding Required Accounting Courses at Edison State
"Edison admits class swaps Some graduated without required courses,"
News-Press, July 14, 2011 ---
http://www.news-press.com/article/20110715/NEWS0104/107150380/Edison-admits-class-swaps
. . .
Course substitution forms were filed as late as
graduation day in past semesters so students could receive diplomas.
Edison's graduation rate historically has been low, with 8 percent of
students completing an associate degree program in two years.
The college will have to explain the situation to
its accrediting body this fall.
All told, Edison allowed 3,605 course substitutions
over a five-year period, affecting 2.5 percent of students. Not all of those
were improper, but Edison did not provide an exact number. College policy
allows substitutions, so long as students take all required core courses.
A majority of inappropriate substitutions were in
accounting, business management, and drafting and design.
Bill Roshon and Dennette Foy, dean and associate
dean for professional and technical studies, respectively, oversaw those
programs, and were placed on paid leave Thursday. Both have been employed by
Edison for two decades. Roshon earned $119,415 in 2010, while Foy made
$75,659.
Neither dean could be reached for comment, nor
could any members of the Board of Trustees.
The investigation
Atkins said he began looking at course
substitutions last fall following a tip about a stack of forms dropped at
the registrar's office. After a few weeks of perusing documents, he penned a
strongly worded memo Dec. 2 - one he had notarized - that called
substitutions "blatant and egregious" violations so serious Edison could be
breaking the law.
Continued in article
"At UVM, personal crisis becomes public concern: Relationship
between Fogel's wife, administrator faces review," by Sam Hemingway,
Burlington Free Press, May 25, 2011 ---
Click Here
http://www.burlingtonfreepress.com/article/20110524/NEWS0213/110524025/Fogel-s-wife-s-relationship-with-administrator-prompts-UVM-review?odyssey=tab|mostpopular|text|FRONTPAGE
In early 2010, Pauline Manning found a set of
personal letters in a briefcase belonging to her husband, Michael Schultz,
who is the University of Vermont’s associate vice president for development
and alumni affairs.
The letters, she realized, were written by Rachel
Kahn-Fogel, wife of UVM President Daniel Fogel. The discovery triggered not
only the dissolution of Schultz and Manning’s marriage but also a sequence
of events that has led to a board of trustees review of whether any elements
of the relationship between Kahn-Fogel and Schultz violated university
rules. The trustees also have ordered that Kahn-Fogel be removed from her
volunteer role in planning development events for UVM.
The board’s review — just initiated and first
reported Tuesday at burlingtonfreepress.com — is to examine questions raised
by the relationship about the functioning of UVM’s development office,
doctoral dissertation procedures and personnel decisions.
Trustees are seeking “to determine whether the
behavior and actions that have come to light were appropriate under our
policies and standards of conduct,” Robert Cioffi, chairman of the UVM board
of trustees, said in a statement.
“We have no reason to believe that President Fogel
has been involved in any wrongdoing,” Cioffi said. “While we respect privacy
concerns, we must and will also do what’s right for UVM.”
For the Fogels, the disclosures represent a huge
personal crisis. Daniel Fogel, who issued his own statement, wrote that the
“allegations are profoundly disturbing,” and he revealed for the first time
that his wife has a mental-health condition. She is the daughter of Alfred
E. Kahn, a former Cornell University professor and government official who
had engineered the deregulation of the airline industry during the Carter
administration.
“Rachel has asked me to let it be known that she
has long been in treatment for serious mental health issues with which she
has struggled throughout her life,” the president’s statement said. “I care
deeply for my wife and hope we will be afforded the personal space necessary
for us as we take the time to work through an ongoing course of treatment.”
Continued in article
Also see
"University of Vermont Ends Duties of President's Wife," Inside Higher Ed,
August 13, 2011 ---
http://www.insidehighered.com/news/2011/05/25/qt#260754
The board of the University of Vermont has ended
the official volunteer role of Rachel Kahn-Fogel, wife of President Daniel
Fogel, in fund-raising and other events,
The Burlington Free Press reported. The move came amid an
investigation into Kahn-Fogel's apparent pursuit of a personal relationship
with a senior administrator at the university, Michael
Schultz, associate vice president of development and alumni relations. Kahn-Fogel's
interest in Schultz became known when Schultz's wife -- who is currently in
divorce proceedings with him -- found unopened letters from Kahn-Fogel to
Schultz. He acknowledged in the divorce proceedings that he had secured a
post office box to receive the letters privately. Fogel released a statement
in which he said that he supported the inquiry, and revealing (with his
wife's permission) that "she has long been in treatment for serious mental
health issues with which she has struggled throughout her life."
Schultz wrote his doctoral dissertation on issues
related to the spouses of colleges and university presidents; Inside
Higher Ed has
quoted him about the
subject and published
an essay in which he offered advice to
presidential spouses. One of his points: "A good reputation is hard to earn
but easy to lose."
Humanities Versus Business --- That is the Question
Undergraduate business degrees -- the go-to
“employment friendly” major -- has increased from 1970-71, with 115,400 degrees
conferred, to 2007-08, with 335,250 conferred. In a parallel development,
institutions graduated seven times more communications and journalism majors in
2007-08 than in 1970-71. And while numbers are small, there has been exponential
growth in “parks, recreation, leisure, and fitness studies,” “security and
protective services,” and “transportation and materials moving” degrees.
Computer science, on the other hand, peaked in the mid-80s, dropped in the
mid-90s, peaked again in the mid-2000s, and dropped again in the last five
years.
"Liberal Arts I: They Keep Chugging Along," by W. Robert Connor and
Cheryl Ching Inside Higher Ed, October 1, 2010 ---
http://www.insidehighered.com/views/2010/10/01/connor
When the economy goes down, one expects the liberal
arts -- especially the humanities -- to wither, and laments about their
death to go up. That’s no surprise since these fields have often defined
themselves as unsullied by practical application. This notion provides
little comfort to students -- and parents -- who are anxious about their
post-college prospects; getting a good job -- in dire times, any job -- is
of utmost importance. (According to CIRP’s 2009 Freshman Survey, 56.5
percent of students -- the highest since 1983 -- said that “graduates
getting good jobs” was an important factor when choosing where to go to
college.)
One expects students, then, to rush to courses and
majors that promise plenty of entry-level jobs. Anticipating this, college
administrators would cut back or eliminate programs that are not “employment
friendly,” as well as those that generate little research revenue. Exit
fields like classics, comparative literature, foreign languages and
literatures, philosophy, religion, and enter only those that are
preprofessional in orientation. Colleges preserving a commitment to the
liberal arts would see a decline in enrollment; in some cases, the
institution itself would disappear.
So runs the widespread narrative of decline and
fall. Everyone has an anecdote or two to support this story, but does it
hold in general and can we learn something from a closer examination of the
facts?
The National Center for Education Statistics
reports that the number of bachelor's degrees in “employment friendly”
fields has been on the rise since 1970. Undergraduate business degrees --
the go-to “employment friendly” major -- has increased from 1970-71, with
115,400 degrees conferred, to 2007-08, with 335,250 conferred. In a parallel
development, institutions graduated seven times more communications and
journalism majors in 2007-08 than in 1970-71. And while numbers are small,
there has been exponential growth in “parks, recreation, leisure, and
fitness studies,” “security and protective services,” and “transportation
and materials moving” degrees. Computer science, on the other hand, peaked
in the mid-80s, dropped in the mid-90s, peaked again in the mid-2000s, and
dropped again in the last five years.
What has students’ turn to such degrees meant for
the humanities and social sciences? A mapping of bachelor degrees conferred
in the humanities from 1966 to 2007 by the Humanities Indicator Project
shows that the percentage of such majors was highest in the late 1960s
(17-18 percent of all degrees conferred), low in the mid-1980s (6-7
percent), and more or less level since the early 1990s (8-9 percent).
Trends, of course, vary from discipline to discipline.
Degrees awarded in English dropped from a high of
64,627 in 1970-71 to half that number in the early 1980s, before rising to
55,000 in the early 1990s and staying at that level since then. The social
sciences and history were hit with a similar decline in majors in 1970s and
1980s, but then recovered nicely in the years since then and now have more
than they did in 1970. The numbers of foreign language, philosophy,
religious studies, and area studies majors have been stable since 1970.
IPEDS data pick up where the Humanities Indicator Project leaves off and
tell that in 2008 and 2009, the number of students who graduated with
bachelor's degrees in English, foreign language and literatures, history,
and philosophy and religion have remained at the same level.
What’s surprising about this bird’s-eye view of
undergraduate education is not the increase in the number of majors in
programs that should lead directly to a job after graduation, but that the
number of degrees earned in the humanities and related fields have not been
adversely affected by the financial troubles that have come and gone over
the last two decades.
Of course, macro-level statistics reveal only part
of the story. What do things look like at the ground level? How are
departments faring? Course enrollments? Majors? Since the study of the Greek
and Roman classics tends to be a bellwether for trends in the humanities and
related fields (with departments that are small and often vulnerable), it
seemed reasonable to ask Adam Blistein of the American Philological
Association whether classics departments were being dropped at a significant
number of places. “Not really” was his answer; while the classics major at
Michigan State was cut, and a few other departments were in difficulty,
there was no widespread damage to the field -- at least not yet.
Big declines in classics enrollments? Again, the
answer seems to be, “Not really.” Many institutions report a steady gain in
the number of majors over the past decade. Princeton’s classics department,
for example, announced this past spring 17 graduating seniors, roughly twice
what the number had been three decades ago. And the strength is not just in
elite institutions. Charles Pazdernik at Grand Valley State University in
hard-hit Michigan reported that his department has 50+ majors on the books
and strong enrollments in language courses.
If classics seems to be faring surprisingly well,
what about the modern languages? There are dire reports about German and
Russian, and the Romance languages seem increasingly to be programs in
Spanish, with a little French and Italian tossed in. The Modern Language
Association reported in fall 2006 -- well before the current downturn -- a
12.9 percent gain in language study since 2002. This translates into 180,557
more enrollments. Every language except Biblical Hebrew showed increases,
some exponential -- Arabic (126.5 percent), Chinese (51 percent), and Korean
(37.1 percent) -- while others less so -- French (2.2 percent), German (3.5
percent), and Russian (3.9 percent). (Back to the ancient world for a
moment: Latin saw a 7.9 percent increase, and ancient Greek 12.1 percent).
The study of foreign languages, in other words, seems not to be
disappearing; the mix is simply changing.
Theoretical and ideological issues have troubled
and fragmented literature departments in recent years, but a spring 2010
conference on literary studies at the National Humanities Center suggests
that the field is enjoying a revitalization. The mood was eloquent, upbeat,
innovative; no doom and gloom, even though many participants were from
institutions where painful budget cuts had recently been made.
A similar mood was evident at National Forum on the
Future of Liberal Education, a gathering of some highly regarded assistant
professors in the humanities and social sciences this past February. They
were well aware that times were tough, the job market for Ph.D.s miserable,
and tenure prospects uncertain. Yet their response was to get on with the
work of strengthening liberal education, rather than bemoan its decline and
fall. Energy was high, and with it the conviction that the best way to move
liberal education forward was to achieve demonstrable improvements in
student learning.
It’s true that these young faculty members are from
top-flight universities. What about smaller, less well-endowed institutions?
Richard Ekman of the Council of Independent Colleges reports that while a
few of the colleges in his consortium are indeed in trouble, most were doing
quite well, increasing enrollments and becoming more selective. And what
about state universities and land grant institutions, where most students go
to college? Were they scuttling the liberal arts and sciences because of
fierce cutbacks? David Shulenburger of the Association of Public and
Land-grant Universities says that while budget cuts have resulted in
strategic “consolidation of programs and sometimes the elimination of
low-enrollment majors,” he does not “know of any public universities
weakening their liberal education requirements.”
Mark Twain once remarked that reports of his death
were greatly exaggerated. The liberal arts disciplines, it seems, can say
the same thing. The on-the-ground stories back up the statistics and
reinforce the idea that the liberal arts are not dying, despite the soft job
market and the recent recession. Majors are steady, enrollments are up in
particular fields, and students -- and institutions -- aren’t turning their
backs on disciplines that don’t have obvious utility for the workplace. The
liberal arts seem to have a particular endurance and resilience, even when
we expect them to decline and fall.
One could imagine any number of reasons why this is
the case -- the inherent conservatism of colleges and universities is one --
but maybe something much more dynamic is at work. Perhaps the stamina of the
liberal arts in today’s environment draws in part from the vital role they
play in providing students with a robust liberal education, that is, a kind
of education that develops their knowledge in a range of disciplinary
fields, and importantly, their cognitive skills and personal competencies.
The liberal arts continue -- and likely will always -- give students an
education that delves into the intricate language of Shakespeare or Woolf,
or the complex historical details of the Peloponnesian War or the French
Revolution. That is a given.
But what the liberal arts also provide is a rich
site for students to think critically, to write analytically and
expressively, to consider questions of moral and ethical importance (as well
as those of meaning and value), and to construct a framework for
understanding the infinite complexities and uncertainties of human life.
This is, as many have argued before, a powerful form of education, a point
that students, the statistics and anecdotes show, agree with.
W. Robert Connor is the former president of the Teagle Foundation, to
which he is now a senior adviser. Cheryl Ching is a program officer at
Teagle.
"Telling It as It Is (to new first-year students), by Craig Stark,
Inside Higher Ed, June 6, 2011 ---
http://www.insidehighered.com/views/2011/06/06/essay_on_how_honest_professors_should_be_to_students_about_the_economy
Jensen Comment
This article, perhaps appropriately, does not go into the ins and outs of
choosing a major upon arrival at a college or university. With a few exceptions,
this is perhaps a good idea except in certain majors where there prerequisite
first-year courses are essential such as in engineering and pre-med. For
accounting, the prerequisite first courses can usually be delayed until the
sophomore year. But the above article really does not deal with choosing a major
early on before students learn a lot about education and careers during their
first year on campus. Much of what they learn comes from informal interactions
with students who are in their second, third, fourth, and higher levels of
study. I think it's a mistake for general curriculum teachers to try to sell
students on particular types of majors or particular types of politics. Let
students sort these things out for themselves as they advance through the first
and even the second years of study.
This article does talk about debt loads. I personally think that students in
the first term of college should learn about personal finance, tax issues, and
debt risk since many of them will make horrible mistakes in college and after
college.
Bob Jensen's threads on personal finance helpers ---
http://www.trinity.edu/rjensen/BookBob1.htm#InvestmentHelpers
"The Value of a Humanities Degree: Six Students' Views," by Jackie
Basu et al., Chronicle of Higher Education, June 5, 2011 ---
http://chronicle.com/article/The-Value-of-a-Humanities/127758/?sid=wb&utm_source=wb&utm_medium=en
"Toward a Plausible Rationale for the Humanities," by Frank Donoghue,
Chronicle of Higher Education, June 3, 2011 ---
http://chronicle.com/blogs/innovations/towards-a-plausible-rationale-for-the-humanities/29565?sid=cr&utm_source=cr&utm_medium=en
"Emory University to eliminate programs," by Laura Diamond, The
Atlanta Journal-Constitution, September 14, 2012 ---
http://www.ajc.com/news/news/local/emory-university-to-eliminate-programs/nSByn/
. . .
Emory will phase out the journalism program,
department of visual arts, division of educational studies and department of
physical education. Students enrolled in these programs will be able to
complete their degrees and tenured faculty will move to other departments.
The university will suspend admissions to
Spanish and economics graduate programs so leaders there can redefine the
missions, Forman said. Emory also will
suspend admissions to the Institute for Liberal Arts so it can be
restructured.
The changes will begin at the end of this academic
year and finish by the end of the 2016-17 academic year. About 20 staff
positions will be cut over the next five years, officials said.
Savings from the changes will be re-invested into
existing programs and growing areas, such as neurosciences, contemporary
China studies and digital and new media studies, Emory officials said.
Leaders of affected departments sent letters and
emails to students.
“These changes represent very difficult choices but
I am confident it will lead to a more exciting future for Emory College,”
Forman said. “These were fundamental decisions about the size and scope of
our mission and how we use our resources to realize our mission of providing
a world-class education for our students.”
President Jim Wagner endorsed the plan, saying
Forman and others had the “willingness to go back to first principles, look
at each department and program afresh, and begin the process of reallocating
resources for emerging needs and opportunities.”
The college has shuttered programs before. Emory
decided to close the dental school in 1990 and shut down the geology
department in 1986.
Graduate Education in Humanities is in a Crisis
"The Humanities, Unraveled," by Michael Bérubé, The Chronicle of Higher
Education's Chronicle Review, February 18, 2013 ---
http://chronicle.com/article/Humanities-Unraveled/137291/?cid=wb&utm_source=wb&utm_medium=en
Let me start with the bad news. It is not even news
anymore; it is simply bad. Graduate education in the humanities is in
crisis. Every aspect, from the most specific details of the curriculum to
the broadest questions about its purpose, is in crisis. It is a seamless
garment of crisis: If you pull on any one thread, the entire thing unravels.
It is therefore exceptionally difficult to discuss
any one aspect of graduate education in isolation. Questions about the
function of the dissertation inevitably become questions about the future of
scholarly communication; they also entail questions about attrition, time to
degree, and the flood of A.B.D.'s, who make up so much of the
non-tenure-track and adjunct labor force. Questions about attrition and time
to degree open onto questions about the graduate curriculum and the ideal
size of graduate programs. Those questions obviously have profound
implications for the faculty. So one seamless garment, one complexly
interwoven web of trouble.
In the humanities, when we talk about the purpose
of graduate programs and the career trajectories of our graduate students,
the discussion devolves almost immediately to the state of the academic job
market. For what are we training Ph.D.'s in the humanities to do, other than
to take academic positions? Graduate programs in the humanities have been
designed precisely to replenish the ranks of the professoriate; that is why
they have such a strong research component, also known as the dissertation.
But leaving aside a few upticks in the academic job market in the late 1980s
and late 1990s, the overall job system in the humanities has been in a state
of more or less permanent distress for more than 40 years.
Since 1970 doctoral programs have been producing
many more job candidates than there are jobs; and yet this is not entirely a
supply-side problem, because over those 40 years, academic jobs themselves
have changed radically. Of the 1.5 million people now employed in the
profession of college teaching, more than one million are teaching off the
tenure track, with no hope or expectation of ever winding up on the tenure
track. Many of them do not have Ph.D.'s: According to the 2004 National
Study of Postsecondary Faculty (the last such study conducted), 65.2 percent
of non-tenure-track faculty members hold the M.A. as their highest
degree—57.3 percent teach in four-year institutions, 76.2 percent in
two-year institutions (many holding more than one part-time position).
Clearly, something about the structure of graduate
education in the humanities is broken. Or, more precisely, the system has
been redesigned in such a way as to call into question the function of the
doctorate as a credential for employment in higher education.
It is a dispiriting subject, to be sure. It was
long ago, in 1994, that Cary Nelson, a professor of English at the
University of Illinois at Urbana-Champaign, and I wrote a polemical essay
for The Chronicle,
"Graduate Education Is Losing Its Moral Base." We
argued that many graduate programs had become little more than sources of
cheap teaching labor for low-level undergraduate classes, and that some
programs should be reduced in size or eliminated altogether. Many of our
critics responded that we had failed to understand the "apprenticeship"
model of graduate education. But we had not failed to understand that. On
the contrary, we noted that in the apprenticeship model, which dates back to
the days of the guilds, the apprentices got jobs.
That model was no longer relevant to the conditions
of the academic job market. Our critique eventually led to a
more radical critique of the system by Marc
Bousquet, now a professor of English at Emory University. He argued that,
for many students, the Ph.D. marked not the beginning but the effective end
of a career in teaching. Bousquet is not entirely right. Many Ph.D.'s who
fail to land tenure-track jobs do wind up on the non-tenure-track career
path—as adjuncts or full-time untenured faculty. But his argument that the
Ph.D. is actually the "waste product" of a system designed to produce cheap
teaching labor was—and remains—a bracing and necessary response to
colleagues who believed that the apprenticeship model was still viable.
More recently, in 2011, Anthony T. Grafton, then
president of the American Historical Association, and Jim Grossman, AHA
executive director,
declared that
henceforth nonacademic employment for history Ph.D.'s would not be
considered a Plan B: "Alternative" careers should have as much legitimacy as
the traditional Ph.D.-to-tenure-track trajectory. The alt-ac option, as it
is widely known, has generated much debate in the humanities, but so far
little sense of what the viable "alternatives" to academic employment might
be. The situation is vastly different in the arts, where M.F.A. or Ph.D.
holders typically expect to find employment in a far wider array of cultural
institutions than humanists—orchestras, dance companies, design companies,
museums, theaters, nonprofits. But of course, the cultural institutions to
which degree holders in the arts aspire are often in states of distress
similar to those affecting universities, albeit for different structural
reasons.
So here the debate stands: We need to remake our
programs from the ground up to produce teachers and researchers and
something elses, but since it is not clear what those something elses might
be, we haven't begun to rethink the graduate curriculum accordingly.
(Anyway, we're not trained to do that! All we know how to do is to be
professors!)
And since it is not clear what those something
elses might be, the alt-ac discussion also tends to be conflated
(reductively and mistakenly) with the DH discussion—that is, the emergence
of the digital humanities, onto which, in recent years, we have deposited so
many of our hopes and anxieties. Somehow we expect the digital humanities to
revolutionize scholarly communication, save university presses, crowdsource
peer review, and provide humanities Ph.D.'s with good jobs in libraries,
institutes, nonprofits, and innovative start-ups. And the digital humanities
will do all that by sometime late next week.
The revolution in scholarly communication has
consequences for the future of the dissertation, as the former MLA president
Sidonie Smith has been arguing for the past few years. Smith's work follows
in the wake of, and extends, the 2006 report of the MLA Task Force on the
Evaluation of Scholarship for Tenure and Promotion, which urged that the
relevant criterion for peer-reviewed scholarship be the intellectual quality
and originality of work, not the container it comes in. There is one
overwhelmingly obvious implication of that argument: If we have all these
new forms of scholarly communication, why are we asking our graduate
students to write proto-monographs for a system that no longer supports
monographs? (I am referring, of course, to the reduction or elimination of
subsidies for university presses and university libraries.)
It might help to
remember, though, that the alt-ac debate has a history, at least in the MLA.
In 1998, then-MLA President Elaine Showalter decided to promote the idea of
alternative, nonacademic careers for humanities Ph.D.'s. The
backlash was
intense—and it came chiefly from the MLA's Graduate Student Caucus, led by
Bousquet and William Pannapacker, now an associate professor of English at
Hope College, in Holland, Mich. Bousquet replied with his "waste product"
theory of graduate education, and Pannapacker has since written many columns
in The Chronicle urging people
not to go to graduate
school in the humanities at all. Both, in different ways, have come to
regard the enterprise as a shell game, and both, 15 years ago, construed
Showalter's call as a disingenuous suggestion that people who had trained
for a decade to be humanists could suddenly switch gears and become
secretaries and screenwriters.
One lesson I took away from the bitter battles of
1998 is that the people who feel most betrayed by the idea of "alternative
careers" are the people closest to finishing their dissertations and going
out on the academic job market. I suppose that is unsurprising. But at
first, I had imagined that the most entrenched opposition would come from
tradition-minded faculty and deans who regarded nonacademic careers as
deeply undesirable postgraduate trajectories for humanities Ph.D.'s.
That is also the opposition imagined in Grafton and
Grossman's "No More Plan B" essay, where they suggest that the problem with
the rhetoric of "alternative" careers leads students to internalize the
values of tradition-minded faculty who regard nonacademic careers with
disdain: "We should not be surprised when students internalize our attitudes
(implicit or explicit) and assume that the 'best' students will be
professors and that for everyone else ... well, 'there's always public
history.' Even those who happily accept jobs at secondary schools, for
example, describe themselves as 'leaving the academy' or 'leaving the
historical profession,'" they wrote.
Continued in article
Some Things to Ponder When Choosing Between an Accounting Versus History
PhD ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#HistoryVsAccountancy
Faculty urged not to be “too choosy” in admitting new cash-cow graduate
students
"Not So Fast," by Lee Skallerup Bessette, Inside Higher Ed, August 29,
2011 ---
http://www.insidehighered.com/views/2011/08/29/essay_suggesting_faculty_members_should_be_dubious_of_drive_for_new_graduate_programs
. . .
New graduate programs are often proposed and
pushed by the administration, not the faculty.
Why? Grad students are cash cows. (Remember, we’re talking here about the
new professionally oriented programs, not humanities Ph.D.s for which
stipends are offered.) Universities often charge more for grad programs and
grad students will pay, taking out loans in order to do so. Or, they’ll be
used as cheap labor, working on campus, for professors, and maybe even
teaching some of those pesky intro classes that no one else wants to. And
did I mention the prestige? Rankings reward programs with grad offering.
Then there is the issue of quality control. The
recently leaked memo from a British university reminding professors
not to be “too choosy” in admitting new graduate students
illustrates the perils of graduate admissions,
particularly for faculty members. How is teaching and supervising
underprepared (and possibly unmotivated and disinterested) graduate students
a perk? The M.A. (or worse, Ph.D.) will be the new B.A., insofar as students
will feel entitled to their degree on the basis of having a) been accepted
and b) paid for it. The best and the brightest (and
the richest) will continue to go to the "best"
institutions, while everyone else will move from one mediocre program to
another. You'll be able to say that you supervise grad students, but at what
cost?
Continued in article
Jensen Comment
I assessing admission standards, accrediting bodies should look first to the
biggest cash cows on campus, which are typically colleges of education, law, and
business. Traditionally law schools are notorious cash cows due to very high
student/faculty faculty ratios, large class sizes, and the tendency to use low
cost adjunct practitioners for teaching many of the specialized courses such as
advanced taxation courses.
Bob Jensen's threads on higher education controversies are at
http://www.insidehighered.com/views/2011/08/29/essay_suggesting_faculty_members_should_be_dubious_of_drive_for_new_graduate_programs
A divided Board of Regents of the University of
Colorado System voted narrowly Thursday to close down the journalism school
at its flagship campus at Boulder, The Daily
Camera
reported. The regents voted 5 to 4 to shutter the
school, approving a plan to replace it with a "journalism plus" approach in
which students could earn a bachelor's degree in journalism if accompanied
by another major. Board members who opposed the school's elimination argued
that
its problems could be fixed.
Jensen Comment
There appear to be various problems with this School of Journalism, but
underlying all of them is the drying up of career opportunities for graduates in
journalism ---
http://pewresearch.org/pubs/1690/survey-journalism-communication-job-market-minority-employment-college-education-skills
This saddens me in the new era where the opportunities are declining for
those who collect the news on the streets in all parts of the world while the
opportunities for those that are primarily aggregators (but not collectors) of
news seem to be increasing. Collectors of news like The New York Times
and Boston Globe are losing money hand over fist while aggregators like
the Huffington Post are thriving. A lot is wrong with this model of news
gathering, but the fact of the matter is that news gathering is expensive
whereas news aggregating is cheap. Hey I do it for free.
"PricewaterhouseCoopers PwC: 2010 Internet Ad Revenues Zoom Up To Records,"
Big Four Blog, April 15, 2011 ---
http://www.big4.com/blog/pricewaterhousecoopers-pwc-2010-internet-ad-revenues-zoom-up-to-records-731
Move over Print Media…the new King has arrived! And
it is advertising on the internet. Get this – Full year 2010 US internet
advertising revenues was a record $26 billion, up 15% from 2009 and Q4-2010
revenue was also a record at $7.45 billion, up 19% from Q4 2009 and 15% from
Q3 2010.
The Washington Post Finds Distance
Education More Profitable Than the Newspaper Business
The Washington Post Company continues to diversify not
in journalism but in for-profit education. Last year, the company reported that
it took in more revenue from its Kaplan businesses
than the newspaper business. In filings last week with the U.S. Securities and
Exchange Commission, the Post reported that it had purchased
an 8.1 percent stake in Corinthian Colleges Inc.
Inside Higher Ed, February 18, 2008 ---
http://www.insidehighered.com/news/2008/02/18/qt
Disappearing Schools of Journalism and Journalism Students ---
http://www.insidehighered.com/news/2011/04/15/qt#257076
Journalism is now ranked as the most useless degree in college:
"Texas May Cut Almost Half of Undergrad Physics Programs," Inside
Higher Ed, September 27, 2011 ---
http://www.insidehighered.com/news/2011/09/27/qt#271341
Almost half of undergraduate programs at public
colleges and universities in Texas are in danger of being eliminated because
they do not meet a new state requirement of graduating at least 25 students
every five years,
UPI reported. Many physics programs nationally do
not graduate large numbers of undergraduates, but are considered vital
nonetheless because of the role of the discipline in preparing students for
a variety of science and engineering related fields, and because of the
significance of research in physics. A delegation from the American Physical
Society recently met with officials of the Texas Higher Education
Coordinating Board to discuss concerns about enforcing the rule with regard
to physics. Raymund Paredes, the Texas commissioner of higher education,
said he would not back exceptions to the rule. "In this budgetary
environment, we can't afford the luxury of programs not producing
graduates," he told UPI. "It's up to academic departments faced with closure
of programs to salvage them."
Jensen Comment
Although physics courses may be vital to an undergraduate curriculum in science,
it would seem like having physics majors is not so "vital" in a large state
university that graduates less than five undergraduate majors per year on
average. Some more "useless degrees" than physics have more majors per year. The
problem in most of those instances is that the numbers of graduates in
disciplines like journalism, advertising, agriculture, music, psychology,
horticulture, and animal science greatly exceeds the demand even for PhD
graduates in those disciplines.
As college
seniors prepare to graduate, The Daily Beast crunches the numbers to
determine which majors—from journalism to psychology —didn’t pay.
Some
cities are better than others for college
graduates. Some college courses are
definitely hotter than others. Even some
iPhone apps are
better for college
students than others. But when it comes down to it, there’s only one
question that rings out in dormitories, fraternities, and dining
halls across the nation: What’s your major?
Slide Show
01.Journalism
02. Horticulture
03. Agriculture
04. Advertising
05. Fashion Design
06. Child and Family Studies
07. Music
08. Mechanical Engineering Technology
09. Chemistry
10. Nutrition
11. Human Resources
12. Theatre
13. Art History
14. Photography
15. Literature
16. Art
17.Fine Arts
18. Psychology
19. English
20. Animal Science
Bob Jensen's threads on higher education controversies are at
http://www.trinity.edu/rjensen/HigherEdControversies.htm
The Media Institute ---
http://www.mediainstitute.org/
Chronicling America: Historic American Newspapers ---
http://www.loc.gov/chroniclingamerica/home.html
Bob Jensen's threads on accounting news ---
http://www.trinity.edu/rjensen/AccountingNews.htm
"Mathematics and What It Means to Be Human, Part 2 Mathematics and What It
Means to Be Human, Part 1 2," by Michele Osherow and Michele Osherow and
Manil Suri, Chronicle of Higher Education, October 16, 2012 ---
http://chronicle.com/article/MathematicsWhat-It-Means/135114/
In May 2009, Michele Osherow, an English
professor at the University of Maryland-Baltimore County and resident
dramaturg at the Folger Theatre, in Washington, invited her colleague Manil
Suri, a mathematician at the university, to act as mathematics consultant
for the Folger's production of Tom Stoppard's Arcadia. The play explores the
relationship between past and present through the characters' intellectual
pursuits, poetic and mathematical.That led to a series of "show and tell"
sessions explaining the mathematics behind the play both to cast members and
audiences. In the fall of 2011, the two professors decided to take their
collaboration to the classroom and jointly teach a freshman seminar on
"Mathematics and What It Means to be Human." Here is the second of a
three-part series on how the experiment played out. Part 1 is
here.
Michele Osherow: While Manil
astounded the students with mathematical impossibilities—the
trisection of an angle assignment, Zeno's paradox—I focused on the
possibilities that characterized the study of literature. Shakespeare's
King Lear made it easy to note the range of readings inspired by a
single work. But not every text we gave to the students was as richly
complex as Lear.
In fact, convoluted might better describe the
poetry we introduced next in the classroom from a collection called the
Oulipo Compendium. Oulipo poetry emerged in 1960 when Raymond Queneau
and François Le Lionnais gathered a group of writers and mathematicians in
France to create literature guided by strict (very strict) and often bizarre
constraints. For example, the S+7 (or N+7) constraint requires that every
noun in a text be replaced with the seventh noun appearing after it in a
dictionary. (You can find more information about Oulipo poetry
here.)
I had never heard the word Oulipo (short for
Ouvroir de Litterature Potentielle, or Workshop of Potential Literature) and
was surprised when Manil handed me the anthology during our course planning.
He qualified the suggestion by saying he had "no idea if it was any good."
But I was intrigued: Literature produced through a series of strict
constraints was an interesting fusion of our two fields. I wasn't sure,
though, if the art was to be found in the language or in the template. I
worried that to some students it wouldn't matter.
When I began reading the material I told myself it
was probably more compelling in French. Mostly, I thought the Oulipo pieces
were sometimes clever, but more often bizarre outcomes of linguistic games.
There are some impressive names among the Oulipians (including Italo
Calvino), however, and we decided to let the class have at it. I saw it as
an opportunity to introduce students to postmodernism, and give them a
chance to think and write creatively. Though I dreaded that they would love
the stuff.
It felt strange calling the selections we examined
"poetry." I couldn't pull much meaning from the works, and neither could the
students, which lead to a discussion of the ways in which meaning might be
determined by a reader's will. Somehow, though, the more time we spent
examining Oulipian patterns, the more compelling I found the game. I liked
these poets' sense of humor and their intolerance of pretentious artists and
academics alike. Plus, I appreciated their name—the word potentielle
seemed so compelling, and forgiving. Could we brand our class a
seminaire potentiel?
Continued in article
Humanities Versus Business ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#HumanitiesVsBusiness
Arts in Accounting and Finance
I encountered the following interesting site that attempts to merge education
of the arts and sciences (especially STEM) ---
http://www.artstem.org/
It made me think about how somewhat similar experiments might be attempted
with education in accounting, finance, economics, and business. For example,
could we have playwrights in accounting labs and in such education centers as
the Trading Rooms at Bentley College? ---
http://tradingroom.bentley.edu/
There is what I now conclude is probably a failed experiment at the
University of North Texas on merging humanities into accounting courses at the
University of North Texas under one of the Accounting Education Change
Commission (AECC) experiments ---
http://aaahq.org/AECC/changegrant/chap11.htm
Perhaps the UNT experiment failed because it was more of a merger in the
classroom of humanities and accounting teachers. the ARTstem program mentioned
above is more focused on the merger of humanities and science students in joint
projects. Students in traditional accounting courses like intermediate and
accounting did not want have accounting content deleted by to make room for
humanities modules. On the other hand, if selected accounting, finance,
economics, and business courses made an attempt to draw in humanities majors who
could conduct joint projects in a manner somewhat similar to the way ARTstem
works, there might be more opportunity for merging humanities and business.
This might also be one of the ways for accounting, finance, economics, and
business students to become more involved in NCUR ---
http://www.weber.edu/ncur2012/
"Humanities Initiatives at Duke and Stanford," Inside Higher Ed,
June 29, 2011 ---
http://www.insidehighered.com/news/2011/06/29/qt#263684
In an era when many scholars worry about lack of
attention and funds for the humanities, Duke and Stanford Universities on
Tuesday announced separate, foundation-supported efforts in the humanities.
Duke announced a five-year, $6 million grant from the Andrew W. Mellon
Foundation for the "Humanities Writ Large"
initiative, which will support visiting scholars and new faculty
appointments, undergraduate research, humanities labs, and support for
interdisciplinary collaborations across departments and institutions.
Stanford announced a $4 million endowment -- half
of the funds from the family of an alumnus and the other half from the
William and Flora Hewlett Foundation -- to support top humanities graduate
students.
Humanities Versus Business --- That is the Question ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#HumanitiesVsBusiness
Jensen Comment
Nearly 20 years ago Trinity University hosted the annual NCUR conference. There
were no accounting student submissions to be refereed that year and in most
years. We were told that accounting students rarely contribute submissions. So I
wrote a paper about this with the two Trinity University faculty members who
coordinated the NCUR presentations on Trinity's campus that year.
"Undergraduate Student Research Programs: Are They as Viable for
Accounting as They are in Science, Humanities, and Other Business Disciplines?"
by Robert E. Jensen, Peter A. French and Kim R. Robertson,
Critical Perspectives on Accounting , Volume
3, 1992, 337-357.
James Irving's Working Paper entitled "Integrating
Academic Research into an Undergraduate Accounting Course"
College of William and Mary, January 2010
ABSTRACT:
This paper describes my experience incorporating academic research into the
curriculum of an undergraduate accounting course. This research-focused
curriculum was developed in response to a series of reports published
earlier in the decade which expressed significant concern over the expected
future shortage of doctoral faculty in accounting. It was also motivated by
prior research studies which find that students engaging in undergraduate
research are more likely to pursue graduate study and to achieve graduate
school success. The research-focused curriculum is divided into two
complementary phases. First, throughout the semester, students read and
critique excerpts from accounting journal articles related to the course
topics. Second, students acquire and use specific research skills to
complete a formal academic paper and present their results in a setting
intended to simulate a research workshop. Results from a survey created to
assess the research experience show that 96 percent of students responded
that it substantially improved their level of knowledge, skill, and
abilities related to conducting research. Individual cases of students who
follow this initial research opportunity with a deeper research experience
are also discussed. Finally, I supply instructional tools for faculty who
might desire to implement a similar program.
January 17, 2010 message (two messages combined) from Irving,
James
[James.Irving@mason.wm.edu]
Hi Bob,
I recently completed the
first draft of a paper which describes my experience integrating research
into an undergraduate accounting course. Given your prolific and insightful
contributions to accounting scholarship, education, etc. -- I am a loyal
follower of your website and your commentary within the AAA Commons -- I am
wondering if you might have an interest in reading it (I also cite a 1992
paper published in Critical Perspectives in Accounting for which you were a
coauthor).
The paper is attached with
this note. Any thoughts you have about it would be greatly appreciated.
I posted the paper to my SSRN
page and it is available at the following link:
http://ssrn.com/abstract=1537682 . I appreciate your willingness to read
and think about the paper.
Jim
January 18, 2010 reply from Bob Jensen
Hi Jim,
I�ve given your paper a cursory
overview and have a few comments that might be of interest.
You�ve overcome much of the
negativism about why accounting students tend not to participate in
the National Conferences on Undergraduate Research (NCUR). Thank you
for citing our old paper.
French, P., R. Jensen, and K. Robertson. 1992. Undergraduate student
research programs:re they as viable for accounting as they are in
science and humanities?"
Critical
Perspectives on Accounting
3 (December):
337-357. ---
Click Here
Abstract
This paper reviews a recent thrust in academia to stimulate more
undergraduate research in the USA, including a rapidly growing
annual conference. The paper also describes programs in which
significant foundation grants have been received to fund
undergraduate research projects in the sciences and humanities.
In particular, selected humanities students working in teams in
a new �Philosophy Lab� are allowed to embark on long-term
research projects of their own choosing. Several completed
projects are briefly reviewed in this paper.
In April 1989,
Trinity University hosted the Third National Conference on
Undergraduate Research (NCUR) and purposely expanded the scope
of the conference to include a broad range of disciplines. At
this conference, 632 papers and posters were presented
representing the research activities of 873 undergraduate
students from 163 institutions. About 40% of the papers were
outside the natural sciences and included research in music and
literature. Only 13 of those papers were in the area of business
administration; none were even submitted by accounting students.
In 1990 at Union College, 791 papers were presented; none were
submitted by accountants. In 1991 at Cal Tech, the first
accounting paper appeared as one of 853 papers presented.
This paper
suggests a number of obstacles to stimulating and encouraging
accounting undergraduates to embark on research endeavours.
These impediments are somewhat unique to accounting, and it
appears that accounting education programs are lagging in what
is being done to break down obstacles in science, pre-med,
engineering, humanities, etc. This paper proposes how to
overcome these obstacles in accounting. One of the anticipated
benefits of accounting student research, apart from the
educational and creative value, is the attraction of more and
better students seeking creativity opportunities in addition to
rote learning of CPA exam requirements. This, in part, might
help to counter industry complaints that top students are being
turned away from accounting careers nationwide.
In particular you seem to have picked up on our
suggestions in the third paragraph above and seemed to be breaking
new ground in undergraduate accounting education.
I am truly amazed by you're
having success when forcing undergraduate students to actually
conduct research in new knowledge.
Please keep up the good work and maintain your
enthusiasm.
1
Firstly, I would suggest that you focus on the topic of replication
as well when you have your students write commentaries on published
academic accounting research ---
http://www.trinity.edu/rjensen/TheoryTAR.htm
I certainly would not expect intermediate
accounting students to attempt a replication effort. But it should
be very worthwhile to introduce them to the problem of lack of
replication and authentication of accountancy analytic and empirical
research.
2
Secondly, the two papers you focus on are very old and were never
replicated.. Challenges to both papers are private and in some cases
failed replication attempts, but those challenges were not published
and came to me only by word of mouth. It is very difficult to find
replications of empirical research in accounting, but I suggest that
you at least focus on some papers that have some controversy and are
extended in some way.
For example, consider the controversial paper:
"Costs of Equity and Earnings Attributes," by Jennifer Francis, Ryan
LaFond, Per M. Olsson and Katherine Schipper ,The Accounting
Review, Vol. 79, No. 4 2004 pp. 967�1010.
Also see
http://www.entrepreneur.com/tradejournals/article/179269527.html
Then consider
"Is Accruals Quality a Priced Risk Factor?" by John E. Core, Wayne
R. Guay, and Rodrigo S. Verdi, SSRN, December 2007 ---
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=911587
This paper was also published in JAE in 2007 or 2008.
Thanks to Steve Kachelmeier for pointing this controversy (on
whether information quality (measured as the noise in accounting
accruals) is priced in the cost of equity capital) out to me.
It might be better for your students to see how
accounting researchers should attempt replications as illustrated
above than to merely accepted published accounting research papers
as truth unchallenged.
3.
Have your students attempt critical thinking with regards to
mathematical analytics in "Plato's Cave" ---
http://www.trinity.edu/rjensen/TheoryTAR.htm#Analytics
This is a great exercise that attempts to make them focus on
underlying assumptions.
4.
In Exhibit 1 I recommend adding a section on critical thinking about
underlying assumptions in the study. In particular, have your
students focus on internal versus external validity ---
http://www.trinity.edu/rjensen/TheoryTAR.htm#SocialScience .
You might look into some of the
research ideas for students listed at
http://www.trinity.edu/rjensen/theory01.htm#ResearchVersusProfession
5.
I suggest that you set up a hive at the AAA Commons for
Undergraduate Research Projects and Commentaries. Then post your own
items in this hive and repeatedly invite professors and students
from around the world to add to this hive.
keywords:
Accounting Research, Analytics, Empirical Research,
Undergraduate Research
From Bryn Mawr College
Serendip [Often makes use of Flash Player] ---
http://serendip.brynmawr.edu/exchange/
Born in 1994
First website on Bryn Mawr College campus
Hosted the Bryn Mawr College website, c. 1995-96
Hosted the College Library's first website
Over 4 million unique visitors in 2009
More than 26,000 pages
Averages more than
20,000 unique visitors per day
More than 99% of its visitors are from off-campus
Home of
Center for Science in Society, 2001 - present
Hosted
College Diversity Conversations, c. 2004-06
Most popular exhibit:
Mind and
Body: Rene Descartes to William James
translated into Spanish and Russian
Significant exhibits from the last several years:
Serendip's Exchange (2006- present)
Ant Colonies: Social Organization Without a Director (2006)
Exploring Emergence: The World of Langton�s Ant (2005)
Education and Technology: Serendip's Experiences 1994-2004
Thinking About Segregation and Integration (2003)
Hosted the first
Bryn Mawr College undergraduate course to welcome alumnae into
online discussion with current students (2007)
Notable Annual Milestones:
2007:
Serendip's new materials are
now created in a Content Management System (CMS), Drupal, which extends
Serendip's interactivity and functionality in significant ways. Almost
all pages may be appended with comments from any visitor from the web,
and Serendip automatically analyzes its own content and generates
related links to relevant material.
Serendip publishes an expanded collection of
hands-on activities for teaching biology to middle school or high school
students, a project of Dr. Ingrid Waldron, faculty member in the
Biology Department of the University of Pennsylvania, and her
colleagues. There are now 23 interactive activities, and its home page
averages 400 visitors/day. The most popular downloads are currently
Is Yeast Alive and Mitosis and Meiosis. The collection is
the first search result in Google for the terms, teaching biology.
Serendip offers blog technology to K-12 teachers
attending
summer institutes.
Serendip hosts the first
Bryn Mawr College undergraduate course to welcome alumnae into
online discussion with current students.
2006: Serendip
surpasses 3 million unique visitors in 2006.
Serendip becomes yet more expansive in its outreach,
publishing articles by and conversations with scholars in
art
history,
psychoanalysis,
philosophy of science,
writing,
geology and philosophy, among others. Interacting with and
publishing Serendip
readers' stories grows, and storytelling across the humanities and
sciences, as well as storytelling as a biological process is a major
focus.
Getting it Less Wrong evolves,
and is quoted in the New York Times, among other places on the
web.
Serendip continues to develop partnerships with two
arts organizations, the
Wilma Theater in Philadelphia and the
Bryn Mawr Film Institute. Among several Wilma productions, Serendip
offers an online forum for Brecht's The Life of Galileo, and
Paul Grobstein is a panelist in a Wilma discussion series centered
around the play.
2005: Serendip
partners with Alice Lesnick (Education) at Bryn Mawr College to publish
an online book developed in an undergraduate Education course,
Empowering Learners: A Handbook for the Theory and Practice of
Extra-Classroom Teaching.
A sampling of
university courses around the world which use Serendip materials is
compiled.
Serendip surpasses 2 million unique visitors in 2005.
2004: Serendip
hosts
The Story of Evolution and the Evolution of Stories: Exploring the
Significance of Diversity, an undergraduate course taught by Anne
Dalke (English) and Paul Grobstein (Biology) at Bryn Mawr College, the
first undergraduate course that we are aware of that could be taken for
English or Biology credit.
Serendip publishes
Writing Descartes: I Am, and I Can Think, Therefore ... , an essay
by Paul Grobstein and an ongoing experiment in story sharing and story
evolution among many colleagues.
Serendip surpasses 1 million unique visitors in 2004.
2003:
Serendip's Home Page changes to suggest different ways to navigate
through Serendip's more than 10,000 pages in a non-hierarchical fashion.
In teacher workshops, Philadelphia-area teachers were
encouraged to create their own web pages in the "experimental sandbox,"
using wiki technology.
Serendip partners with Ray McDermott (Stanford) and
Herve Varenne (Columbia) to publish an online version of
Culture as Disability supplemented by online discussion.
Bob Jensen's links to scholarly sites categorized by discipline ---
http://www.trinity.edu/rjensen/Bookbob2.htm
Scroll down to the "Free Tutorials"
Simoleon Sense
http://www.simoleonsense.com/video-on-reinventing-the-liberal-arts-education/
description:
Video
Bennington president Liz Coleman delivers a call-to-arms for radical reform in
higher education.
Bucking the trend to push students toward increasingly narrow areas of study,
she proposes a truly cross-disciplinary education — one that dynamically
combines all areas of study to address the great problems of our day.
Video: On Reinventing the Liberal Arts Education
Simoleon Sense,
June 1, 2009 ---
http://www.simoleonsense.com/video-on-reinventing-the-liberal-arts-education/
Scroll down to the video screen
Also linked at
http://www.bennington.edu/index.cfm?objectID=9DA16362-5056-BA14-232F7202C73815F1
Or
Click Here
"The
Relevance of the Humanities," by Gabriel
Paquette, Inside Higher Ed,
January 22, 2009 ---
http://www.insidehighered.com/views/2009/01/22/paquette
title:
What to Advise Unemployed
Graduates
description:
Less than 20% of U.S. college
graduates in 2009 are finding meaningful
employment
Appropriately (or ironically) the author of
the article below is from "Hope" College
Although more than 20% of accounting
graduates are finding accounting jobs, it's
not like the past 30 years
"What to Advise
Unemployed Graduates: Sooner or later,
students confronted with unappealing jobs
will appear in their former professors'
offices," by Thomas H. Benton
(really William Pannapacker), The
Chronicle of Higher Education, June 26,
2009 ---
http://chronicle.com/jobs/news/2009/06/2009062601c.htm?utm_source=wb&utm_medium=en
It's sinking in right now
for millions of recent college graduates
and their parents: no job and an
uncertain future, apart from
student-loan payments. There's no
bailout for you, kid. Now what?
The
National Association of Colleges and
Employers' Student Survey
shows that less than 20
percent of 2009 graduates who were
looking for a job have actually found
one. In comparison, more than half of
the class of 2007 found jobs before
graduation. The situation is apparently
so bleak that many college seniors
(about 41 percent) didn't even bother to
look for work this spring.
I imagine all of those
unemployed students sitting in their
regalia and listening — with a mixture
of apathy and anger — to some
motivational huckster preaching the
latest bootstraps gospel. They've done
everything right — or so they think —
and yet here they are: about to end
their time as the celebrated children
who have been doing "great things" in
college. But they're not on their way to
brilliant careers; they're headed back
to their high-school bedrooms, an
embarrassment to everyone, most of all
themselves.
Of course, their elders
have lots of advice: "I've got one word
for you: plastics." "Have you tried
looking at the newspaper want ads?"
"There are always positions for good
people." The graduates smile and nod,
accepting the presents, wisely saying
nothing.
Perhaps they already have
been searching for months, but what
they've found offers only some
combination of the following: a
minimum-wage job with no benefits, part
time only, in a field seemingly
unrelated to their degrees. Possibly the
job is also physically and emotionally
exhausting, involves dealing with angry
customers, and requires repeating
robotic sales pitches and survey
questions. Many graduates are not quite
ready to adapt to the conditions of
entry-level employment as it is today.
Of course, they are right
to detect a mild note of schadenfreude.
About four years ago, I asked a class of
first-year college students how many of
them thought they were better than their
parents. Every hand in the room went up.
They were destined for great things.
It is predictable that
students confronted with unappealing
work — if they can find work at all —
will soon appear in their former
professors' offices. And, just as
predictably, our tendency as professors
might be to suggest graduate school to
some of those students. It's what we
know; most professors have never worked
outside of academe, and many of us have
a reflexive disdain for the kind of work
that is available to recent graduates in
a recession. With the support of their
professors, the prospect of returning to
college is almost too appealing to
resist for students terrified by the
realization that good jobs are hard to
find (and the postgraduate labor market
is too far away to worry about).
The NACE survey indicates
that about 26 percent of this year's
graduates plan to go to graduate school,
up from about 20 percent in 2007. Even
though some graduate programs in the
humanities are admitting fewer students
this year, plenty of new and growing
programs are eager to sell students a
dream of future greatness, but,
depending on the program, the outcome is
often a deferral of the problem that
sent those students back to school in
the first place.
Some of the letters I
received in response to my columns about
avoiding graduate school in the
humanities ("Just Don't Go," The
Chronicle,
January 30 and
March 13)
were from college seniors
who asked, "Isn't grad school better
than the kinds of jobs available to me?"
I remember feeling
exactly that way in 1990 — another
recession year (though perhaps not as
bad as this one) — when I graduated with
a bachelor's degree in English. I was a
reasonably successful undergraduate —
honors program, senior thesis, good
grades and recommendations — but not
naïve enough to think any of that
mattered to prospective employers more
than actual experience.
Always in need of money,
I did have a lot of work experience by
the time I graduated from college. At
14, I started as a newspaper delivery
boy, and then, at 16, I was proud to man
the ovens in a local pizza place where I
eventually became a delivery driver (a
step up because of the tips). After that
I loaded trucks in a refrigerated
warehouse, cleaned boats at a marina,
studied all night as a gas-station
attendant, cut meat (and my thumb) at a
supermarket deli counter, and supervised
a weight room at a YMCA, which also gave
me time to read.
The 2009 NACE survey
indicates that 73 percent of students
who did find jobs had been interns
somewhere. During my last year of
college I "won" what seemed like a
prestigious internship at an advertising
agency that went out of business just
before I graduated. My primary job was
fielding phone calls from its creditors,
which made me comfortable talking with
almost anyone who wasn't already angry.
Within a few weeks, I cold-called my way
into another job, working part time for
a well-known corporation that markets
diet programs. The manager thought I
could be a diet counselor because of my
experience in a weight room. When I was
laid off from that position, I found
work selling memberships,
commission-only, in a rundown health
club that went out of business in two
months, but, as a result of that
experience — and several new contacts —
I was able to find a better sales
position with a base salary at another
health club.
Looking back, I see that
I was developing an unintended career
path in the diet and exercise industry
based on very limited prior experience
and having nothing to do with my
academic credentials. By the end of the
first year, when I started graduate
school in English (yes, I know), I was
an "assistant manager." I had a large,
corner office with two walls of windows,
a rubber tree, and a reproduction of
Monet's Water Lilies. I might
have moved on to manager within a few
years, and maybe I would have opened my
own franchise by the time I was 30.
Knowing what I know now,
that scenario doesn't seem all that bad,
even though at the time, I regarded it
as beneath me because none of my
co-workers had read Moby-Dick
or Ulysses. In the end, it was
that arrogance — and the promise of
extraordinary job opportunities for
college professors (announced everywhere
in the early 90s) — that lured me back
to graduate school.
I don't mean to suggest
here something like, "If I did it, you
can, too." I'm in no position to advise
anyone about a specific job or career
path; my knowledge of even the academic
job market is nearing its expiration
date. Mainly, I try to avoid the
temptation to assume that knowledge of a
few academic subjects, or even personal
experience from another time and place,
gives me expertise about a specific
student's circumstances. However, I do
think I can offer some general advice
for the unemployed college graduate
based on my own experiences,
observations, and conversations with
advisees in a variety of economic
climates:
Continued in article
keywords:
Career Advising
notes:
Jensen Comment
If it is at all possible in desperation,
recent graduates should seek out unpaid
internships that provide professional
experience. Experience is the name of the
game after graduation and completion of
certification examinations such as the CPA,
CMA, IIA, CFA, etc.
Bob Jensen's threads on
careers are at
http://www.trinity.edu/rjensen/Bookbob1.htm#careers
"The Case Against College Education," by Ramesh Ponnuru, Time
Magazine, February 24, 2010 ---
http://www.time.com/time/nation/article/0,8599,1967580,00.html?xid=huffpo-direct
Thank you Ms. Huffington for the heads up.
Even in these days of partisan rancor, there is a
bipartisan consensus on the high value of postsecondary education. That more
people should go to college is usually taken as a given. In his State of the
Union address last month, President Obama echoed the words of countless high
school guidance counselors around the country: "In this economy, a high
school diploma no longer guarantees a good job." Virginia Governor Bob
McDonnell, who gave the Republican response, concurred: "All Americans agree
that a young person needs a world-class education to compete in the global
economy."
The statistics seem to bear him out. People with
college degrees make a lot more than people without them, and that
difference has been growing. But does that mean that we should help more
kids go to college — or that we should make it easier for people who didn't
go to college to make a living? (See the 10 best college presidents.)
---
http://www.time.com/time/specials/packages/article/0,28804,1937938_1937934,00.html
We may be close to maxing out on the first
strategy. Our high college drop-out rate — 40% of kids who enroll in college
don't get a degree within six years — may be a sign that we're trying to
push too many people who aren't suited for college to enroll. It has been
estimated that, in 2007, most people in their 20s who had college degrees
were not in jobs that required them: another sign that we are pushing kids
into college who will not get much out of it but debt.
The benefits of putting more people in college are
also oversold. Part of the college wage premium is an illusion. People who
go to college are, on average, smarter than people who don't. In an economy
that increasingly rewards intelligence, you'd expect college grads to pull
ahead of the pack even if their diplomas signified nothing but their smarts.
College must make many students more productive workers. But at least some
of the apparent value of a college degree, and maybe a lot of it, reflects
the fact that employers can use it as a rough measure of job applicants'
intelligence and willingness to work hard.
We could probably increase the number of high
school seniors who are ready to go to college — and likely to make it to
graduation — if we made the K-12 system more academically rigorous. But
let's face it: college isn't for everyone, especially if it takes the form
of four years of going to classes on a campus.
(See pictures of the college dorm's evolution.) ---
http://www.time.com/time/photogallery/0,29307,1838306_1759869,00.html
To talk about college this way may sound élitist.
It may even sound philistine, since the purpose of a liberal-arts education
is to produce well-rounded citizens rather than productive workers. But
perhaps it is more foolishly élitist to think that going to school until age
22 is necessary to being well-rounded, or to tell millions of kids that
their future depends on performing a task that only a minority of them can
actually accomplish.
The good news is that there have never been more
alternatives to the traditional college. Some of these will no doubt be
discussed by a panel of education experts on Feb. 26 at the National Press
Club, a debate that will be aired on PBS. Online learning is more flexible
and affordable than the brick-and-mortar model of higher education.
Certification tests could be developed so that in many occupations employers
could get more useful knowledge about a job applicant than whether he has a
degree. Career and technical education could be expanded at a fraction of
the cost of college subsidies. Occupational licensure rules could be relaxed
to create opportunities for people without formal education.
It is absurd that people have to get college
degrees to be considered for good jobs in hotel management or accounting —
or journalism. It is inefficient, both because it wastes a lot of money and
because it locks people who would have done good work out of some jobs. The
tight connection between college degrees and economic success may be a
nearly unquestioned part of our social order. Future generations may look
back and shudder at the cruelty of it.
Read more:
http://www.time.com/time/nation/article/0,8599,1967580,00.html?xid=huffpo-direct#ixzz0gYarvwQM
Time's Special Report on Paying for a College Education ---
http://www.time.com/time/specials/packages/0,28757,1838709,00.html
Jensen Comment
I think it is misleading to talk about the "value" of education in terms of the
discounted present value of a degree due to career advantages. Firstly,
education has many intangible values that cannot be measured such as being
inspired to really enjoy some of the dead or living poets.
Secondly, even if college graduates on average make a lot more money,
this is an illustration of how to lie with statistics. A major problem is in the
variance about the mean. Much depends upon where students graduate, what they
majored in for their first degree, whether or not they attended graduate school,
what they majored in in graduate school, where they got their graduate degree,
etc. Average incomes may also be skewed upward by kurtosis and the related
problem of bounds on the left tail of the distribution. Low income levels are
bounded whereas high income levels may explode toward the moon for bankers,
corporate executives, physician specialists, etc.
In any case telling every student to expect more than a million dollars just
for getting a bachelors degree is a big lie!
Bob Jensen's threads on the "Criterion Problem" are at
http://www.trinity.edu/rjensen/assess.htm#CriterionProblem
Hi again Tom,
CBS Sixty Minutes on November 11, 2012 had an interesting module noting that
with 20 million people in the U.S. unemployed or underemployed there are 3
million jobs that are chronically unfilled because of a shortage of skilled
labor --- Click
Here
http://www.cbsnews.com/8301-18560_162-57547342/three-million-open-jobs-in-u.s-but-whos-qualified/?tag=contentMain;cbsCarousel
Sometimes these skills require college education, but in most cases the jobs
require only technical training by workers who will then be dedicated to their
craft. An example, is a dashboard mechanic who sometimes now commands $100 per
hour. New vehicles are terribly complicated behind the dashboard.
Three million open jobs in U.S., but who's qualified?
The balance of power in Washington didn't change
this week as President Obama and most members of Congress kept their jobs.
They'll go back to work and face an unemployment problem that also hasn't
changed very much. Every month since January 2009, more than 20 million
Americans have been either out of work or underemployed. Yet despite that
staggering number, there are more than three million job openings in the
U.S. Just in manufacturing, there are as many as 500,000 jobs that aren't
being filled because employers say they can't find qualified workers.
It's called "the skills gap." How could that be, we
wondered, at a time like this with so many people out of work? No place is
the question more pressing than in Nevada. The state with the highest
unemployment rate in the country. A place where there are jobs waiting to be
filled.
Karl Hutter: Yeah, we hear way too much about the
United States manufacturing, we don't manufacture anything anymore. Not
true. Not true.
Byron Pitts: Sure, it's Mexico, it's in China--
Karl Hutter: Yeah, yeah, that all went to China,
that all went to Mexico. Not true, whatsoever.
Karl Hutter is the new chief operating officer of
Click Bond in Carson City, Nev., a company his parents started in 1969.
Karl Hutter: We're still technically a small
business, but we're growing quickly.
Byron Pitts: So, you're hiring?
Karl Hutter: We are hiring. We're hiring and we
need to find good people. And that's really what the challenge is these
days.
Three hundred and twenty-five people work at Click
Bond, making fasteners that hold cables, panels and pretty much everything
else inside today's planes, ships and trains. Their customers include the
Defense Department. The F-35 has 30,000 Click Bond fasteners.
The workhorses in this factory may look old, but
they're computer controlled machines that make precision parts, accurate to
a thousandth of an inch; the thickness of a piece of paper. Click Bond needs
employees who can program the computers, operate the machines, fix them and
then check to make sure the results are up to spec.
Ryan Costella: If you look at the real significant
human achievements in this country a lot of them have to do with
manufacturing or making something.
Ryan Costella is head of Strategic Initiatives at
Click Bond. That's another way of saying he's looking ahead to both
opportunities and problems facing the company.
Byron Pitts: Sure. So the skill gap, is it across
the board? Is it at all levels? Or is it the entry level?
Ryan Costella: I would honestly say it's probably
an entry level problem. It's those basic skill sets. Show up on time, you
know, read, write, do math, problem solve. I can't tell you how many people
even coming out of higher ed with degrees who can't put a sentence together
without a major grammatical error. It's a problem. If you can't do the
resume properly to get the job, you can't come work for us. We're in the
business of making fasteners that hold systems together that protect people
in the air when they're flying. We're in the business of perfection. .
Costella says Click Bond ran into trouble when it
expanded production and went to buy these machines from a factory in
Watertown, Conn. The company didn't have enough skilled labor back home in
Nevada to run them, so it bought the entire factory just to get the
qualified employees and kept the plant running in Connecticut.
[Conn. worker: You just have to be careful that you
don't hit the side.]
Nationwide, manufacturers say the lack of skilled
workers is the reason for hundreds of thousands of unfilled jobs; a number
Ryan Costella says is about to get bigger.
Continued at
http://www.cbsnews.com/8301-18560_162-57547342/three-million-open-jobs-in-u.s-but-whos-qualified/?tag=contentMain;cbsCarousel
November 11, 2012 reply from Glen Gray
Somewhat related to this
discussion was an article that appeared in Monday's L.A. Times:
It says Basque area of
Spain is one of the bright spots in Europe. Spain (outside of Basque
area) encourages people to go to college--and the unemployment rate for
college graduates is 50%. In Basque, people are encouraged to learn a
trade via apprenticeships and unemployment is much lower. A major
business in Basque is making train cars that are sold all over the
world, including to Amtrak.
Jensen Comment
Today I had conversations with two skilled small business owners. One is a a
very skilled carpenter building a sunroom on my neighbor's house. The other is a
woman who is building a retaining wall around one of my flower gardens. Both are
very skilled at their craft.
I asked each one of them why they don't hire at least one laborer to help
them in these in their businesses. Both replied that they were sick and tired of
hiring workers who were unreliable about showing up for work and not good
workers when they did show up from work. There are various reasons lousy
workers, but even up here drug and alcohol abuse is one of the most common
problems among men and women laborers.
I think those of us who grew up in the 1950s and 1960s are just not aware how
many of those 20 million unemployed really are not good workers. And yes I do
know that many of them are good workers who cannot find work suited for their
skills and geographic preferences.
Geographic preferences are an issue. For example, some rural teachers and
other workers who are laid off refuse to take on the living costs, crime risks,
traffic congestion, and other drawbacks of moving to large cities, especially if
the work compensation in urban settings is relatively low given the costs of
moving to and living in urban areas. Instead they prefer to draw unemployment
compensation followed by odd jobs and/or living on spousal income.
"The Student Loan Racket" - The Complete Infographic ---
http://www.zerohedge.com/news/student-loan-racket-complete-infographic
There Are 5,000 Janitors in the U.S. with PhDs ---
http://gizmodo.com/5671062/there-are-5000-janitors-in-the-us-with-phds
"Who graduates from college, who doesn’t, and why it matters,"
Chronicle of Higher Education, March 2012 ---
http://collegecompletion.chronicle.com/
Jensen Comment
This is much too complex to summarize in a few sentences. The first thing that
surprised me is the relatively low graduation rates of overstuffed for-profit
universities that receive over 70% of the Pell Grants, over half the college
benefits of our military forces, and a lion's share of the federal student
loans. Studies show high variability of academic rigor in these for-profit
universities ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#ForProfitFraud
I also though community colleges played a bigger role in higher education.
An enormous problem is the poor quality of K-12 schools giving A and B grade
averages to graduates who are not prepared for college-level studies coupled
with the reluctance of most of our colleges to put a huge block of remedial
studies in a college curriculum.
But probably the biggest problem of all is the myth that a college degree
leads to more economic success than success in learning many of the non-college
trades. Studies showing higher expected earnings averages for college graduates
fail to account for the fact that economic success may be attributed to many
factors other than a college diploma. For example, a recipient of a college
diploma may just have higher intelligence, motivation, communication skills, and
personality attributes that lead to economic success with or without a college
diploma.
One place where the European nations surpass the United States is the
realization that there can be a good life with high trades skills in lieu of
college diplomas.
The Case Against College Education ---
http://www.trinity.edu/rjensen/HigherEdControversies.htm#CaseAgainst
"Too Much Higher Education," by Walter E. Williams, Townhall,
September 14, 2011 ---
http://townhall.com/columnists/walterewilliams/2011/09/14/too_much_higher_education
Too much of anything is just as much a
misallocation of resources as it is too little, and that applies to higher
education just as it applies to everything else. A recent study from The
Center for College Affordability and Productivity titled "From Wall Street
to Wal-Mart," by Richard Vedder, Christopher Denhart, Matthew Denhart,
Christopher Matgouranis and Jonathan Robe, explains that college education
for many is a waste of time and money. More than one-third of currently
working college graduates are in jobs that do not require a degree. An essay
by Vedder that complements the CCAP study reports that there are "one-third
of a million waiters and waitresses with college degrees." The study says
Vedder -- distinguished professor of economics at Ohio University, an
adjunct scholar at the American Enterprise Institute and director of CCAP --
"was startled a year ago when the person he hired to cut down a tree had a
master's degree in history, the fellow who fixed his furnace was a
mathematics graduate, and, more recently, a TSA airport inspector (whose job
it was to ensure that we took our shoes off while going through security)
was a recent college graduate."
The nation's college problem is far deeper than the
fact that people simply are overqualified for particular jobs. Citing the
research of AEI scholar Charles Murray's book "Real Education" (2008),
Vedder says: "The number going to college exceeds the number capable of
mastering higher levels of intellectual inquiry. This leads colleges to
alter their mission, watering down the intellectual content of what they
do." In other words, colleges dumb down courses so that the students they
admit can pass them. Murray argues that only a modest proportion of our
population has the cognitive skills, work discipline, drive, maturity and
integrity to master truly higher education. He says that educated people
should be able to read and understand classic works, such as John Locke's
"Essay Concerning Human Understanding" or William Shakespeare's "King Lear."
These works are "insightful in many ways," he says, but a person of average
intelligence "typically lacks both the motivation and ability to do so."
Mastering complex forms of mathematics is challenging but necessary to
develop rigorous thinking and is critical in some areas of science and
engineering.
Continued in article
Jensen Comment
I might add that our UPS driver and good friend has a masters degree in finance.
And the woman who just painted our back porch has two degrees in etymology. Both
got their degrees over 20 years ago.
I am not making a case that education is not intrinsically valuable to
workers in any occupation. However, if the college degrees are increasingly
watered down to attract more and more tuition revenue then there are bound to be
negative externalities for our nation as a whole. Prosperous nations like
Finland and Germany place great value having workers highly skilled from
training and apprenticeship in the trades. Why does everybody in the U.S. prefer
a B.S. degree (the abbreviation has a double meaning)?
How to Lie With or Without Statistics
One of my heroes is John Stossel, especially in his "Give Us a Break" television
modules on consumer rip-offs. However, his article below is highly misleading.
Just because Michael Dell, Mark Zuckerberg, Bill Gates and Mark Cuban became
billionaires after dropping out of college does not mean this is good advice for
99% of college students who are doing well in college and are not digging
themselves into a student debt hole they'll never get out of for 20 or more
years.
I am truly a believer that many high school graduates can do better in life
by not going to college ---
The Case Against College Education --- See Below
How to Lie With Statistics
I most certainly do not buy into claims that the reason college graduates have
higher expected incomes than non-college graduates is the fact that they
graduated from college. I'm more inclined to believe that college graduates have
attributes like intelligence, motivation, work ethic, and high quality parental
environments that would've led to higher incomes had they not graduated from
college. In fairness, Stossel's article below makes this same point. Having said
this, I also realize that the highest paying professional jobs require
undergraduate and graduate degrees, e.g., medical doctors, veterinarians,
licensed engineers, lawyers, licensed accountants, scientists, etc.
But I do not buy into all John Stossel's arguments below: For most graduates,
college is not a scam provided it's from a college respected by employers
"The College Scam," by John Stossel, Townhall, July 6, 2011 ---
http://townhall.com/columnists/johnstossel/2011/07/06/the_college_scam
What do Michael Dell, Mark Zuckerberg, Bill Gates
and Mark Cuban have in common?
They're all college dropouts.
Richard Branson, Simon Cowell and Peter Jennings
have in common?
They never went to college at all.
But today all kids are told: To succeed, you must
go to college.
Hillary Clinton tells students: "Graduates from
four-year colleges earn nearly twice as much as high school graduates, an
estimated $1 million more."
We hear that from people who run colleges. And it's
true. But it leaves out some important facts
That's why I say: For many people, college is a
scam.
I spoke with Richard Vedder, author of "Going Broke
by Degree: Why College Costs Too Much," and Naomi Schafer Riley, who just
published "Faculty Lounges and Other Reasons Why You Won't Get the College
Education You Paid For."
Vedder explained why that million-dollar comparison
is ridiculous:
"People that go to college are different kind of
people ... (more) disciplined ... smarter. They did better in high school."
They would have made more money even if they never
went to college.
Riley says some college students don't get what
they pay for because their professors have little incentive to teach.
"You think you're paying for them to be in the
classroom with you, but every hour a professor spends in the classroom, he
gets paid less. The incentives are all for more research."
The research is often on obscure topics for
journals nobody reads.
Also, lots of people not suited for higher
education get pushed into it. This doesn't do them good. They feel like
failures when they don't graduate. Vedder said two out of five students
entering four-year programs don't have a bachelor's degree after year six.
"Why do colleges accept (these students) in the
first place?"
Because money comes with the student -- usually
government-guaranteed loans.
"There are 80,000 bartenders in the United States
with bachelor's degrees," Vedder said. He says that 17 percent of baggage
porters and bellhops have a college degree, 15 percent of taxi and limo
drivers. It's hard to pay off student loans with jobs like those. These
days, many students graduate with big debts.
Entrepreneur Peter Thiel, who got rich helping to
build good things like PayPal and Facebook, is so eager to wake people up to
alternatives to college that he's paying students $100,000 each if they drop
out of college and do something else, like start a business.
Continued in article
Frontline: Dropout Nation ---
http://www.pbs.org/wgbh/pages/frontline/dropout-nation
"The Student Loan Racket" - The Complete Infographic ---
http://www.zerohedge.com/news/student-loan-racket-complete-infographic
Question
How does the government use fraudulent accounting to hide the cost of student
loan defaults?
"Washington's Quietest Disaster Student loan defaults are growing, and the
worst is still to come," The Wall Street Journal, September 30, 2011
---
http://online.wsj.com/article/SB10001424053111903703604576587103028334580.html#mod=djemEditorialPage_t
When critics warned about rising defaults on
government-backed student loans two years ago, the question was how quickly
taxpayers would feel the pain. The U.S. Department of Education provided
part of the answer this month when it reported that the default rate for
fiscal 2009 surged to 8.8%, up from 7% in 2008.
This rising default rate doesn't even tell the
whole story. The government allows various "income contingent" and
"income-based" repayment options, so the statistics don't count kids who
were given permission to pay less than they owed. Taxpayers shouldn't expect
relief any time soon. Thanks to policy changes in recent years and
fraudulent government accounting, the pain could be excruciating.
Readers who followed the Congressional birth of
ObamaCare in 2010 may recall that student lending was the other industry
takeover that came along for the legislative ride. Private lenders used to
originate federally guaranteed loans, but the new law required all such
loans to come directly from the feds. Combined with earlier changes that
discouraged private loans sold without a federal guarantee, the result is a
market dominated by Washington.
The 2010 changes did not happen simply because
President Obama and legislators like Rep. George Miller and Sen. Tom Harkin
distrust profit-making enterprises. The student-loan takeover also advanced
the mirage that ObamaCare would save money.
Thanks to only-in-Washington accounting, making the
Department of Education the principal banker to America's college students
created a "savings" of $68 billion over 11 years, certified by the
Congressional Budget Office. Even CBO Director Douglas Elmendorf admitted
that this estimate was bogus because CBO was forced to use federal rules
that ignored the true cost of defaults. But Mr. Miller had earlier laid the
groundwork for this fraud by killing amendments in the House that would have
required honest accounting and an audit.
Armed in 2010 with their CBO-certified "savings,"
Democrats decided they could finance a portion of ObamaCare, as well as an
expansion of Pell grants. But as Bernie Madoff could have told them, frauds
break down when enough people show up asking for their money. That's
happening already, judging by recent action in the Senate Appropriations
Committee, where lawmakers apparently realize that the federal takeover
isn't going to deliver the promised riches.
To preserve Team Obama's priority of maintaining a
maximum Pell grant of $5,550 per year and doubling the total annual funding
to $36 billion since President Obama took office, Democrats recently decided
to make student-loan borrowers pay interest on their loans for their first
six months out of college. Washington used to give the youngsters an
interest-free grace period. Taxpayers might cheer this change if the money
wasn't simply being transferred to another form of education subsidy. But it
seems almost certain to raise default rates as it puts recent grads under
increased financial pressure.
None of these programs has anything to do with
making it easier to afford college. Universities have been efficient in
pocketing the subsidies by increasing tuition after every expansion of
federal support. That's why education is a rare industry where prices have
risen even faster than health-care costs.
This is also the rare market where the recent trend
of de-leveraging doesn't apply. An August report from the Federal Reserve
Bank of New York found that Americans cut their household debt from a peak
of $12.5 trillion in the third quarter of 2008 to a recent $11.4 trillion.
Consumers have reduced their debt on houses, cars, credit cards and nearly
everything except student loans, where debt has increased 25% in the three
years.
Perhaps this is because most federal student loans
are made without regard to income, assets or credit history. Much like the
federal obsession to finance a home for every American regardless of ability
to pay, the obsession to finance higher education for every high school
student ignores inconvenient facts. These include the certainty that some of
these kids will take jobs that don't require college degrees and may not
support timely repayment.
For this school year, even the loans that pay on
time aren't necessarily winners for the taxpayer. That's because of a 2007
law that Mr. Miller and Nancy Pelosi pushed through Congress—and George W.
Bush signed—that cut interest rates on many federally backed student loans.
Stafford loans, the most common type, have been available since July at a
fixed rate of 3.4%, barely above the historically low rates at which the
Treasury is currently borrowing for the long term. The student loan rates
are scheduled to rise back to 6.8% next year. But if our spendthrift
government ends up borrowing money above 7% and lending it to kids at 6.8%,
taxpayers will suffer even before the youngsters go delinquent.
Efforts to clean up this debacle are stirring on
Capitol Hill, with House Republicans moving to limit Pell grants to students
who have a high school diploma or GED. Oklahoma Sen. Tom Coburn would go
further and have government leave the business of subsidizing the education
industry via student loans and let private lenders finance college. That may
be too radical at the moment, but it won't be if taxpayers ever figure out
how much subsidized loans will cost them
The fact is, some schools represent terrific
investments. At Caltech, financial aid recipients can expect to spend $91,250
for a degree that over 30 years will allow them to repay that investment and
out-earn a high school graduate by more than $2 million. But schools like
Caltech are the exception that proves the rule: most students would be better
off investing their college nest eggs in the S&P 500 rather than a college
education. So if you are going to choose college, it pays to choose wisely.
Louis Lavelle, Business Schools Editor Bloomberg Business Week,
April 14, 2011
"The New Math: College
Return on Investment," Bloomberg Business Week Special Report, April 2011
---
http://www.businessweek.com/bschools/special_reports/20110407college_return_on_investment.htm?link_position=link1
Jensen Comment
Unlike in Germany, what is lacking in the United States is a status, prestige,
and in some instances high earnings in the skilled trades. Our best and
brightest high school students want to go to college rather than trade schools
schools and apprenticeships like those skilled workers that thrive in Germany.
As a result we get high school graduates that are wiping out the retirement
savings of their parents and putting themselves deep in debt just for college
degrees so they can stand in unemployment lines four to seven years later, some
with PhDs in hand who are seeking to sell Big Macs and fries.
Last week a television news
program featured a woman who graduated from Columbia University with an $80,000
government loan to pay back. She got a relatively low paying job that required a
college degree, but her scheduled loan repayments will run on for 20 more years
until she is about 50 years old.
We're bombarded with
statistics about how much more the "average college graduate" makes than a mere
high school graduate. However, nobody's exactly average at the mean. Mean
distributions suffer from things like kurtosis, heteroscedasticity,
nonstationarities, Black Swans, and 50% or more of the sampling population
that's below the earned income means. Many naive people think they are assured
of higher earnings if they get a college degree. How little they understand if
they believe that fallacy and along with the legend of Santa Claus. Until it's
too late, they just don't realize how many law school graduates. MBA graduates,
and even nursing graduates are now collecting unemployment benefits or working
jobs that require no college education. Times have now changed for women who
must think of supporting themselves and their families rather than just marry
high income husbands that have become much less likely to be "high income"
husbands.
Of course
there's m