The future of higher education rhetoric reality and the risks of the market
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The Future of Higher Education: Rhetoric, reality, and the Risks of the Market. presented by : James C. Cox July 21, 2007. Goals of the Text. Challenge college and university administrators to provide necessary leadership needed to change higher education “market oriented structure” (p. xii)

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The Future of Higher Education: Rhetoric, reality, and the Risks of the Market

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The future of higher education rhetoric reality and the risks of the market

The Future of Higher Education:Rhetoric, reality, and the Risks of the Market

presented by:

James C. Cox

July 21, 2007


Goals of the text

Goals of the Text

  • Challenge college and university administrators to provide necessary leadership needed to change higher education “market oriented structure” (p. xii)

  • Provide policy makers with effective solutions that have been used throughout other countries


Goals of the text cont

Goals of the Text Cont.

  • Convince university administrators and the larger community that society benefits from higher education

  • Identify current issues and trends facing higher education students


Higher education is being transformed by

Higher Education is Being Transformed by:

  • Technology

  • Globalization

  • Political Demands

  • New providers of higher education

  • Increased competition among higher education institutions


What is a market

What is a Market?

“the course of commercial activity by which the exchange of commodities is effected : extent of demand”

http://www.m-w.com/cgi-bin/dictionary


The future of higher education rhetoric reality and the risks of the market

http://www2.nea.org/he/future/market.html


The future of higher education rhetoric reality and the risks of the market

“Competition promises the opportunity to improve learning, broaden access, or focus attention on efficient use of resources. But if not skillfully structured by thoughtful and strategic inventions of government, the market and growing competition will distort the purposes of higher education and further widen the gap between rhetoric and reality. It is, as a result, a time of both opportunity and risk” (p. 1)


Historical perspective

Historical Perspective

  • In the past, competition was segmented by:

    • Institution Type (Private v. Public)

    • Prestige Level

    • Geography


Strategies higher education entities use to compete against each other

Strategies Higher Education Entities Use to Compete Against Each Other

  • Using Various Methods to Attract Students

    • Financial Aid

    • Intentional Marketing to Students

    • Amenities Offered to Students

  • Seeking New Revenue Sources

  • Providing Options to Traditional Institutions


Public view of higher education

Public View of Higher Education

  • Understand and recognize the social and economic benefits

  • Concerned about skills students gain, access, and affordability


Political leaders view of higher education

Political Leaders View of Higher education

  • Greater accountability

  • Reduce cost

  • Focus on Student Learning Outcomes

  • Remain competitive with other states


Higher education view of itself

Higher Education View of Itself

  • Flexible Institution

  • Underfunded

  • Effectively preparing students for the real world

  • New institutional types as a threat

  • Assessment outside of grading useless


Issues created by various view of higher education

Issues Created by Various View Of Higher Education

  • New expectations from public due to societal changes (Technology & Access v. Attainment)

  • Institution focus on prestige , not improving skills

  • Struggle on how to assess learning and effectiveness

  • Need for more efficient and productive solutions

  • Relationship between P-12 and Higher Ed

  • Create citizens for the democracy


6 characteristics of an institution focused on learning

6 Characteristics of AN Institution Focused on Learning

  • 1) “The institution has clearly-defined outcomes for student learning,”

  • 2) “The institution systematically assesses and documents student learning,”

  • 3) “Students participate in a diverse array of engaging learning experiences aligned with required outcomes and designed in accord with good educational practices,”

    (McClenney, 2003)


6 characteristics of an institution focused on learning cont

6 Characteristics of AN Institution Focused on Learning Cont.

  • 4) “Data about student learning typically prompt – and support – the institution and individuals to reflect and act,”

  • 5) “The institution emphasizes student learning in its processes for recruiting, hiring, orienting, deploying, evaluating, and developing personnel,”

  • 6) “Key institutional documents and policies, collegial effort, and leadership behavior consistently reflect a focus on learning”

    (McClenney, 2003)


Policies that improve student learning

Policies that Improve Student Learning

  • Mandatory Participation in NSSE or CCSSE

  • Institutions must assess learning and make findings public

  • Create a “system of public information about learning” (p. 150)

  • Competitive grants for teachers

  • Must improve accreditation

  • Establish an instrument similar to NAEP to compare institutions across states


How state policies can improve access and success

How State Policies Can Improve Access and Success

  • More need-based financial aid

  • Create outreach programs

  • Support programs and services that aids students in navigating collegiate system

  • Defend Remedial Programs

  • Establish relationship between P-12 and Higher Education (P-16)

  • Enhance articulation policies

  • Make learning outcomes available to public

  • Use assessment to make decisions


How to use the market in higher education

How to Use the Market In Higher education

  • Recognize that some regulation is needed

  • Ensure that higher education serves the public

  • Provide information to students to assist in decision making

  • Ascertain what students are learning

  • Must address competition amongst institutions, access issues, and diverse institution types.


Concluding thoughts

Concluding Thoughts

  • Renew the compact between higher education and the public

  • Continued commitment of higher education to aid in social mobility and economic growth

  • Higher education must continue it role as “servant to the needs of society” (p. 219).

  • Higher education must engage society in a serious debate on its role (ex. Affirmative action)


References

References

  • McClenney, K. (2003). The learning-focused institution: Characteristics, evidence, consequences. Pew Forum Working Paper, No. 6.

  • Newman, F., Couturier, L., & Scurry, J. (2004). The future of higher education: Rhetoric, reality, and the risks of the market. San Francisco: Jossey-Bass.


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