Education As Business

 In the spirit of self-promotion, which is all the rage these days,  I post here a piece that will appear in my upcoming book. It is a post from a few years back which develops the theme suggested in the rather cryptic note I posted recently after learning that the University of Wisconsin offered graduate degrees in glass blowing! There is no doubt whatever but that higher education has lost its sense of direction and the reference in this post to the book by Jerry Selingo makes that crystal clear (sorry).

Jeffrey Selingo, the editor of The Chronicle of Higher Education, has written a book titled College (Un)Bound: The Future of Higher Education and What It Means To Students. In his book he says, flatly, that “American higher education is broken” and lays to rest any faint hopes people like me have that the creature will somehow take on new life and make possible the education of generations to come. The creature has turned into big business and, like all businesses, it will adapt to changing circumstances and the demands of its clientele — or perish. As one of the people Selingo interviews remarks, “In other industries, those who don’t innovate go out of business. . . Higher education shouldn’t be any different.” In a word, education is business and, like so many institutions in this country, including the Church, it has adopted the business model and is all about making a profit — not educating young minds. And in order to do that higher education will have to become whatever its prospective buyers want it to be, like Walmart. Selingo is not in the least sanguine about the current state of things; he recognizes the importance of the liberal arts to the students themselves who must acquire the skills of communication and thought to succeed in any enterprise whatever.  In a particularly telling passage he expresses his dismay:

“More than ever, American colleges and universities seem to be in every business but education. They are in the entertainment business, the housing business, the restaurant business, the recreation business, and, on some campuses, they operate what are essentially professional sports franchises. As colleges have grown more corporate in the past decade, they have started acting like Fortune 500 companies. Administrative salaries have ballooned, and members of boards of trustees are chosen for their corporate ties, not for their knowledge of higher education. Colleges now view students as customers and market their degree programs as products.”

As things now stand, it’s a booming business. There has been “an almost insatiable demand for college credentials.” And that is what education is now all about: credentials. Students approach colleges and universities in order to get a tailor-made program that will prepare them for the careers they hope to pursue for the rest of their lives. They refuse to buy off the rack: they want their suits made-to-fit. This is, after all, the age of entitlement. And the colleges are adept at meeting those demands, instituting 300 new majors in 2010 alone — added to the 1,400 already extant — to make sure they can attract and hold the growing demand and give the kiddies what they want.

Gone are the days when folks like Robert Hutchins dreamed that colleges should be beacons rather than mirrors. They are mirrors, pure and simple. If they have not completely jettisoned the basic core requirement in the liberal arts — which used to be what higher education was all about — they have pared it down to a series of electives in a smattering of academic disciplines that guarantees the student very little knowledge about a range of unrelated subjects. This hardly passes muster as education in which the young are liberated from narrowness of vision and the short-sighted view of the world we associate with business where it is all about profits. Despite the fact that these students have no idea what they  ought to know in order to propel them into a changing world and that they are practically guaranteed to change their career objectives several times before they are forty, they plunge ahead into a college that feels comfortable and take the courses that the brochures and marketing professionals hired by the colleges have assured them will guarantee them success and happiness here and now, and forevermore.  Please note, the message is all about “information,” and, as Selingo points out, there is very little talk about how to process that information — i.e., how to think. This oversight is reflected in the results of the Collegiate Learning Assessment test given to currently enrolled upperclassmen in which over the years, especially, students who major in the more popular fields, such as, education, sports science, social work, and business tend to score low and follow-up research indicates that they are among the least successful college graduates — “three times more likely to be living at home with their parents, more likely to have run up credit card bills, and less likely to read the newspapers or discuss politics.” But, hey, caveat emptor.

The effects of the changes are widespread. For one thing, students “have come to regard their professors as service providers, just like a cashier at the supermarket or a waiter in a restaurant. . . . who must constantly innovate to serve students better, servicing students’ curiosity and their desire to apply knowledge to create impact.” This has resulted in a “major power-shift” in the classroom in which the students call the shots and evaluate their professors in the social media — hard graders scoring low. Selingo recounts a case in which an elderly biology professor who was giving low grades to his students was summarily removed from his classroom, in mid-semester, and replaced by another, younger professor who immediately boosted the grades of all students remaining in the class by 25% (many had already dropped out). After all, we don’t want to displease our customers: they might take their business elsewhere. And we wonder how grade inflation became rampant in the colleges and universities!

I have always felt as though I was on the bow of a huge ocean liner pissing into the wind as the ship heads blindly and very erratically into the unknown. I have this fear that the captain learned his trade online and hasn’t the slightest idea how to captain an actual ship — how to manoeuver in the fog or avoid icebergs. I have grown hoarse over the years trying to fight the inevitable — and I have known all along it was inevitable. And despite the groups like the American Council of Trustees and Alumni who have joined me on the bow of the ship trying to insist that colleges hang onto at least a semblance of a core, liberal education in the midst of handing out easy credits for whatever happens to be the day’s most popular fad, it seems clear that the future of education has been determined. From the perspective of the colleges and universities, the students are customers, they are not young people who need to be put in possession of their minds. In fact, their minds pretty much belong to the corporations that have molded them and who now own the colleges and universities and influence what students will learn in order to become obedient followers of the corporate piper in years to come.

 

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12 thoughts on “Education As Business

  1. Very last two sentences of the ending paragraph should scare the socks (and knickers) off any and everyone who pays attention to…just about everything…events in the media…even the fake media, et al.

    May I purchase a signed copy when published?
    Raye

  2. All very disturbing, distressing, but also spot-on. While reading this post, I did a very quick and dirty search for “definition of education” on Google, and the two results I got speak volumes: 1) the process of receiving or giving systematic instruction, especially at a school or university. 2) an enlightening experience. Guess which I prefer?

    Like you, my friend, I do not see this trend turning around anytime soon. As a society, we seem to have lost sight of the bigger picture, instead focusing on self and how self can make the most money, collect the most irrelevant ‘toys’. For those of us who feel as you and I do, your term ‘pissing in the wind’ is quite apt. Good, thoughtful, and depressing post, my friend.

    Looking forward to the book!!!

  3. I related strongly to the paragraph talking about how students are now becoming demanding of professors. While I agree that student ratings should be viewed with caution as many of those reviews are written with a lot of emotion… I also wondered how the heck some of my professors were hired for their position in the first place. Professors are in a position of influence and I felt that at least 25% of the professors I had were simply there for the paycheck. I came across multiple cases of unprofessional behavior. In the one case where I did make a formal complaint about unprofessional conduct, I was silenced by the higher ups of the faculty. So if institutions don’t start to listen and investigate these formal complaints and take action, social media is the only outlet that students can turn to and actually be heard. So maybe a migration away from traditional ways is necessary? At the end of the day, these students are paying a great deal of money. Take a read at my post, I wrote my back an forth perspectives of the education system.
    happynotsogolucky.com/2017/10/30/degree-or-no-degree/

    • There is certainly dead wood sitting in faculty offices all across the nation. This is a given. And students should seek out the better Professors and find the ones who challenge them. But I have done well on student evaluations and still tend to discard them because I know of colleagues who are very good but who do not do well on those evaluations. They mean little and certainly should not be used for such things as tenure and promotions. Students often discover that the best Profs they had were the ones they hated at the time. It’s all so very subjective. Many thanks for your comment. I am sorry it took so long to get back to you, but my hard drive gave up!

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