Hall Doing More with Less

Making Colleges Work Better
1. Auflage 2010
ISBN: 978-1-4419-5960-7
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 290 Seiten

This volume contains a collection of papers by economists which examine the various strategies for cutting costs and improving productivity in higher education in the United States. The dramatic increase in the cost of attending most colleges and universities in recent years has led to increasing concerns regarding college affordability. In addition, with nearly 35 percent of full-time college students failing to receive a bachelor's degree within six years of enrolling in an institution of higher education, the productivity of colleges and universities has also been called into question. Systematic reform of higher education has intensified as a result of the large amount of public and private dollars flowing into it. The chapters in this volume, while recognizing it may be the primary source of the problem, also understand that the political forces behind the subsidization of higher education are unlikely to wane. The contributors examine several areas of possible reform from an economic perspective, including financial aid systems, athletics, and the organization of universities and university systems with an emphasis on identifying the types of reforms that are most likely to result in improvements as well as those that may make things worse. This volume will be of interest to economists, education researchers and policymakers concerned with education reform.

Autoren/Hrsg.

Hall, Joshua C.

Inhaltsverzeichnis

1;Contents;6
2;Acknowledgments;8
3;About the Editor;10
4;Chapter 1: Introduction: The American Higher Education Problem;12
4.1;Causes of Rising College Costs: Twelve Key Expressions3;14
4.2;Dealing with the Root Causes of Rising University Costs: A Preview of the Book;16
4.3;More Reforms;19
4.4;The Political Economy of Higher Education Reform;20
4.5;Conclusions;21
4.6;References;22
5;Chapter 2: Financial Aid in Theory and Practice;24
5.1;Introduction;24
5.2;How Financial Aid Is Supposed to Work;25
5.3;Theory Meets Reality;30
5.4;Flaws in the Theory;31
5.4.1;Competition Among Schools;31
5.4.2;Price Discrimination;31
5.5;Unintended Consequences: Ravenous Cookie Monsters Engaged in an Arms Race;32
5.6;Evidence That the New Theory of Financial Aid Is Correct;39
5.6.1;Is the Prestige Curve Real, and Does More Prestige Lead to an Increase in Demand?;39
5.6.2;Does Price Discrimination Allow Schools to Capitalize on the Increase in Demand and Increase Tuition?;40
5.6.3;Does Price Discrimination Result in Higher Revenue for Schools?;44
5.7;The Impact of Current Financial Aid Programs on College Affordability;45
5.7.1;State Appropriations;45
5.7.2;Student Loans;47
5.8;The Impact of Current Financial Aid Programs on College Access;49
5.9;The Impact of Current Financial Aid Programs on Equality of Opportunity;51
5.10;Recommendations for Reforming Financial Aid;53
5.11;Conclusion;58
5.12;References;59
6;Chapter 3: Price Discrimination and Rising Costs: Is There Any Relationship?;61
6.1;Introduction;61
6.2;Price Discrimination in the USA;61
6.3;The Development of Financial Aid Analysis;65
6.4;Competition and Price Discrimination in US Colleges;67
6.5;The Implications of Price Discrimination;72
6.6;Conclusion;75
6.7;References;76
7;Chapter 4: Cost Inflation in Intercollegiate Athletics: And Some Modest Proposals for Controlling It;78
7.1;Introduction;78
7.2;Red Ink or Black?;80
7.3;Athletics and Academics;88
7.4;What Is to Be Done?;96
7.5;References;99
8;Chapter 5: The Academics–Athletics Trade-Off: Universities and Intercollegiate Athletics;101
8.1;Introduction;101
8.2;Part I: Benefits of Intercollegiate Athletics;102
8.2.1;Benefits to the Institution;103
8.2.2;Benefits to Society;103
8.2.3;Benefits to Participants;104
8.2.4;Wage Differentials;105
8.3;Part II: Graduation Rates and Academic Success;105
8.3.1;GSR Versus Federal Graduation Rate;106
8.3.2;Academic Progress Rate;107
8.3.3;GSRs for Athletes;109
8.3.4;Summary;112
8.4;Part III: Revenues;113
8.4.1;Revenue Growth;115
8.4.2;Donations;119
8.4.3;Revenues by Sport;121
8.4.4;Summary;124
8.5;Part IV: Expenses;125
8.5.1;Disparities in Athletic Expenditures;126
8.5.2;Expenditure Growth;128
8.5.3;Expenditure Line Items;128
8.5.4;Athletic-Related Salaries;131
8.5.5;Grants-in-Aid;134
8.5.6;Summary;135
8.6;Conclusion and Recommendations;136
8.7;Appendix;140
8.8;References;141
9;Chapter 6: For-Profit Education in the USA: A Primer;144
9.1;Introduction: A Brief History of For-Profit Education;144
9.2;Growth;145
9.3;For-Profit Revenues and Expenditures;150
9.4;Quality;156
9.5;Company Snapshots;158
9.6;The Secret to For-Profits’ Success;163
9.7;Industry Challenges;165
9.8;The Future of For-Profit Education;166
9.9;References;167
10;Chapter 7: A Market-Funded College’s Approach to Student Learning and Job Placement: An Insider’s View;169
10.1;Introduction;169
10.2;Rasmussen College and Market-Driven Higher Education;169
10.3;How Market-Driven Institutions Are Different?;171
10.4;Rasmussen Curriculum Development Model;173
10.5;Rasmussen College Learning Assessment Model;175
10.5.1;Incoming Assessment: Student Placement Testing and Programmatic Pre-testing;176
10.5.2;Ongoing Student Learning Assessment;176
10.5.3;Common Course Assessments;177
10.5.4;Outcome Assessment: Measuring Results;178
10.6;Conclusion;180
10.7;Reference;180
11;Chapter 8: The Economics of For-Profit Education*;181
11.1;Introduction;181
11.2;For-Profit Education;182
11.2.1;Technical and Vocational Training;182
11.2.2;In-House Corporate Education;182
11.2.3;For-Profit Higher Education in the United States;183
11.2.4;For-Profit Education in the Philippines;184
11.2.5;Overall Patterns in the Data;185
11.3;Why Does Corporate Status Matter?;187
11.3.1;Subsidies;187
11.3.2;Donations;188
11.3.3;Agency Problems;189
11.3.4;Reputation as a Public Good;192
11.4;Concluding Remarks;195
11.5;References;195
12;Chapter 9: Getting It Right: Where University Systems Lose Information in Designing Programs;199
12.1;Introduction;199
12.2;Why Central Planning Can Only Mimic Individual Planning?;200
12.3;State Systems of Higher Education;202
12.3.1;Historical Overview;202
12.3.2;The Case of Ohio;204
12.4;Information and Coordination Problems;205
12.4.1;Statewide Coordinating Agencies;205
12.4.2;Taxpayer Subsidies;209
12.4.3;Price Controls;212
12.5;Political Economy Problems;214
12.6;Conclusion;216
12.7;References;217
13;Chapter 10: Managing the Internal Organization of Colleges and Universities;219
13.1;Introduction;219
13.2;History and Background;223
13.3;Outsourcing of Core and Noncore Services;226
13.4;Decentralized Management;230
13.5;Transfer Pricing;232
13.6;An Application on Class and Room Size;234
13.7;The Campus Politics of Outsourcing and RCM;235
13.8;Conclusion;235
13.9;References;236
14;Chapter 11: Privatize It: Outsourcing and Privatization in Higher Education;237
14.1;Introduction;237
14.2;The Missing Link: The Role of Incentives;238
14.3;Privatization in Higher Education;240
14.4;Outsourcing of Auxiliary Functions;240
14.5;Case Studies in Outsourcing;241
14.5.1;Food Service;242
14.5.2;Housing;243
14.5.3;Information Technology;244
14.5.4;Other Sectors;245
14.6;Challenges and Considerations of Outsourcing;246
14.7;Privatizing Public Universities: The University of Michigan;247
14.8;Conclusion;247
14.9;References;248
15;Chapter 12: Improving Higher Education Using the Principles of Market-Based Management®*;250
15.1;Introduction;250
15.2;Market-Based Management;252
15.2.1;A;253
15.2.2;B;254
15.2.3;C;254
15.2.4;D;255
15.2.5;E;255
15.3;How Higher Education Does Not Pay Enough Attention to Market-Based Ideas;256
15.3.1;A;256
15.3.2;B;256
15.3.3;C;257
15.3.4;D;258
15.3.5;E;258
15.4;Practical Steps for Improvement;259
15.4.1;A;259
15.4.2;B;261
15.4.3;C;261
15.4.4;D;263
15.4.5;E;264
15.5;Obstacles and Opportunities for Implementing MBM in Higher Education;265
15.6;Conclusion;266
15.7;References;266
16;Chapter 13: A Tale of Two Partners: How Specialization and Division of Labor Are Reshaping the Academy;268
16.1;Introduction;268
16.2;The Advantages of the Teaching Specialist Model;269
16.2.1;Consistency of Instruction for Students;269
16.2.2;Access to Significant Educational Resources for Students;269
16.2.3;Scale;270
16.2.4;More Majors;270
16.2.5;Specialization;271
16.3;The Challenges of the Teaching Specialist Model;272
16.3.1;A Thin Job Market;272
16.3.2;Management Expertise;272
16.3.3;Compensation;272
16.3.4;Balancing Risk;273
16.3.5;Transitional Gains Trap;273
16.4;Financial Realities;274
16.5;The Other Side;277
16.6;The Political Landscape;279
16.7;Conclusion;281
16.8;References;281
17;About the Authors;282
18;Index;285