Page 24 - Crisis in Higher Education

About the Book • xxiii

in Table 5.1. Thus, it is possible to trace each element of the solution back to
the underlying problem. Chapters 6 through 14 discuss each element and
provide a list of recommendations that make up the element. A compilation
of the recommendations is given in Appendix A.
To describe these underlying problems, root causes, and the elements of
the solution, this book uses data from undergraduate degrees programs
offered by state-supported, public, universities, which represent more than
60% of undergraduate enrollment. Although the problems, causes, and
solution are described with public universities in mind, the book expands
the discussion as appropriate to include community and technical colleges,
which offer two-year degrees, and private universities, which can be not-for-
profit or for-profit institutions. The problems and root causes faced by the
different types of institutions are similar, often differing only by the order
of magnitude. The elements of the solution are likely to be common as well.
There are many views on how to fix the problems. At one extreme, people
suggest that public higher education should have zero tuition, as it was for
some state-supported, public universities 50 years ago. The difficulty with
this approach is that government subsidies simply cover up the problems
and there is little if any reason for universities to change their behavior.
They will gladly accept the subsidies and ask for more. At the other extreme,
some suggest that governments eliminate subsidies for higher education,
which would make it even more difficult for many students from low- and
moderate-income families to earn an advanced degree. Plus, the future of
the U.S. economy and its standard of living depend on having a highly edu-
cated workforce. There are shortages of engineers, scientists, physicians,
and technologists, and the United States relies on foreign nationals to immi-
grate and fill many of these good-paying jobs. Under these circumstances,
it seems reasonable to incentivize students to pursue advanced degrees.
Neither of these extreme options is appropriate to deal with the underly-
ing problems. These problems must be understood and resolved directly
and as quickly as possible because the problems are already acute and
will likely take several years to resolve. Focusing on public universities is
a good place to begin because state governments have leverage to moti-
vate corrective action. Private universities, at least some of them, may be
forced to take similar actions to remain competitive. Community and
technical colleges may also gain some insights from these discussions and
recommendations.

Mark A. Vonderembse