Page 380 - Crisis in Higher Education

350 • Index

holding universities accountable, impact on higher education
122–125 outcomes, 219
impact on higher education outcomes, length of a bachelor’s degree, 205–208
138–140 recommendations, 219–220
recommendations, 140 structure, 203–205
rigorous curriculum, demand for, unblock path to graduate in four years,
134–136 208–209
securing a good job, 136–138 Customer-focused, resource management
university rankings, 128–129 perspective, 97–120
useful transfer, 130 core goals, 112
Chief Academic Officer (CAO), 79 curricula content, 107
Civil Rights Act of 1964, 48 identifying the customers, 99–102
College Cost Reduction and Access Act of mediator, 102
2007, 134 mission, 112
College prep track, 91 multiple customers (universities as
Community college, 6 mediators), 103–104
Computer-aided design (CAD), 281 organizing paradigm for higher
Computer-aided engineering (CAE), 281 education, 102–111
Computer-aided manufacturing pedagogy, 109
(CAM), 281 professional service organization, 102,
Conglomerates, 24–26 105–107
Consumer Price Index (CPI), 33, 34 research, 110–111
Continuous improvement, 245 resource management, 113–118
Conundrum, see Higher education service dominant logic, 102, 107–111
conundrum solution, 118–119
Cooperative education, 167, 274 strategy, 111–113
Costs, 31–46 universities are professional service
four-year, public university education, organizations, 105
rising cost of, 32–33 values, 112
miscellaneous living expenses, 32, 42 vision, 112
problem of, 64 Customers of higher education, 15–18,
return on investment, 42–45 65–71
room and board, 32, 40–42 lack of understanding customers,
special fees, 32, 35–39 71–74
textbooks and learning tools, 32, misaligned actions and, 17–18
39–40 organizations, 16
tuition, 32, 33–34 poorly articulated goals and, 16–17
Council on Social Work Education, 20 professional service organizations, 66
Course design, 150–151 service-dominant logic, 66
CPI, see Consumer Price Index students, 15
Culture change, need for, 231 third-party payers, 15, 66–67
Curriculum unclear messages, 67–68
content, 107, 257 values and perspectives, 68–71
match, 131
overlap, 296, 298–302
rigorous, demand for, 134–136 D
Curriculum, redesign of, 202–210 Demand–supply relationships, 13
career development, 209–210 Donation/gifts, 116
driving forces for change, 218 Dropouts, 302–304