Page 385 - Crisis in Higher Education

Index • 355

S T
SBRP, see Student borrowing and Technical college, 6
repayment plan Technology, see High-technology learning
Scholarships, 44, 99 materials, creation of
SCHs, see Student credit hours Tenure, student evaluation and, 88
Service-dominant logic (SDL), 66, 102, 107 Texas Equalization Grant Program, 186
Servicemen’s Readjustment Act, 2 Textbooks, costs of, 32, 39–40, 82
SFA data, see State funding adjustment data Third-party payers, 14–15, 66, 68
Solution, see Practical solution, framing Trifurcated customer, 15, 67, 235
and implementing of Tuition, mixing fees and, 84
Special fees, 32, 35–39 Tuition costs, 32, 33–34
Standards, eroding, 86–90, 140 adjustment for inflation, 33
State funding, 183–187 Consumer Price Index and, 34
adjustment (SFA) data, 36, 37 Turing Machine, 290
financial aid grants, 186
general-purpose appropriations, U
183–186
lack of funding for outreach and Underlying problems with higher
engagement, 187 education, 61–95
research, agriculture, and medical books and supplies, rapidly growing
education appropriations, costs for, 82–84
186–187 business faculty members, 79
State governments, 75–76, 139 college prep track, 91
Student(s) completion time, 64
borrowing and repayment plan costs, 64
(SBRP), 188 customers of higher education, 65–71
credit hours (SCHs), 86 declining state support for public
as customers, 99 universities, 75–76
expectations, expanding, 85–86 dilemma faced by millennials, 62
loans, 131–134, 188 eroding standards, 86–90
performance, assessment of, 257 funding finesse (mixing fees and
preparation, lack of, 90–92, 140 tuition), 84
Student-centered learning, 143–157, graduation rate, 64
210–212 job placement rate, 64
changing the way students evaluate lack of student preparation, 90–92
faculty, 152–153 lack of understanding customers,
cost impacts, 145–148 71–74
course design, 150–151 limited access, 64
driving forces for change, 153–154 limited productivity improvements,
impact on higher education outcomes, 80–84
154–155 professional service organizations, 66
implementation, 148–152 provost, 79
instructional packages, design of, 151 quality gap, 64
learning styles, 149 rise of the ruling class
new buildings, 146 (administrators), 76–79
plan of study, 148 service-dominant logic, 66
recommendations, 155–156 student expectations, expanding,
student input, 153 85–86