Universities and state legislatures continue to wrestle over the ever increasing costs of higher education. Though the problem is often described as a crisis (recently Secretary of Education Margaret Spellings claimed that universities face a crisis of access, affordability and accountability) one can only assume that the user of this word do not own a dictionary. A crisis is what the folks stuck in the New Orleans during Katrina experienced.
Nonetheless, nobody doubts that university costs are spiraling out of control. The question is, how do we fix it? The answer ought to address this problem it two ways:
1. Identify the cause of the spiraling costs. Is it faculty salaries? Is it administrative salaries? Is it housing, books, food?
2. Once identified, address the cause in such a way as to prevent injury to the quality of the educational experience.
In just a quick glance at Margaret Spellings' study, one wonders what accountability has to do with costs? Spellings claims that universities offer no reliable data on graduation rates or financial aid. This claim is simply false. Universities track this data like bloodhounds. But tracking this data does nothing for reducing costs.
There have been a wide variety of silver bullets to the cost "crisis" in higher education. Since the 1990's they have all been aimed at reducing the amount of time students actually spend on the university campus interfacing with faculty and other students. Examples of these silver bullets include On-line Distance Learning Dual Credit Courses in high school. Both of these solutions suggests that the by reducing the time students spend on campus will reduce the cost of higher education. The problem is that neither system really addresses cost. Taking the student off the campus actually increases the cost of educational delivery. The whole point of the campus is to centralize educational resources. Moving the students off campus means you incur the added expense of transporting the educational resources. The way costs are then reduced, is by failing to transport the educational resources. What is really happening here is that by moving the educational site off campus, you move it out from under the watchful eye of those who care about academic quality. Once it is far away, you provide minimum resources and hence reduce your costs. Of course, you also hurt education.
I will be providing a more in depth study of this material at this website and in Educational Insider in the future. Also, feel free to visit the following websites for my work on distance learning and academic freedom.
http://www.ed.psu.edu/ACSDE/deos/deosnews/deosnews10_3.asp
http://scholar.lib.vt.edu/ejournals/SPT/v5n3/pdf/simmons.pdf