Higher education in the global knowledge economy

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Beyond technology dependence

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Serving the global knowledge economy

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Higher education's future

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Coda

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.</     

The Significance of Historically Black Colleges and Universities (HBCUs) in the 21st Century: Will Such Institutions of Higher Learning Survive?

The United States is still dealing with institutional racism in higher education. For most of the past two centuries, African Americans were forced to attend segregated colleges and universities. Historically black colleges and universities (HBCUs) played a particularly important role during that long period. In many states, there would have been no institutions of higher education at all, were it not for federal legislation (the Morrill Act of 1890), the actions of religious institutions, and the persistent efforts of black Americans to gain an education, despite the obstacles. Even the seemingly race‐neutral G.I. Bill of 1944 had the pernicious effect of reinforcing racial segregation in both higher education and housing. Given this history, it comes as no surprise that some predominantly white institutions of higher education (PWIs) do not show a sustained commitment to educate African‐American students in this country, although they are often eager to recruit black student athletes for their various sport programs without much regard to the education received by those same athletes. Our inability as a nation to even talk intelligently about these intractable educational problems is disturbing. Indeed, diversity is not paramount for some PWIs, particularly in regards to hiring minority faculty. Perhaps more significantly, HBCUs are still necessary in our society today because they have been the mainstay of educating African Americans at the college and university levels. Black communities throughout our nation are still being devastated by economic polarization and by racial discrimination endemic to higher education at white institutions. The need to address the problem of racial discrimination in higher education remains as strong as ever.     

Neoliberalism and the Crisis in Higher Education: The Cost of Ideology

A number of factors have contributed to the crisis in higher education, including the long‐term transformation in funding. In this article, I argue that neoliberalism can explain many of the processes leading to our changing commitment to colleges and universities and the cost increases that this change has produced. A number of neoliberal assumptions firmly rooted in conventional wisdom have contributed to a “student‐as‐customer” phenomenon, which is, itself, a cost driver. I look at the development of the student as customer as a vehicle for exploring tuition increases. I also examine the tension between education as a public and a private good and the marketization of higher education as crucial drivers of these transformations. In doing so, I emphasize that the student as customer has been created by the changes in the way we think about, organize, and fund education, rather than any fundamental change in young people.     

State competition in higher education: A race to the top,or a race to the bottom?

How does competition affect higher education? This paper explores this question for public and private universities. Theory indicates that competition can push higher education policy in one of two different directions. On the one hand, competition may increase spending. For states, this would occur if states treat higher education as developmental; for private universities this would occur if they view spending as a means to attract students and prestige. On the other hand, competition may decrease spending if states treat higher education spending as redistributive, and competition may decrease spending by private schools if lower spending enhances their ability to attract students with low tuition. To determine which of these perspectives is most valid, we examine higher education policy choices in the 1980s and 1990s. We find that states appear to act as if higher education funding is redistributive while private schools appear to compete more on the basis of tuition than spending. These results demonstrate the important effects competition and governance structure have on higher education.Received: August 2001, Accepted: May 2002, JEL Classification: I2, I22, H72, I3     

Performance-based resource allocation for higher education institutions in China

How to allocate limited resource to higher education institutions has always been a critical problem with significant social and economic relevance. Researchers and educational administrators have long proposed that resource allocation should be linked to performance. In this paper, we develop a performance-based method for a central planner to allocate research funding to different universities to better stimulate the research output. The method builds on existing works on resource allocation via efficiency analysis. The method takes multiple dimensions of research performance into account, including number of publications, number of patents, and revenue from knowledge transfer. We apply the method to a set of 64 major universities in China based on performance in 2014–2016. The application is particularly pertinent at the moment, since the Chinese government is developing a new funding program called the “double first-class” plan, which features performance-based funding as a central pillar of government funding.     

How Foundations Exercise Power

Foundations (and philanthropy in general) have great political power in the United States and worldwide, yet this is hardly noted by political analysts or journalists. Their power is exerted in many ways, such as by funding progressive organizations and movements; sponsoring policy “think tanks” and organizations of public officials; influencing the political culture through media, academic researchers, and university programs (including public interest law in law schools); and co‐opting activists and potential rebels among the rich and poor. Because of their resources and prestige, they are powerful members of coalitions and collaborations with overt and covert government departments, U.N. agencies, universities, and nongovernmental organizations. Foundations have been major actors in the “Cold War,” which continues as the attempt to deflect any movement towards socialism here or abroad. Globalization has amplified the power of foundations, for many of the global institutions were created by foundations and continue to be fostered by them. The sponsorship of civil society institutions worldwide by private foundations, now with additional billions from governments and international governmental institutions, supports U.S. hegemony: military, political, and economic. We cannot know what the world would have been like absent foundation activities, but the current one does not appear to have a democratic, peaceful, or sustainable future.     

Grandiose branding: World-class aim and its organizational consequences

Branding has become a strategic tool for university management in competition for students, faculty, and funding. In this study, we explore university branding in its extreme form of grandiose branding and ask How can grandiose branding initiate a process that prompts ethically and morally questionable practices in organizations? Grandiose branding is characterized by an excessive use of superlatives that frame higher education institutions as “world-class universities.” Through a self- and autoethnographic single-case study conducted in a business school, our study shows that branding efforts that do not align with an organization’s actual quality and performance can lead to a counterproductive cycle of camouflaging top management’s failures and justifying ethically and morally questionable actions directed towards the institution’s primary stakeholders. The study contributes to the earlier literature on grandiosity in the context of higher education by taking a process perspective and explores the implications of grandiose branding from rhetoric through implementation.     

Making Public Policy: The New Philanthropists and American Education

Power in K–12 education is rapidly moving from local school boards and government to extraordinarily wealthy private philanthropists. Building networks among nonprofits, government agencies, school districts, and others, private foundations such as the Gates, Broad, and Walton family foundations are fundamentally restructuring American K–12 education. The Common Core State Standards, teacher evaluation, and charter schools are a few of the initiatives these funders are backing. The massive influx of private money into education policy and its influence over public education raises questions around the proper role of philanthropy in a democracy. In a society with increasing wealth inequality, should the economic elite be able to gain further power to shape social institutions through giving? Are there or should there be any limits to this power? Examining specific trends and events in education philanthropy over the last 10 years, this article identifies key players in philanthropic education reform and argues that philanthropy in education is now playing a policy‐making role—without checks and balances—that is qualitatively and quantitatively different than before. I conclude with a cautionary note on the dangers of letting education policy become the domain of the economic elite.     

Can the Public's Desire for Future Benefits Be Deduced form Their Private Decisions?

Abstract . How should benefits and costs occurring at different times be evaluated to decide whether to undertake tax financed public projects? What interest rate should be used? If public decisions were based on people's willingness to pay for future private income, they still could not be based on market interest rates. The benefits of public projects (except in the cases of private land values or affected fixed private capital investments) are not marketable. However, among other things, market interest rates do represent the opportunity costs of public investments. Still, many citizens are concerned about the welfare of future generations; they may have a lower time preference rate. Human capital investments are directly analogous to public investment to produce non marketable public goods. Both are illiquid; both yield returns higher than market rates. This indicates the private rates of time preference for most citizens are high.     

Management as a professional discipline*

The nature of management as a discipline is problematic. Drawing on Aristotle’s concepts of poiesis and techne, it can however be seen as one of a class of professional disciplines such as medicine, law, engineering or teaching which are characterized by their instrumentality, contingency and processuality. These three attributes suggest three basic questions (What do managers do? What affects what they do? How do they do it?) which in turn yield a three‐dimensional model. While the contents of the model must be regarded as tentative, its form offers one way in which management can constitute itself as a discipline and re‐position itself within higher education. Questions arise in relation to the nature and status of the model, the segmented nature of management work, its varying internal/external focus and the locus of management decisions. However the model appears to provide a useful, heuristic framework within which practitioners can address specific, concrete problems and decisions.     

高等教育利用资本市场融资探析

虽然我国已经初步建立起高等教育的多渠道筹资体制,但目前依然存在高等教育经费的主渠道薄弱,结构不合理等诸多问题,导致政府财政压力过大,高等教育经费投入严重不足。要发展高等教育就必须充分利用市场的资源配置功能,扩大和调整现在筹资渠道,提高经费的使用效率。     

Higher education: marketing in a quasi‐commercial service industry

The UK Government is promoting widening participation and asking universities to develop their student intake of 18–30 year‐olds by 50 per cent by 2010. The financing of these changes is encouraging a marketing emphasis shift, as funding is reduced and alternative revenue methods sought. Traditional marketing of charitable educational institutions sought to ensure sufficient student enrolments for solely government‐funded core activities. Further marketing is now seen in quasi‐commercial activities. This paper investigates the need for a further marketing approach to satisfy these government policy changes. Using the comparative method, the paper looks at the complexity of the issues around US and UK higher education and their revenue value conflicts, marketing perspectives and, finally, the differences in perspectives and expectations between commerce and education. As the matter is current and ongoing, the main form of collecting evidence is through personal interview and recent media releases. Copyright © 2003 Henry Stewart Publications     

Institutional barriers to firm entry and exit: Case-study evidence from the Brazilian textiles and electronics industries

What are the main barriers to firm entry and exit in developing countries and how do they differ from barriers to firm operation and growth? How important is the institutional and regulatory framework in this respect? This paper examines such questions using case-study evidence from the Brazilian textiles and electronics industries. We find that not only these institutional barriers are high in Brazil but also that they seem to have risen since the early 1990s, and that their effects vary across sectors. We also provide evidence from a survey we carried out in 2005 suggesting that institutions are more important as barriers to entry than as barriers to firm operation and growth.     

民办高校办学特色培育中思政教育的核心价值研究

加强学生思政教育工作是确保我们任何一项事业取得成功的重要保证。它指引着我们的行动方向,确定着我们奋斗目标的正确航向,在推进我国当前教育事业尤其是民办高教事业的不断发展中发挥着越来越重要的作用。如何有效发挥思想道德教育工作在民办高校办学特色培育中的主导作用,推进民办高校和谐有序的可持续发展,这是一个必须引起我们高度重视的重大课题。     

Everyday Lives in Vertical Neighbourhoods: Exploring Bangladeshi Residential Spaces in Toronto's Inner Suburbs

In the Toronto Census Metropolitan Area (CMA), almost a third of the total housing stock is comprised of high‐rise apartment buildings. Not only do most new immigrants reside in these structures upon arrival, they often continue living here for a prolonged period, for a variety of interrelated economic and psychological reasons. It is therefore important to ask: How do these vertical structures affect the life worlds of the residents? What functions do these spaces perform? How do immigrants develop attachments to these spaces, and how do they make them their own? By drawing upon the experiences of 30 Bangladeshi immigrant households in Toronto's inner suburbs, I demonstrate that even though these vertical stacks are not conducive to frequent social interaction by design, the residents variously transform such functional spaces into unique ‘Bengali’ neighbourhoods that are filled with ambivalent feelings of hope and despair, imaginations of the future, becoming a place they can call home away from home.     

Exploring a New Kind of Higher Education with Chinese Characteristics

The future of China's system of higher education will depend on which aspects of its past are most highly valued. This article explores the history of higher education in China from its ancient academies to the modern Western‐influenced university. Although the May Fourth Movement of 1919 recommended the complete elimination of traditional elements in Chinese culture, the past century has revealed problems with the wholesale embrace of Western institutions. Modern higher education, based first on European models and later on American colleges and universities, has been a major part of the transformation of China in the past century. But cracks have appeared in the façade. The balance between tradition and innovation has been lost, students are being produced by universities like products of a factory assembly line, and college graduates often remain unemployed or underemployed for years after completing a degree. To remedy this condition, a number of reformers in China are looking to the past for answers. The article discusses both official and private experiments with “organic” educational programs that aim at creating well‐rounded persons, not merely students crammed with facts. A number of these new programs combine physical work with academic study as a reminder that life is a balance between mental and physical factors. More generally, the reform of modern education reclaims elements of the Chinese tradition that have been neglected, elements that recognize that education should ultimately aim at cultivating wisdom and not merely at accumulating knowledge.