Since the mid-1980s, the costs of higher education in America have steadily shifted from the taxpayer to the student and family. As state funding has dwindled, colleges and universities have sought to fill these gaps through a variety of avenues, including philanthropy and research support, but the area of highest growth has been tuition.
The share of institutional budgets provided by tuition increased from 22% in 1985 to 36% in 2005. As state budgets slip further into structural deficit, there is no reason to think this trend will reverse itself.
Daniel Hamburger is President and Chief Executive Officer of DeVry Inc.
Hamburger joined DeVry in 2002 as Executive Vice President, responsible for DeVry's online operations and Becker Professional Review. He was named President and Chief Operating Officer in 2004, and Chief Executive Officer in 2006.
William E. Kirwan, Chancellor of the University System of Maryland since August 1, 2002, is a nationally recognized authority on critical issues shaping the higher education landscape.
He served as President of Ohio State University for four years (1998-2002) and President of the University of Maryland, College Park for 10 years (1988-1998). Prior to his presidency, he was a member of the University of Maryland faculty for 24 years.
Professor Levin assumed the Yale presidency in 1993. He is the longest serving Ivy League president and widely considered a leader of American higher education.
One of his priorities has been the internationalization of the university with particular emphasis on China. Yale was chosen to sponsor two programs in China, one for presidents of China's leading universities, and another for senior Chinese government officials to study outside the country.
A distinguished economist, President Levin was previously Chair of Yale's Economics Department, and holds honorary degrees awarded by Peking, Harvard, Princeton and Oxford Universities as well as an honorary professorship from Fudan University. He has also served on Presidential Commissions reviewing the U.S. Postal Service and the effectiveness of U.S. intelligence operations.
Gail O. Mellow is President of Fiorello H. LaGuardia Community College in Long Island City, New York.
A social psychologist with extensive experience in higher education, Dr. Mellow was appointed president of LaGuardia Community College in August of 2000. She has served in various capacities at community colleges in Maryland, Connecticut, New York, and New Jersey: as adjunct faculty, tenured faculty, academic dean, provost, and president. In addition, she was the director of the Womens Center at the University of Connecticut and the director of the Project on Women and Technology.
Ray Suarez joined The NewsHour in October 1999 as a Washington-based Senior Correspondent. Suarez came to The NewsHour from NPR where he had been host of the nationwide, call-in news program "Talk of the Nation" since 1993. Prior to that, he spent seven years covering local and national stories for the NBC-owned station, WMAQ-TV in Chicago.
Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. They also include teacher-training schools, community colleges, and institutes of technology. At the end of a prescribed course of study, a degree, diploma, or certificate is awarded. See alsocontinuing education.
Don't forget that the traditional model of education in large part only exists because we never had the tools to do it any different. It was NEVER the true ideal.
With the Internet we can say that the traditional model of education is outdated. Tertiary education (and virtually all education in fact) should evolve *parallel* with the individual. So, as you move through your career over time, you aquire knowledge and education alongside your training but only when and as required. In other words education can and should lean closer to the apprentiship model - not the institutional model that we are so familiar with.
The apprentiship model is far more efficient because the material is learnt in a natural way and in context (you don't really learn what you "learn" until you work with what you learn); and there is no unnecessary learning that is not really relevant.
Those old universities -and the degree and diploma system included- are an ancient tradition well past their use-by date. Unfortunately universities are not in the business of going out of business, so they will use their established inertia to fight and sadly therefore delay the inevitable change into a fluid and truely demand-responsive form of educational process.
"Safe" debates like what has been presented here are, I believe, an example of preserving a university-focused educational establishment. The truth is we can now do much, much better.