The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market (review)

Wanted: Flexible, focused leaders to direct the future of higher education. Must not succumb to believing existing rhetoric or have egotistical views of current state. Must be able to rise above corporate influence to maintain society's best interests. Candidates should hold student learning and attainment in high regard. Narrow-minded and uncommunicative people need not apply.

An employment ad such as this, of course, would never exist. But in a broad sense, it seems to capture some of the traits of good higher education leaders highlighted in The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market. The authors, Frank Newman, Lara Couturier, and Jamie Scurry, who are part of the Futures Project, provide a summary of their findings from three years of research on higher education. Throughout the book, the authors share their view that American higher education must place greater emphasis on student learning and rebuild its compact with the public. If the academy successfully accomplishes these two goals, then colleges and universities will more clearly demonstrate accountability and simultaneously earn greater autonomy.

The authors suggest that adopting some of the properties of a market-based structure could benefit the existing design of the traditional institution. Market forces for higher education include access, quality, price, intense competition, and relatively inelastic demand. Policies need to be established that will enhance the positive aspects of the market system and protect higher education from the negative consequences. Those with resources usually receive the benefits of the market forces, and the authors stress that institutions must be diligent in focusing on the public good. Strategic planning efforts, while remaining dynamic and flexible, must account for higher education's competitive market and articulate its commitments to society.

The Futures Project has identified seven areas that need to be addressed by higher education:

• • accepting the responsibility of student learning

• • moving from access to attainment

• • addressing efficiency and productivity

• • supporting elementary and secondary education

• • reducing conflict of interest

• • serving as society's critic

• • rebuilding political involvement

The authors maintain that institutions of higher education need to do a better job of assessing student learning and focus more on helping disadvantaged students reach attainment. Institutions must analyze their budgets to find ways to save money, and universities should join forces with the business community to support education at all levels. Colleges and universities that acquire funds from the corporate sector have to be careful not to be "bought," thus selling out their ability to correctly and completely report the findings of research. Questions have also been raised regarding the freedom of university presidents to candidly voice their opinions about societal issues, because of fear of offending donors. Last, institutions should encourage students to vote and to be involved citizens.

Research generally indicates that employers do not place the greatest emphasis on content knowledge; rather, employers desire active learners who can solve ill-structured, real-world problems. One way to nurture such skills is through a renewed emphasis on student learning. Rather than blaming students for the fact that we are "a nation at risk," "learning-focused" colleges and universities should move from denial to acceptance of responsibility for student learning. By developing clear strategic plans that place paramount importance on student learning and adopting mission-driven assessment efforts, colleges can articulate clearly defined outcomes for student learning, afford students the opportunity to participate in a diverse array of learning experiences, and provide mechanisms to ensure institutional effectiveness and continuous improvement.

The authors warn of the dangers of the new era of competition. Institutions are grasping for students, funding, and prestige in an intense, competitive environment that has been created by the increased dependence on market forces and decreased dependence on regulation. Rather than adopting strategies that promote access with completion and foster the public good, many institutions are intensely focused on climbing in the published rankings. The...