Wealth and Want Part 4: Robocolleges and Roboworkers

The rise of online-only education has been a double-edged sword. While it has expanded access to higher education, it has also introduced a new breed of institutions (robocolleges), students (robostudents), and workers (roboworkers). These accredited online universities are for-profit, non-profit, secular, and Christian, but the all share similar characteristics. 

Robocolleges prioritize profit over pedagogy, churning out ambitious and busy working-class professionals in fields like education, medicine, and business--and hundreds of billions of dollars in student loan debt. These schools include Southern New Hampshire University, Grand Canyon University, Liberty University Online, University of Maryland Global, University of Phoenix, Purdue University Global, University of Arizona Global Campus, Walden University, Capella University, and Colorado Tech.  A list of America's largest robocolleges is here.

The Robocollege Model

Robocolleges are characterized by their reliance on technology to deliver education at scale. They often employ automated systems for course content delivery, student assessment, and even faculty interaction. While this can reduce costs, it can also lead to a dehumanized and impersonal learning experience.

• Aggressive Marketing and Recruitment: Robocolleges often employ aggressive marketing tactics to attract students, including misleading advertisements and high-pressure sales techniques. These tactics can lead students to make hasty decisions without fully considering the financial implications of their enrollment.
• High Tuition Costs: Robocolleges typically charge significantly higher tuition rates compared to public and nonprofit institutions. This is often justified by claims of providing a superior education or specialized programs, but the quality of education may not always align with the cost.
• Lack of Faculty Interaction: Many robocolleges rely heavily on pre-recorded lectures and automated feedback systems. This can deprive students of the valuable mentorship and guidance that comes from interacting with experienced faculty.
• Shallow Curriculum: To maximize enrollment and revenue, robocolleges may offer overly broad or superficial curricula. This can result in graduates who lack the depth of knowledge and critical thinking skills required for professional success.
• Focus on Quantity Over Quality: Robocolleges often prioritize churning out graduates rather than ensuring their academic excellence. This can lead to a decline in standards and a dilution of the value of their degrees.
• Limited Academic Support: Robocolleges may have fewer resources and support services compared to traditional institutions, which can make it difficult for students to succeed academically. This can result in increased dropout rates and prolonged time to graduation, leading to higher overall costs.
• Poor Job Placement Rates: Graduates of robocolleges may struggle to find employment in their chosen fields or secure jobs that pay enough to justify the high cost of their education. This can make it challenging to repay student loans, especially if the loans are based on the expected earning potential of the degree.

The Impact on Professional Fields

• Education: Substandard educators can harm students' learning outcomes and contribute to a cycle of educational inequality.
• Medicine: Substandard medical professionals can pose a serious risk to patient safety and health. 
• Business: Graduates from robocolleges may lack the practical skills and business acumen needed to succeed in the competitive job market. 
• Government: Graduates may lack essential interpersonal skills like communication, negotiation, conflict resolution, and team building.  
  
  

 

Consequences of Student Debt on Roboworkers:

• Delayed Major Life Milestones: Student debt can delay major life milestones such as buying a home, starting a family, or pursuing further education.
• Financial Stress and Anxiety: The burden of student debt can lead to significant financial stress and anxiety, impacting overall well-being.
• Limited Economic Mobility: High levels of student debt can limit economic mobility, making it difficult for individuals to achieve their financial goals and improve their standard of living.
  

Addressing the Problem

To address the issue of substandard professionals produced by robocolleges, several measures can be taken:

• Increased Oversight: Regulatory bodies should strengthen oversight of online institutions to ensure they meet minimum quality standards.
• Transparency: Robocolleges should be required to disclose their faculty qualifications, course delivery methods, and student outcomes.
• Accreditation Reform: Accreditation standards should be updated to reflect the unique challenges and opportunities of online education.
• Consumer Awareness: Students should be made aware of the potential risks of enrolling in robocolleges and encouraged to research institutions carefully.

While online education can be a valuable tool, it is essential to hold institutions accountable for the quality of education they provide. By addressing the shortcomings of robocolleges, we can ensure that online learning continues to be a force for positive change in higher education.

Related links:

Robocollege Update (2024)

Robocolleges, Artificial Intelligence, and the Dehumanization of Higher Education (2023)

AI-ROBOT CAPITALISTS WILL DESTROY THE HUMAN ECONOMY (Randall Collins, 2023)

Guild Education: Enablers of Anti-Union Corporations and Subprime College Programs (2021)

The Growth of "RoboColleges" and "Robostudents" (2019)

The Higher Education Assembly Line (2019)