Showing posts sorted by date for query labor. Sort by relevance Show all posts
Showing posts sorted by date for query labor. Sort by relevance Show all posts

Tuesday, November 5, 2024

Questioning the Higher Education Establishment

"So that's how it is," sighed Yakov. "Behind the world lies another world." Bernard Malamud

The Higher Education Inquirer has published a number of articles about how US higher education works and the institutions, organizations, and individuals it serves. 

We have written about US higher education in a number of ways, discussing the history, economics, and underlying ideologies (e.g. neoliberalism, white supremacy) and theories making it what it is--an industry that reinforces a larger (and environmentally unsustainable) economic system and an industry that produces too many unneeded credentials--and soul crushing student loan debt. 

We have listed the myths that US higher education perpetuates and the methods it uses to disseminate them. We have examined a number of higher education institutions and their categories (including university hospitals, state universities, private colleges, community colleges, and online robocolleges). We have investigated several businesses associated with higher education, some nefarious, many profit driven, and a few (like TuitionFit and College Viability App) driven by integrity and values. And we have followed the struggle of labor and consumers. HEI has even created an outline for a People's History of US Higher Education.

But we haven't examined higher education as part of the establishment. Like the establishment that students of the 1960s talked about as something not to trust. The trustees, endowment managers, trustees, foundation presidents, accreditors, bankers, bond raters, CEOs and CFOs who make the decisions that affect how higher ed operates and who at the same time work to make consumers, workers, and activists invisible. 


To say we cannot trust US higher education administrators and business leaders may sound passe, or something that only extremists of the Left or Right might say, but it isn't, and more folks are seeing that

Examining US higher education needs to be assessed more deeply (like Craig Steven Wilder, Davarian Baldwin, and Gary Roth have done) and more comprehensively (like Marc Bousquet), and it needs to be explained to the People. It's something few have endeavored, because it isn't profitable, not even for tenure in some cases. 

Without our own sustainable business model, the Higher Education Inquirer will continue writing (and prompt others to write) stories significant to workers and consumers, the folks who deserve to be enlightened and who deserve to tell their stories. 

And as long as we can, the Higher Education Inquirer will ask the Establishment for answers that only they know, something few others are willing to do

Monday, November 4, 2024

Can the newly formed PA Board of Higher Education do much for the People?

In 2024, Pennsylvania has formed a state Board of Higher Education. Can the organization create value for all its citizens and improve the Quality of Life for Pennsylvanians, or is it just another layer of bureaucracy whose major role is to maintain the status quo? 

The Pennsylvania Board of Higher Education is composed of 21 members, representing postsecondary education, government, business, labor and students. Some schools like Penn State, Pitt, and Temple each have a representative. Other institutions, like the state's 15 community colleges and 10 PASSHE schools are represented by one person.

The University of Pennsylvania ($20.9 billion endowment and 1,085 acres of urban property), Carnegie-Mellon University ($2.7 billion and 157 acres of urban property), and other elite private schools are not represented and stand apart from the oversight.

What's the Mission?

There is no mention about how this new Board can make a difference. No progressive ideas or policies have been introduced other than that the organization seeks to ensure that there is no undue competition among the schools. 

Wealth and Want in PA Higher Education 

Pennsylvania has more than 150 colleges, universities, and technical schools. They are all connected by a harsh economic system that promotes increasing wealth and want. Pennsylvania's immense wealth is illustrated in a handful of elite and brand name colleges and universities primarily in and around its two major urban areas: Philadelphia and Pittsburgh. And wealth is demonstrated in their endowments and real estate holdings. 

  • University of Pennsylvania: $20.9 billion and 1,085 acres of urban property
  • Pennsylvania State University: $4.44 billion and 22,484 acres of property statewide
  • Carnegie-Mellon: $2.7 billion and 157 acres of urban property
  • Thomas Jefferson University: $2.3 billion and 100 acres of urban property
  • Swarthmore: $2.2 billion and 425 acres of suburban property
  • Lehigh University: $1.8 billion and 2350 acres of suburban property
  • Bryn Mawr College: $1.6 billion and 135 acres of suburban property
  • Villanova University $1.5 billion and 408 acres of suburban property
  • University of Pittsburgh: $1.1 billion and 132 acres of suburban property
  • Drexel University: $1.1 billion and 96 acres of urban property
  • Lafayette College: $1 billion and 340 acres of suburban property
  • Bucknell: $1 billion and 450 acres of suburban property
  • Duquesne University: $1 billion and 50 acres of urban property
  • Temple University: $750 million and 115 acres of urban property
  • Haverford University: $643 million and 216 acres of suburban property. 
  • Washington and Jefferson: $380 million and 60 acres of small-town property
  • Widener University: $90 million and 216 acres of urban property
  • The differences between life outside of Penn, Temple, and Drexel and other parts of Philadelphia (North and West Philly) are stark.  And the Philadelphia suburbs that include some of the elite schools are reflective of wealth, power, and prestige. Scenes of wealth and want are also apparent in and around Pittsburgh. 

    State universities outside of these urban and suburban areas, aside from College Park, have been declining for more than a decade. The Community College of Philadelphia, a career lifeline for the working class, has one of the lowest graduation rates in the US. The same goes for Harrisburg Area Community College. Pennsylvania also has Lincoln University and Cheyney University of Pennsylvania: two Historically Black Colleges and Universities that have been historically underfunded and serve as lasting symbols of resistance against white supremacy, an ideology still deeply embedded in Pennsylvania's society and economy.

    PA Economy: Growing Inequality and Rural Decline 

    Pennsylvania's economy is diverse yet unsustainable. It consists of traditional industries such as manufacturing and agriculture as well as healthcare, energy, technology, and education. Healthcare (reactive medicine) and energy (fossil fuels), in particular, are expensive for the state and expensive the planet. 

    The problems in Pennsylvania's higher education system extend beyond the schools represented in the new Board. These economic and social problems are persistent and worsening for the working class. Pennsylvania's population is stagnant, increasing slightly in urban areas and declining in rural areas. 

    There is also a demographic cliff with Baby Boomers reaching their 80s (and greater disability) and fewer children being born in the Commonwealth. Children living with Asset Limited, Income Constrained, Employed (ALICE) families is 41 percent.  

    Savage Inequalities in K-12 Education

    Pennsylvania has some of the widest education gaps in the country. A national study found Pennsylvania at the bottom of all states in school funding fairness. Among the 50 states, Pennsylvania ranked 49th in the Black-white opportunity gap, 50th in the Hispanic-white opportunity gap, and 49th in the gap between students from low-income families and their wealthier peers. 

    Unequal Wealth Distribution 

    Pennsylvania is one of the most unequal states in the country, with the top 1% of earners making 21.7 times more than the bottom 99%. 

    The richest people in Pennsylvania are Jeff Yass ($29B), Michael Rubin ($11.5B), Victoria Mars ($9.7B), Arthur Dantchik ($7.3B), Thomas Hagen ($5.2B), Jeff Lurie ($4.9B), Maggie Hardy ($4.1B), Mary Alice Dorrance Malone ($3.7B), John Middleton ($3.7B), and Thomas Tull ($2.9B). 

    The average income of the top 1% is $1,100,962, compared to $50,830 for the rest of the state. Income inequality in Pennsylvania has been worsening since the 1970s. The richest 5% of households have incomes that are 11.7 times larger than the bottom 20%. 

    Over half of Pennsylvania's wealth is concentrated in six counties: Montgomery, Allegheny, Bucks, Chester, Delaware, and Philadelphia. The wealthiest county is Chester, with a median household income of $104,161 in 2020. 

    Regressive Tax Structure 

    Pennsylvania has a flat tax rate of 3 percent, and its corporate tax rate is a flat 8.49 percent and falling. The combined state personal income tax and local earned income tax led to Pennsylvania having the 18th highest income tax burden. Pennsylvania ranked 25th for its total per capita property tax burden. New Jersey, New York, and Maryland had a higher tax burden in both comparisons.  

    Mass Incarceration for Social Control, Deaths of Despair

    Pennsylvania has the highest incarceration rate in the Northeast and the second highest rate in the country when including people on probation or parole. And its correctional system spends nearly $3 billion annually. Black adults make up 46% of Pennsylvania's prison population, even though they only make up 11% of the state's population. The flip side of the coin, deaths of despair (suicide, drug overdoses) are common among the working class in rural and urban areas.  

    Related links:

    "20-20": Many US States Have Seen Enrollment Drops of More Than 20 Percent 

    College Meltdown: NY, IL, MI, PA, VA hardest hit

    Saturday, November 2, 2024

    How College Destroyed the Labor Market (Damon Cassidy)

    Underemployment, low wage jobs, and bullsh*t jobs are an important part of the US economy. And the higher education system does not appear to have done much to change this depressing reality. While this video may represent a distortion of US history and society, it should not be ignored. Skepticism about higher education is real, and for good reason, especially for the working class. There are also good points made in this video, including the federal and corporate de-funding of vocational education and crushing student loan debt

    To understand what can be done, the US needs to look at what more progressive nations have done with education at all levels, and how education is tied to the larger economy and to Quality Of Life. Being able to reform the American system is a challenge, however, when vested interests (corporations and their government surrogates) work to keep the existing system of inequality and injustice in place.

    Related links: 

    The College Dream is Over (Gary Roth) 

    A People's History of Higher Education in the US 

    Student Loan Debt

    Wealth and Want

    Thursday, October 31, 2024

    Why the Higher Education Inquirer Continues to Gain Popularity

    The Higher Education Inquirer (HEI) continues to grow, with no revenues, no advertising, and no SEO help. And for good reason. HEI fills a niche for student/consumers and workers and their allies. It provides valuable information about how the US higher education system works and what folks can do to navigate that system. 


    We cover layoffs and union organizing and strikes in higher education, and we expose predators with some degree of risk-risk that other outlets often won't take. We take a stand on holding big business accountable and we side with struggling student debtors and their families. We question and interrogate higher ducation technology and credentialsAnd we dispel myths, disinformation, and hype. 

    We research documents of all sorts, including information from the US Department of Education, Securities and Exchange Commission, Department of Veterans Affairs, Department of Defense, Department of Labor, and Federal Election Commission

    The Higher Education Inquirer provides trustworthy information and expert opinions and analysis. Our list of authors is diverse and impressive, for many reasons. HEI treats our readers with respect. It gives students and workers a voice, accepting information and evidence from whistleblowers. And it allows for comments (including anonymous comments), comments that we value. 

    When others do accept our research, we appreciate it. HEI has been a background source for the NY Times, Bloomberg, Chronicle of Higher Education, ProPublica, Forbes, Military Times, the American Prospect, and several other outlets. We strive to be ahead of the learned herd.  


    Tuesday, October 29, 2024

    Seven of Higher Education's Biggest Myths (Glen McGhee)

    Several cultural myths and assumptions are deeply embedded in discussions about higher education and colleges as social institutions:

    The Myth of Meritocracy
    This pervasive myth assumes that higher education is a level playing field where students succeed purely based on their individual merit and hard work. However, this overlooks how socioeconomic background, cultural capital, and systemic inequalities significantly impact educational outcomes.

    The Access Myth
    This is the belief that simply increasing access to higher education will solve social inequality and lack of economic mobility. While education can create opportunities, it is not a silver bullet for addressing broader structural issues of poverty and labor conditions. Access for the rich is absolutely there, through legacy admissions.  The Varsity Blues (aka College Admissions Scandal) also showed how people could get into elite colleges if they were willing to pay for it.

    The Myth of Neutral Education
    There's an assumption that education can be politically and ideologically neutral. However, all educational systems reflect certain values, power structures and cultural assumptions. The idea of a purely objective curriculum is itself a myth.

    The Myth of Free Speech and Assembly
    Universities are not bastions of free speech, and student protesters this year learned that the hard way, being detained, arrested, and expelled for their efforts. Universities like UCLA have done even more to constrain protests, limiting assembly to tiny free speech zones. Presidents are afraid to challenge trustees, and with some notable exceptions, teachers and staff are unwilling to speak truth to power. Students, too, are afraid that their grades may be affected if they challenge their professors.   

    The Myth of the University as a Benevolent University
    Often, universities are portrayed as benevolent institutions solely focused on the betterment of society.  In reality, higher education institutions are deeply embedded in and influenced by broader societal forces and economic pressures, including pressure from university trustees and major donors. Also, elite universities have for centuries used their power and resources to take land from those with less power.  
     
     
    The Myth of the Rational Student: The assumption that students are rational actors who make informed decisions about their education often ignores the impact of social, economic, and cultural factors. In addition to marketing and advertising, many students are influenced by family expectations, peer pressure, and societal norms, which can shape their choices.

    The Economic Imperative Myth
    This is the belief that the sole purpose of higher education is to prepare students for the job market and increase their earning potential.  This myth is understandable given the vast number of underemployed college graduates.  

    This myth prioritizes economic outcomes over other valuable benefits of a college education, such as personal growth, critical thinking skills, and civic engagement.And it can lead to a decline in the quality of education, as colleges prioritize marketable programs, even if they don't align with students' skills, abilities, or interests.
     
    Overemphasizing economic outcomes can exacerbate existing inequalities. Students from low-income backgrounds may feel pressured to choose majors perceived to be financially lucrative, even if they are not their first choice. This can limit their educational and career opportunities in the long run. 
     
    Advocates for a broader view of higher education argue that colleges should prioritize a well-rounded education that prepares students for a variety of life paths. This includes developing critical thinking skills, fostering creativity, and promoting social justice.

    Thursday, October 10, 2024

    University of Phoenix: Training Folks For Robowork

    The Higher Education Inquirer has published a number of articles on robocolleges, robostudents, and robowork, noting that the University of Phoenix has been a pioneer in the evolution of making humans more machine-like (or in science fiction terms, cyborgs). This is an evolution that spans more than a century, with Frederick Taylor and his Scientific Management of Work and Clayton Christensen's Theory of Disruptive Innovation.

    More recently, we have posted articles on artificial intelligence and the dehumanization of society, including futuristic work by renowned sociologist Randall Collins

    The University of Phoenix, in the present, has taken another step in this profit-making dehumanization process, formal online customer service training for the international workforce. According to the University of Phoenix, customer service is in high demand globally, and UoPX offers a convenient series of professional development trainings for making human skills more efficient. It's not known how many humans are involved in teaching or content creation. What we do know is that the University of Phoenix relies on little human labor, with an average student-teacher ratio of 110 to one

    What are your thoughts on this training program? And how does type of online education and tech work bode for humans and humanity?  

    Related links:

    Wealth and Want Part 4: Robocolleges and Roboworkers (2024)

    Robocollege Update (2024)

    New Data Show Nearly a Million University of Phoenix Debtors Owe $21.6 Billion Dollars (2024)

    University of Phoenix and the Ash Heap of Higher Ed History (2023)

    How University of Phoenix Failed. It's a Long Story. But It's Important for the Future of Higher Education (2022) 

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