No subject

Wed Jun 1 15:13:38 CEST 2016

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[Moderator's Note: The comment period ends tonight, after which Cristina
will have the opportunity to respond.]

The =E2=80=9Cmarketization=E2=80=9D of higher education that Cristina illum=
inates, and that
Bill Rees and other commenters reinforce, is especially evident in
post-graduate, professional programs, e.g., business, law and medicine. A
number of mutually reinforcing conditions entrench the instrumental view of
such programs, that is, securing superior lifetime economic rewards in
contrast to building an enlightened citizenry and sense of solidarity in
support of the common good.

Why is this the case? First, professional programs are costly=E2=80=94a two=
-year
MBA, a three-year law degree, or a six-year M.D. program may cost well over
$100,000 in the U.S. and other countries where higher education (HE) is
viewed primarily as a private good. The promise of high salaries
post-graduation is not only attractive, but also essential to repaying such
onerous educational debt. Second, in such environments, HEIs have a vested
interest in high-income alumni whose donations contribute substantially to
institutional endowments. Third, within advanced professional degree
programs, those specialties associated with relatively high
remuneration=E2=80=94corporate law, finance, surgical medicine=E2=80=94are =
often favored by
both students and HEI administrators, reinforcing the primacy of
market-driven education.

Perhaps a starting point=E2=80=94admittedly incremental=E2=80=94for broaden=
ing the social
consciousness of professional programs is mandatory public service as part
of MBA, J.D., and M.D. programs. This may take the form of business
advisory service to social enterprises, serving as public defenders in
disadvantaged communities, and obligatory clinical work in underserved,
low-income communities. The goal is to signal all young professionals=E2=80=
=94not
just the minority that already is socially-minded=E2=80=94that all bear a
responsibility to apply their skills for the betterment of communities well
beyond the boundaries of those capable of paying for their services.

In the longer term, however, we must ask who will be the agents of deeper,
transformational change in HEIs either at the post-graduate or
undergraduate levels. This dialogue tends toward deep skepticism that HEIs
themselves can, or will, serve as catalysts for self-transformation given
the powerful forces that favor the status quo.

But in the realm of HE, we cannot afford to submit to the pessimism about
the global future that pervades public discourse. Is it possible that one
segment of the HEI community can ignite transformational change that
Cristina and others advocate? The Great Transition speaks to the power of a
global citizens movement as the ultimate change agent. In the same spirit,
might a global students movement be a precursor to, and ally of, this grand
vision?

Allen White

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Original Message
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Transition Network [mailto:gtnetwork at greattransition.org]
Sent: Monday, May 30, 2016 2:15 PM
White
Higher Calling for Higher Education (GTN Discussion)