No subject

<br>
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[Moderator&#39;s Note: The comment period ends tonight, after which Cristin=
a will have the opportunity to respond.]<br>
<br>
The =E2=80=9Cmarketization=E2=80=9D of higher education that Cristina illum=
inates, and that Bill Rees and other commenters reinforce, is especially ev=
ident in post-graduate, professional programs, e.g., business, law and medi=
cine. A number of mutually reinforcing conditions entrench the instrumental=
 view of such programs, that is, securing superior lifetime economic reward=
s in contrast to building an enlightened citizenry and sense of solidarity =
in support of the common good.<br>
<br>
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 wel=
l 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-g=
raduation is not only attractive, but also essential to repaying such onero=
us educational debt. Second, in such environments, HEIs have a vested inter=
est in high-income alumni whose donations contribute substantially to insti=
tutional endowments. Third, within advanced professional degree programs, t=
hose specialties associated with relatively high remuneration=E2=80=94corpo=
rate law, finance, surgical medicine=E2=80=94are often favored by both stud=
ents and HEI administrators, reinforcing the primacy of market-driven educa=
tion.<br>
<br>
Perhaps a starting point=E2=80=94admittedly incremental=E2=80=94for broaden=
ing the social consciousness of professional programs is mandatory public s=
ervice as part of MBA, J.D., and M.D. programs. This may take the form of b=
usiness 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 al=
l bear a responsibility to apply their skills for the betterment of communi=
ties well beyond the boundaries of those capable of paying for their servic=
es.<br>
<br>
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 undergraduat=
e levels. This dialogue tends toward deep skepticism that HEIs themselves c=
an, or will, serve as catalysts for self-transformation given the powerful =
forces that favor the status quo.<br>
<br>
But in the realm of HE, we cannot afford to submit to the pessimism about t=
he global future that pervades public discourse. Is it possible that one se=
gment 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=
?<br>
<br>
Allen White<br>
<br>
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Original Message<br>
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Transition Network [mailto:<a href=3D"mailto:gtnetwork at greattransition.org"=
>gtnetwork at greattransition.org</a>]<br>
Sent: Monday, May 30, 2016 2:15 PM<br>
White<br>
Higher Calling for Higher Education (GTN Discussion)<br>
<br>