I’ve read about half of Kevin Carey’s The End of College and I’ve seen lots of the critiques of it in the education media, particularly in Inside Higher Ed. There’s this, this (which has a pretty decent bullet-point summary of the book), this (which is probably too polite), and this piece by Audrey Watters and Sara Goldrick-Rab. That Watters/Goldrick-Rab piece is probably my favorite because it is so biting and so extensively cited, though Kim thought it a little too “biting.” I commented on that article already. In any event, while my own reading of Carey is a “work in progress,” I thought I’d share two thoughts for now.
First, I am both bothered and puzzled by the attention Carey’s book is getting. I’m bothered because this book seems to be getting way WAY too much attention, and I’m puzzled by this because it seems to me the point he is making about “The University of Everywhere” is basically the same that the “Year of the MOOCs” bandwagon was making in 2012. If all this were new, I guess it might make sense; that it’s not new at all and it’s still getting great PR confuses me.
I referenced Carey’s book (well, indirectly because I ran out of time during the presentation) at the CCCCs, and I suspect I’ll be quoting from him if I ever get this MOOC book/sabbatical project together (knocking on wooden things). I see him figuring into the last chapter where I am imagining the future of MOOCs and whatever comes next, and the seemingly never-ending quest to make education cheaper by making it more “efficient” and by further distancing teachers from students and/or bypassing the teachers altogether. Here’s a long quote from my CCCCs talk that I didn’t get to read that gives you an idea about where I’m coming from about why I’m confused by the attention:
I think Carey is wrong in lots of different ways. I think he’s right that higher education spends too much money on football and fancy campuses, and there is no doubt that higher education costs too much money. But his assumption about the research/teaching balance being out of whack and the inability of professors to teach is at best an exaggeration. Carey talks about runaway costs, but as far as I can tell, he says little about how expenses have been driven up by rising administrator salaries and increased bureaucratic demands on everyone from outside stakeholders (assessment!). Further, he seems to think that the content that would be delivered electronically in the University of Everywhere is free as in “free beer,” that that work just magically happens.
But the reason why Carey’s argument matters is the same reason why the MOOC business got traction a few years ago: Carey is playing off the popular (and largely uninformed) view of college, that it’s far too expensive because professors don’t do anything to teach and they are getting paid too much to do something that appears to most people outside of academia to not actually be a job. Write a book about how higher ed needs to be reformed by improving government funding, eliminating administrative bloat, and by streamlining extracurriculars gets zero discussion and it sells 200 copies [and as an aside: I am afraid this is the book I am writing]. Write a book about how higher ed ought be run like Google and it gets covered by the New York Times and Fresh Air and lots of other places and it sells thousands. So even though the future of Carey’s “University of Everywhere” seems like an even more “risky business,” it’s similar to MOOCs in that we need to engage in the conversation.
The second (and more important and counter-intuitive) thing is about the “college costs too much” argument. Much of Carey’s book argues college as we know it needs to be completely retooled because it costs too much money, which is of course the conventional wisdom from most about higher education (including me). This is a rational observation. But here’s the thing: it seems to me most would be students and their parents don’t actually care that much about the costs. It certainly isn’t driving most decisions students make about where to go to college.