We recently posted the report that Google is not particularly interested in interviewing American grads with college degrees.
The fact is that the meaning of Higher Ed has changed in the past 100 years in the US. In 1900, around 2% of Americans had BA degrees. That was a meaningful socio-cultural marker, but as the numbers now exceed 35%, and as even the most elite schools do not seem to know what their mission is, it no longer means very much more than a piece of paper required to manage a McDonald's store.
For a couple of decades, as BAs became commonplace, graduate degrees seemed to become more meaningful and popular as markers. Now, however, we are overrun with unemployed and marginally-employed MAs, PhDs, JDs, D. Divs, and MBAs with huge loans and no way to pay them off. And, assuming that MOOCs begin to take off thanks to the internet, there will be far less need for Profs.
Voegli has written a very important essay on the topic: The Higher Education Hustle
One quote:
How do all the other tenured, morally self-congratulatory educators live with the knowledge that many of their students, after having had their narrow certainties and provincial visions broken down, face years of indentured servitude? We can begin to understand by thinking of the 2,774 U.S. institutions that (as of 2010) grant bachelor's degrees as being in the credentials business rather than the education business. The Daily Beast's Megan McArdle, summarizing an interview with economist Bryan Caplan, points out that it's "actually fairly easy to get a Princeton education for free, as long as you don't want the degree: just walk in off the street and sit in on the classes. It's unlikely that a professor will kick you out, or even notice." No one does this, of course, since no matter how much you might have learned auditing courses, your degree-less self will fare no better in the job market than will the next autodidact.
Many students do the opposite, however: earning, or in any case receiving, college degrees after learning as little as possible. After all, writes McArdle, college students "cheer when class is cancelled. This makes no sense if the goal is accumulation of human capital. In no other business are customers excited to get less than they were promised."
Large public universities, where millions of Americans enroll, are especially conducive to the avoidance of intellectual exertion and achievement. As John Merrow, a journalist specializing in education, discovered in 2005 after investigating academic life at the University of Arizona, "learning seems to be optional." Many undergraduates, in the words of one administrator he interviewed, are "‘maze smart'—they have figured out what they have to do to get through: buy the book, find out what's going to be on the exam and stay invisible." Another spoke of the "mutual nonaggression pact," in which the professor gives the students high grades for mediocre work, and the students give the professor generous evaluations for indifferent teaching. As Arizona's dean of students acknowledged, "We have a lot of students whose motivation for coming here is to get a good job. They think, ‘How do I get the grades?' instead of trying to learn."
Like most of us Maggie's Farmers, I get my education now via a pre-MOOC. If you like to learn, that's what you do. It used to be called The Teaching Company, but now it's called Great Courses. Once you're hooked, you will never waste time on TV or movies again.
Books are good, too. Some students give it up after a paper credential, but some use it as a launching pad for a lifetime of curiosity and intellectual pursuits. In my view, the latter are the only ones deserving of a liberal arts education.
