We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
Things are changing fast: Fast Times in Higher Ed. I believe that the old late-medieval model, designed for dedicated scholars, will survive but in small, elite places. It was never meant to be mass market.
In the medieval model, teaching was never a priority. The university was a guild to protect the "scholars" from normal civil duties. So it might survive, it won't be geared toward students or instruction. Wait, that is basically what we have now for the "dedicated" scholars who have grad students to teach their classes even if they are nominally the teacher.
Back in the day, when I took my degree, science students had to obtain a 'well-rounded' degree by taking arts courses. Needless to say, we were surrounded by arts majors, all of whom really WANTED to take these courses and who were not constrained by the reality of having to physically attend labs (another three hours per week per science course); presumably they had considerably more time to prepare. Needless to say, we science majors figured out which 'arts' courses would give us minimum hassle.
Did the arts students have to undergo the reverse: quite the contrary. All the 'science' courses mandated for arts students were quite specifically barred to science majors as in 'not meeting requirements' for continuing on as a science major in that field. Further, these 'science' courses had no lab requirements.
Net result: arts students could meet their 'science' requirements by attending special courses with the usual three-hour-per-week lectures and no labs, not to mention the advantage of having no other students in the class who were actually knowledgeable/interested in the subject. Science students, on however, already handicapped by the additional three-to-four-hour-per-week lab requirement per science course, had to compete in their arts requirement with majors who were passionate about the subject. The inequality rankled.
Fast forward to my offsprings, who faced the same issues. However, they became more creative. Remember particularly the science major who when, faced with a play he did not like by a Canadian icon, decided to be 'offended' by the way a minor character, of our background, was portrayed. It worked.
Related: Back in the '70s I had occasion to meet regularly with a UCLA engineering prof who was considered one of, if not the world's leading expert(s) on engineering curricula. He told of a study he did to try to determine why engineering students tended to favor certain "enrichment" courses over others. (At UCLA engineering students had to take something like 5 "enrichment" courses from a list of 20.) After running all the scholarly correlations he could think of, he finally correlated popularity of the "enrichment" course with how short a walk it was from the engineering department, and got a near perfect correlation.