regard,50 as do certain associated publications in this space, such as Make Space,51 which provides excellent guidance on classroom setup, maker spaces, etc.
Reduce Tuition & The Time Spent Obtaining a Bachelor’s Degree
The cost of a college education continues to rise. “The average cost of attendance for a student living on campus at a public 4-year in-state institution is $26,027 per year or $104,108 over 4 years. Out-of-state students pay $27,091 per year or $108,364 over 4 years. Private, nonprofit university students pay $55,840 per year or $223,360 over 4 years.”93 This means that, over time, “the average cost of college has more than doubled in the 21st century, with an annual growth rate of 2% over the past 10 years.”52
But these costs become even more disconcerting when a person realizes the time spent obtaining a degree is also increasing. For example, “while the majority of college students in the United States used to take between four and five years to earn the 120 credits required to graduate with their bachelor’s degree, it has since become more common for undergraduates to take six years to finish.”53
Considering the discussion removing administrative bloat, tenure, professionalized sports, and other programs mentioned, it would seem plausible that tuition could be significantly reduced. Equally, by creating new pathways involving high school and community college students, online instruction, and certification, it would also seem plausible that time spent obtaining a degree could be significantly reduced as students would not have to work full- or part-time simply to afford a college education.
Finally, colleges and universities should explore new funding models. For example, colleges and universities could cap tuition costs at an annual rate across a four-year period. This would allow parents and students to better understand not only what their true investment will be across those four years but what their return on investment should be. Equally, colleges and universities might consider offering up life-long learning at a base fee: any person could obtain a degree, and then return across their lifetime to take courses at no additional costs. This would offer the opportunity for building a greater sense of community across decades, as well as vest potential supporters and donors with institutional success.
Moving Beyond Traditional Models to Reconfigure Teaching & Learning Communities
Even small, isolated but well-endowed liberal arts colleges who have a particular brand will no longer be exempt from the demographic, economic, or social forces coming at them; nor will they be able to rely solely on their brand. Even brands need to be revisited and renewed, because, as everyone knows, the best way to kill a brand is to ignore it.
Implications
There is little doubt demographic, economic, and societal influences will force a change in how higher education is structured and operated. Yes, some colleges and universities will be able to limp along for a decade or so; but, often, those colleges who choose not to address changing demographic, economic, and social influences will find their fate determined four or five years before the end actually comes
So, whether a public or private institution, the first thing colleges and universities must do is address the realities they confront. To do this, they must revisit their mission by considering contemporary fiscal and cultural environments so to determine not only if their mission remains relevant but whether current practices
support sustainability.
And when revisiting their mission, it would be wise for institutional leaders to reach outside their immediate cabinets and staff who would have a vested interest in maintaining the status quo. Reaching out to experts within the public
or private sectors who have knowledge of the
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