Historical Dimensions of the “Cost Disease” in US Higher Education, 1870s–2010s

2017 ◽  
Vol 42 (1) ◽  
pp. 29-55
Author(s):  
Bruce A. Kimball ◽  
Jeremy B. Luke
Keyword(s):  
Higher Education ◽  
National Income ◽  
The United States ◽  
Formative Period ◽  
Historical Research ◽  
Productivity Cost ◽  
Cost Disease ◽  
Personal Services ◽  
The 1960S ◽  
The Cost

Among explanations for the escalating cost of higher education in the United States, two economic theories predominate: the revenue theory of cost and cost disease theory. Since its formulation in the 1960s, distinguished economists have concluded that cost disease theory has convincingly been proven to explain cost escalation in higher education. This article examines three historical dimensions of the cost disease in higher education from the 1870s to the 2010s. First, we explain how the scholarship on the cost disease in higher education has developed over the past 50 years. Second, we concurrently analyze the historical data and the reasoning presented by economists in support of the view that cost disease theory explains cost escalation in higher education. This analysis concludes that the scholarship over the last 50 years provides little validation for that explanation. Finally, we present historical research on cost trends in US higher education from 1875 to 1930. This formative period in US higher education witnessed enormous growth in the national economy. Due to the growth in productivity, cost disease theory would expect costs in higher education, a personal services industry, to rise sharply relative both to costs generally and to the national income. But this historical research reveals that the per capita cost of higher education grew very slowly over this period. These findings consist with our analysis of cost disease scholarship. We therefore conclude that there is little validation that cost disease theory explains cost escalation in US higher education from the 1870s to the 2010s, though it may explain some periods within that span.

scholarly journals Avanços e limites na historiografia da legislação urbanística no Brasil

2001 ◽  
pp. 33 ◽  
Author(s):  
Sarah Feldman
Keyword(s):  
United States ◽  
Urban Development ◽  
Public Administration ◽  
Legal System ◽  
The United States ◽  
Historical Research ◽  
Recent Developments ◽  
History Of ◽  
The 1960S

Este trabalho tem por objetivo analisar a produção recente no campo da história da legislação urbanística no Brasil, procurando detectar avanços e limites para a reflexão sobre desenvolvimento urbano e práticas urbanísticas. O texto organiza-se em três eixos analíticos. Em primeiro lugar, procura-se situar os trabalhos no processo de disseminação de estudos da história urbana no Brasil, vinculando-os ao movimento de ampliação do território da história que ocorre na Europa e nos Estados Unidos, a partir dos anos 60, com a chamada História Nova. Em segundo, baseado em um panorama da produção recente, são detectadas as vertentes dominantes e emergentes nos trabalhos sobre legislação. Em terceiro, são discutidos dois aspectos que se configuram como lacunas na historiografia da legislação: o lugar ocupado pelas normas, a partir do momento em que idéias e práticas urbanísticas têm um espaço institucionalizado na administração pública; e o lugar dos pressupostos modernistas na legislação brasileira, visto que o movimento modernista formula a proposta de um novo sistema legal para o urbanismo.Palavras-chave: legislação urbanística; história; movimento moderno. Abstract: This paper analyses recent developments in the history of Brazilian urban legislation, pointing out the progress made and limits faced, as a basis for reflection in the debate on urban development and planning practice. The analysis is divided into three parts. The first relates the dissemination of urban historical research in Brazil to the expansion of the field of history which began in the 1960s with the "New History" movement in Europe and the United States. The second part sets out the dominant and emerging approaches to urban legislation. Finally, there is a discussion of two aspects that are seen as gaps in the history of urban legislation: the role of norms, as the ideas and practices of urban planning become institutionalised within public administration, and the influences of modernist ideas on Brazilian urban legislation, taking into account that the modern movement proposes a new legal system for urban planning.Keywords: urban legislation; history; modernist movement.

scholarly journals (In)Essential Bordering: Canada, COVID, and Mobility

2021 ◽  
pp. 23-43
Author(s):  
Audrey Macklin
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Economic Integration ◽  
Migrant Workers ◽  
Food Production ◽  
The United States ◽  
Global Spread ◽  
Settler Society ◽  
The Cost

AbstractThe global spread of Covid-19 not only disrupted transborder movement. In many (if not most) states, stasis and closure became the default norm at and within borders. This, in turn, generated exceptions organised around an idea of ‘essential’ entry. The category of ‘essential’ was produced, revised, and represented through the interaction of pandemic-driven exigencies and nationally-specific articulations of the legal, political, and economic priorities and constraints in play. To understand how the admission into Canada of certain people was accepted as legally, economically, and/or politically essential, one must take account of Canada’s character as a settler society and its economic integration with the United States. Other relevant considerations are the growing dependence on migrant workers to subsidise the cost of food production for Canadian agribusiness, and on international students to subsidize the cost of higher education for nationals.

scholarly journals Higher Education Finance Between Ghana and the United States

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Alfred Acquah
Keyword(s):  
Higher Education ◽  
United States ◽  
Education Finance ◽  
The United States ◽  
Higher Education Finance ◽  
Public Institutions ◽  
Access To Higher Education ◽  
Low Socioeconomic ◽  
Education Enrollment ◽  
The Cost

Over the years, there has been a tremendous increase in enrollment in higher education as well as the cost of attendance. This article comparatively analyzes the higher education finance between the United States of America (U.S.A.) and Ghana, taking into consideration the goals of higher education, enrollment and expenditure, and the various sources of finance available to students in both countries. The source of education finance between both countries is examined through the lens of neoliberalism, which prioritizes capitalism, free trade, and market in public institutions, specifically higher education. While there are disparities in the financing of higher education in both countries, there is a similarity in the limited access to higher education and funding by students from low socioeconomic backgrounds.

scholarly journals Developing strategic learning alliances: partnerships for the provision of global education and training solutions

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Michael Crock ◽  
Gordon Joughin ◽  
Pamela Edwards ◽  
David Curtis
Keyword(s):  
Higher Education ◽  
Global Education ◽  
Higher Education Institutions ◽  
Supply And Demand ◽  
The United States ◽  
Strategic Learning ◽  
Steady Growth ◽  
Fiscal Restraint ◽  
The Uk ◽  
The Cost

The nature of higher education institutions is changing, primarily as a result of reduced government financial support for the sector. Fiscal restraint towards education funding has been observed in Australia, New Zealand, the United States, Canada, the UK and much of Europe. There has been steady growth in demand for higher education but reduced capacity by governments to fund it. Increasingly, students are required to contribute to the cost of their own education. Although these trends are problematic for higher education institutions that have been reliant previously upon government funding, it has also created an opportunity for those that are able to fill the gap between supply and demand for higher education services.DOI:10.1080/09687760108656778 

The Changing Profile of College Access: The Truman Commission and Enrollment Patterns in the Postwar Era

2007 ◽  
Vol 47 (3) ◽  
pp. 302-327 ◽  
Author(s):  
Dongbin Kim ◽  
John L. Rury
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Postsecondary Education ◽  
The United States ◽  
Popular Participation ◽  
Enrollment Patterns ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
Participation In Higher Education

The 1947 President's Commission on Higher Education, popularly known as the Truman Commission, offered a remarkable vision, one of an expansive, inclusive and diverse system of postsecondary education in the United States. It appeared just as hundreds of thousands of former GIs poured onto the nation's campuses, taking advantage of a little heralded program to provide tuition and other benefits to veterans of the recently concluded World War II. As it turned out, both of these events signaled the beginning of a remarkable period of expansion in higher education. The postwar years have been described as the third great period of growth in the history of American education, a development that took decades to unfold. While the Commission suggested that nearly half of the nation's youth could benefit from collegiate education, it limited its projections to just thirteen years (to 1960). In fact, it took more than twice as long to approach such high levels of popular participation in higher education, and the most dramatic growth occurred in the 1960s and 1970s. In other respects, however, the President's commissioners' projections for change in enrollment patterns look remarkably prescient in retrospect. Even if they missed the timing of college growth and the significant role women played in it, their report still managed to anticipate a very broad process of change. By 1980 the collegiate student population had come to embody much of the inclusiveness and diversity that they had envisaged some thirty-three years earlier.

Counseling in Schools

Education ◽  
2016 ◽  
Author(s):  
Carol Holliday ◽  
Colleen McLaughlin
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Young People ◽  
The United States ◽  
Social And Emotional ◽  
Client Group ◽  
Wide Range ◽  
Assessment And Testing ◽  
The 1960S ◽  
Counseling And Guidance

This bibliography addresses counseling in schools involving young people up to age eighteen and excluding higher education. We acknowledge that the transition between school and higher education can be an issue, but this is not addressed in this bibliography. Counseling in schools has been occurring formally in many countries and has been present in different forms and with different time scales. In the United States, school counseling began at the beginning of the 20th century with a focus on vocational guidance, and in the United Kingdom it began in the 1960s with a very person-centered emphasis. There are different emphases and models in different countries. Counseling in schools parallels the development of counseling in general and owes much to the original thinkers and practitioners of counseling, such as Carl Rogers, but it has developed particular ways of working with children and young people and current approaches owe much to the theoreticians and practitioners who developed working through play and the arts, such as Virginia Axline. There are different theoretical stances, as in other forms of psychotherapy. Counseling is similar to psychotherapy, and there have been attempts to distinguish it from psychotherapy by emphasizing that psychotherapy is concerned with “maladaptive responses and patterns associated with psychological disorders” (see the Oxford Bibliographies article Psychotherapy for more information), while counseling is concerned with problem solving and helping clients to make positive changes to their lives. Many debate this distinction or whether there is one. The section Definitions and Concepts explores this further. Counseling as a formal process can be found in every continent of the world, and the Western models have been highly influential, although there are moves to rediscover and reclaim more indigenous forms of counseling. Counseling activities include a wide range of helping forms and have different emphases within different contexts. They include vocational counseling and guidance; psychological assessment and testing; psychotherapeutic interventions; problem solving; a curriculum element for personal social and emotional learning, or a guidance curriculum; working or liaising with parents and caretakers, and with other professionals and teachers—all focusing on the personal issues of young people. The role titles of those who work in schools vary, too, from counselor to guidance officer, guidance counselor, and psychotherapist. There has been a recent upsurge in empirical research into the nature of the approaches, the effectiveness of various interventions and approaches, the nature of the client group, and the outcomes of counseling in schools.

scholarly journals Cost-savings achieved in two semesters through the adoption of open educational resources

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
John Levi Hilton III ◽  
T. Jared Robinson ◽  
David Wiley ◽  
J. Dale Ackerman
Keyword(s):  
Higher Education ◽  
Student Loans ◽  
Cost Savings ◽  
The United States ◽  
Open Educational Resources ◽  
Educational Resources ◽  
High Quality ◽  
The Cost ◽  
Quality Learning ◽  
To Receive

<p>Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive high-quality learning materials at little or no cost to students. We report on the cost savings achieved by students at eight colleges when these colleges began utilizing OER in place of traditional commercial textbooks.</p>

A “Dying Light” or a Newborn Enlightenment: Religion and Higher Education in the Twenty-First Century

2005 ◽  
Vol 45 (3) ◽  
pp. 454-460 ◽  
Author(s):  
Mark Schwehn
Keyword(s):  
Higher Education ◽  
United States ◽  
Research University ◽  
The United States ◽  
History Of Higher Education ◽  
Positive Role ◽  
American University ◽  
Overall Design ◽  
History Of ◽  
The 1960S

During the 1980s, when I first began to study the nature and the history of higher education in the United States, I relied quite heavily upon Laurence R. Veysey's The Emergence of the American University, Given my own particular interests, as much personal as they were professional, in the relationship between religion and higher learning, I found myself constantly returning to Veysey in preference to other syntheses for a densely textured, lucidly written, always thoughtful account of the change from a largely Christian network of mid-nineteenth century colleges to a system of higher education dominated by the secular research university. Veysey's account has by now been largely superseded, especially after the 1980s, in part by histories that, unlike Veysey's, maintain close attention to religion, both during the period that he focused upon and beyond it up to at least the period during which he wrote his book (the 1960s). Even so, both in its details and in its overall design, The Emergence of the American University has proven to be remarkably durable, some of it quite prescient, and I believe that it can still be profitably used to consider what positive role, if any, religion might play in strengthening the character of higher education in the United States today.

Demonstrating Nutrient Cost Gradients: A Brooklyn Case Study

2014 ◽  
Vol 84 (5-6) ◽  
pp. 244-251 ◽  
Author(s):  
Robert J. Karp ◽  
Gary Wong ◽  
Marguerite Orsi
Keyword(s):  
Low Income ◽  
Energy Content ◽  
Food Selection ◽  
The United States ◽  
United States Department ◽  
Micronutrient Deficiencies ◽  
Caloric Density ◽  
Low Income Families ◽  
The Cost ◽  
The Impact

Abstract. Introduction: Foods dense in micronutrients are generally more expensive than those with higher energy content. These cost-differentials may put low-income families at risk of diminished micronutrient intake. Objectives: We sought to determine differences in the cost for iron, folate, and choline in foods available for purchase in a low-income community when assessed for energy content and serving size. Methods: Sixty-nine foods listed in the menu plans provided by the United States Department of Agriculture (USDA) for low-income families were considered, in 10 domains. The cost and micronutrient content for-energy and per-serving of these foods were determined for the three micronutrients. Exact Kruskal-Wallis tests were used for comparisons of energy costs; Spearman rho tests for comparisons of micronutrient content. Ninety families were interviewed in a pediatric clinic to assess the impact of food cost on food selection. Results: Significant differences between domains were shown for energy density with both cost-for-energy (p < 0.001) and cost-per-serving (p < 0.05) comparisons. All three micronutrient contents were significantly correlated with cost-for-energy (p < 0.01). Both iron and choline contents were significantly correlated with cost-per-serving (p < 0.05). Of the 90 families, 38 (42 %) worried about food costs; 40 (44 %) had chosen foods of high caloric density in response to that fear, and 29 of 40 families experiencing both worry and making such food selection. Conclusion: Adjustments to USDA meal plans using cost-for-energy analysis showed differentials for both energy and micronutrients. These differentials were reduced using cost-per-serving analysis, but were not eliminated. A substantial proportion of low-income families are vulnerable to micronutrient deficiencies.

Sign in / Sign up

Export Citation Format

Share Document