Technology and the Broken Higher Education Cost Model: Insights from the Delta Cost Project

Autor/inn/en	Kirshstein, Rita; Wellman, Jane
Titel	Technology and the Broken Higher Education Cost Model: Insights from the Delta Cost Project
Quelle	In: EDUCAUSE Review, 47 (2012) 5, S.12-14 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-6619
Schlagwörter	Higher Education; Cost Effectiveness; Student Financial Aid; Technology; Outcomes of Education; Technology Uses in Education; Tuition; Information Technology; Colleges; Enrollment; Community Colleges; Two Year Colleges; Paying for College; School Buildings; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Technologie; Lernleistung; Schulerfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterweisung; Unterricht; Informationstechnologie; College; Hochschule; Fachhochschule; Einschulung; Community college; Community College; School building; Schulgebäude; USA
Abstract	Although U.S. higher education has faced numerous crises and dilemmas in its history, the situation in which colleges and universities find themselves at the moment is indeed different. Shrinking public subsidies coupled with historic rises in tuitions come at the same time that colleges and universities have been tasked to dramatically increase the number of individuals with postsecondary degrees. Additionally, many of these students need financial aid, putting further strains on the higher education system. The stratification between rich and poor institutions in their access to resources is also growing. These conditions make the current "cost model" under which higher education has typically operated no longer sustainable and have led to college and university leaders examining alternative ways to deliver both high-quality and affordable higher education. These alternatives incorporate technology and include access to distance-delivered education and services, a focus on learners' outcomes rather than inputs, and technologically sophisticated buildings and classrooms. Unless the use of technology--whether in instruction or in the operation of the institution--is guided by an understanding of higher education costs and cost structures, its use will not fix the problem of a broken higher education cost model. (Contains 1 figure and 11 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10