As House and Senate committees hold hearings and the Education Department rewrites its regulations for private colleges, public policymakers must consider the unprecedented changes and challenges in higher education.
Yes, the traditional model of full-time, on-campus education for 18-to-22-year-old students has served our nation well. But four transformative trends are stimulating and demanding change — and public policies should encourage, not stifle, innovation.
First, there is a growing demand for educational programs from Americans of all ages, especially those who do not have the time or money to be full-time students at traditional colleges and need a different model.
Second, there are rapidly evolving structures and delivery systems for higher education, largely driven by innovations in technology and communication. Online courses allow institutions to operate on a national, even global, scale. Traditional colleges and universities are expanding their online offerings and new kinds of online institutions are emerging, with proprietary colleges taking their place alongside traditional four-year colleges and community colleges.
Third, reductions in public funding and the rising costs of attending traditional institutions require cost-effective solutions in every sector. Economic pressures are squeezing the higher education triad: the students and their families, the colleges and universities, and the federal and state governments that finance public institutions and assist students at institutions of all kinds.
And, fourth, there is the growing demand for increased accountability. Instead of concentrating exclusively on students’ access to higher education, policymakers and the public are increasingly emphasizing students’ success in college and afterward.
Our nation needs a variety of different educational systems operating in a truly competitive marketplace that allows students to choose from a variety of models. And we need public policy that supports, not thwarts, innovation and the development of those new models, especially those that serve the great majority of Americans without the time or money for traditional colleges and universities.
In this highly competitive environment that encourages change and cost-control, proprietary institutions are expanding rapidly, especially online. Why? Because these institutions meet the needs of growing numbers of non-traditional students and are evolving quickly to address important issues raised by members of Congress and accrediting agencies.
Case in point: When Iowa-based Ashford University had its request for initial accreditation denied by the Western Association of Schools and Colleges (WASC), we moved quickly to address the accreditor’s concerns, which mirrored some issues raised by Congress. Because of the changes we made, Ashford received its accreditation from WASC.
Ashford’s improvements focused on student success and quality education, including a reshaped governance system with a strong, independent board of trustees that I was recruited to lead. After a fulfilling career in traditional higher education, including more than a decade as president of Iowa State University, I took on this challenge because I want to help shape the future of higher education, instead of just watching it from the sidelines.