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• W211862060 abstract "If the prognosticians are correct, high er education the U.S. is entering a period of enrollment slippage that shows no sign of easing until the end of this cen tury. The exact rate of decline is unknown and will certainly vary from institution to institution/Educated guesses made a year ago* ranged from an optimistic low of 59/o to 10% to a devastating cut of 30% or more the number of university students entering and holding through a four-year program. The reasons for decline are gen erally agreed upon: a greatly slowed birth rate; a tightening professional job market combined with sharply increased costs for higher education; a decline the middle class child's interest pursuing a B.A. as an entr?e to the labor market; the absence of selective service and other national pressures that historically have sent en rollments skyrocketing (although this may soon change); and the overbuilding of plant and staff the boom 1960s. With the declining numbers, changing student interests, and new curriculum pat terns, the liberal arts and humanities are faced with a particularly severe crisis. Perhaps as many as 500 small colleges of the liberal tradition are at or near the financial brink. Established, big-name universities will survive, if necessary by lowering entrance standards, but many second-tier institutions are already feeling the effects of huge shifts of students away from the social sciences and humanities and into business and the vocationally oriented departments. A silent war is be ing waged within academia over how to adjust to these changing patterns and the political pressures for financial economy. The costs to the faculties and the univer sity have been enormous, but little under stood or appreciated outside the academy. Out of the debates over educational policy and politics have emerged three proposed solutions to the enrollment crisis. While not always so articulated, they are serious alternatives to the more expedient policy of reduction staff and closing of financially marginal institu tions. For the sake of simplicity, I shall define them as 1) outreach, 2) market ad justment, and 3) continuing education. The first alternative calls for the university to open its doors wider to those sectors of society that are generally eco nomically deprived, disadvantaged, lack ing basic skills, and possibly disabled ? those who do not measure up to tra ditional university entrance standards. Theoretically at least, is a large pool of potential talent there that need only be attracted into higher education. But is also a corresponding price, that staff would have to be completely retrained and reoriented; and educational quality might suffer greatly because of the needed emphasis on basic skills and job training. Formed with its center intellectual training and the critical mind, the uni versity is not the ideal societal institu tion for programs of nurturing and egali tarian development. Yet higher education America has a strong history of out reach (agricultural education being perhaps the finest example), and the key curricular problem might resolve to one of finely tuned balance. However, can an outreach effort succeed mustering suf ficient motivation and finances among marginal groups a recessionary and rapidly inflating economy? We cannot af ford to forget that the problem of the en rollment crisis is good part a function of financial and economic pressures on those favored groups society who are already better trained and proven to be intellectually capable. The market adjustment approach would have the university adapt its cur riculum as quickly and widely as possible to the current marketplace of student terests. If engineering and business are in today, the argument goes, then ex pand those departments and constrict of ferings areas of lowered demand. By enlarging the university cafeteria of courses and by changing the menu to reflect economic trends and popular fashion, it is said that higher education can hold its own the fierce competition of the modern marketplace. The merits of today's marketplaces, dominated as they are by subsidized and diversified monopo lies and multinational cartels, are argu able. But can be no real argument over the dual realities of an unstable economy and changing student interests.' Subjects high demand today may be ne glected tomorrow. The contrast between enrollment patterns of the late 1960s and those of today is the obvious case point. The university as an institution cannot be based on the shifting sands of eco nomics or faddism. The market adjust ment response to the enrollment crisis is fact an old game played now with the fury of desperation. Played well, it may ease the symptoms temporarily, but will fail to deal with the deeper problem of adapta tion and survival faced by both the univer sity and society. For it is generally recog nized among job-training and placement professionals that people will have to be made ready for an ever more rapidly changing employment market, for three to five careers a lifetime, and for the fact that the jobs of the 20-year future do not, the main, even exist today. In this sense the reflective and critical skills and flexibility of a good liberal education may be the most realistic kind of training that the university can offer and that em ployers can seek. Flexibility is also to be expected of university faculty and of curriculum, far more than has been the case up to now. But it must also be recognized that the training of the professoriat is a long proc ess; they are not so easily implanted, teamed, reincarnated, or disposed of. In seeking new directions, even while looking to the past for guidance, depart ments must integrate as the curriculum is brought into sounder relation with eco logical realities of the modern world. Be cause life is not a compartmentalized/de partmentalized slice of pie, the most im portant task of the university lies not IRA JA Y WINN is professor of education and urban studies, California State University, Northridge. At a Carnegie Foundation-Eastern Montana Col lege conference, June 1979, on the future of higher education." @default.
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• W211862060 title "Turning the Screw: Higher Education in the 1980s and 1990s." @default.
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