Yesterday, the local paper featured an editorial on the president of the University of Oregon, with the heading:
Schill as a CEOThe first sentence was:
Michael Schill has approached his job as president of the University of Oregon in much the same way a successful CEO does.Today, the Letters to the Editor included this, with a heading:
Schill is not CEO of a corporationThe writer, who is a Professor of Practice (what does that mean?) writes:
The UO is not a corporation, and its students (and parents) aren’t its customers. A university is a community of scholars, teachers and learners. It’s a shared enterprise with shared responsibility for its productive functioning and, yes, even for its governance. To think otherwise is to completely misunderstand the very nature of a university.
Meanwhile, across the continent, the New York Times has sponsored a debate on "College Presidents With Business-World Ties." As the paper notes, it is a growing trend. A small university like ours won't even blip in that NY Times discussion; the immediate past president was a business guy, who was clueless about higher education and the only thing he knew was how to maintain the reserve fund at 15 percent of the operating budget. Ah, but I digress.
I have my own complaints in plenty about the awful state of higher education. But my complaints are not about the dollars and cents bottom-line. Ok, here is one inefficiency that I often rant about. Or this kind of a waste.
But, what I am pissed off about is that the mission of higher education is no longer about "education." However, as pissed off that I am, there is no way that I will ever think of students as customers.
With rare exceptions, we can never bring the profit/loss attitudes of the business world into education for a simple reason that Jill Lepore so wonderfully articulated:
People aren’t disk drives. Public schools, colleges and universities, churches, museums, and many hospitals, all of which have been subjected to disruptive innovation, have revenues and expenses and infrastructures, but they aren’t industries in the same way that manufacturers of hard-disk drives or truck engines or drygoods are industries.
Exactly. Can you imagine implementing the business world idea of the customer is always right?
One of the most difficult aspects in education is that there is no formula for teaching or learning. And because there is no formula, it also becomes difficult to measure some of the basic business world practice of efficiency and productivity.
Maybe I am simply too old-fashioned with some idealistic views of higher education. Maybe I should just give up tilting at the windmills. But then comes an email from a student to remind me all over again that this is not a business enterprise. An email with six occurrences of "thanks" in the few sentences, for the conversation that I had with the student. If I give up, then I will be shortchanging students. Damn!
Oh well, I suppose I will continue to tilt at the windmills for a few more years, if I am not laid off before then because of low productivity and inefficiency ;)