A Shared‐Cost‐Profit Model of Teaching Materials for Higher Education.
In this article, I assess the cost‐value crisis facing institutions of higher education; as the cost of higher education grows, students grow increasingly skeptical of the value of their degrees. The COVID‐19 pandemic has accelerated this crisis as institutions across the country have been forced to...
| Publicado en: | American Journal of Economics & Sociology Vol. 80; no. 1; pp. 231 - 253 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149571897&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149571897 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00029246 AES jtl: American Journal of Economics & Sociology issn: 00029246 maglogo: Y pubinfo: dt: Jan2021 vid: 80 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 149571897 10.1111/ajes.12374 ppf: 231 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 115KB tig: atl: A Shared‐Cost‐Profit Model of Teaching Materials for Higher Education. aug: au: Banfield, Melanie su: Higher education COVID-19 pandemic Universities & colleges Teaching aids Teaching models sug: subj: Higher education COVID-19 pandemic Universities & colleges Colleges, Universities, and Professional Schools Teaching aids Teaching models ab: In this article, I assess the cost‐value crisis facing institutions of higher education; as the cost of higher education grows, students grow increasingly skeptical of the value of their degrees. The COVID‐19 pandemic has accelerated this crisis as institutions across the country have been forced to move to a fully or partially online model of instruction. In an effort to reduce costs, institutions have increased the number of low‐paid, part‐time adjunct faculty teaching introductory courses and have promoted the use of free and open online educational resources (OER). Both solutions lack sustainability and do little to solve the "value" question of higher education. I demonstrate how a shared‐cost‐profit model could address both issues of sustainability and value. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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