Terry Connelly is dean of the Ageno School of Business at Golden Gate University and is frequently quoted on business, financial, and economic issues by Bay Area local, as well as national, news media.
The U.S. taxpayer has unwittingly been the lead underwriter of the
tremendous marketing success of the for-profit higher education sector but
bearing most of the downside risks with few rewards.
Over the past three decades, for-profit colleges have designed a most
successful business model, growing their enrollment at six times the rate
of all universities.
Our future economy will need at least 40 percent of its citizens to earn
college diplomas, but we are producing graduates at a rate of less than 30
percent of the population – and taking six years to do so. To their
credit, the for-profits have made important progress in addressing the
nation’s graduation gridlock by catering to working adult students while
traditional universities have made only modest efforts to accommodate
them.
For-profits have thrived by turning the long-standing operating model of
U.S. universities virtually upside down: treating higher learning as a
business, students as customers and traditions as disposable; creating
year-round schedules and online degrees convenient for students with jobs
and families; and adopting a cost-efficient instruction program featuring
contract professors and a centralized course design.
The for-profits have attracted substantial equity investment by their
willingness to innovate as well as because their consumers are
preconditioned to annual tuition price increases even above the inflation
rate, for essentially the same product. Most importantly, their healthy
operating margins are underwritten by federal student loan programs, which
shift the credit risk from the school to the U.S. taxpayer.
For-profit college revenues are generally about 90 percent tuition-driven,
and many operate close to the limit of 90 percent revenue dependence on
federal education aid.
The question of whether for-profit colleges prepare students for “gainful
employment,” as required by federal student loan rules, raises fundamental
policy issues beyond the concern of about their high loan default rates
(which are close to 25 percent).
Annually, about 25 percent of for-profit colleges’ government-subsidized
tuition revenue is spent on aggressive student recruitment programs.
Taxpayers are thus financing not just educational expenditures but
expensive advertising campaigns and sophisticated call centers.
The University of Phoenix spends nearly $1 billion annually on promotion.
It used its federally subsidized profits to purchase naming rights to a
sports stadium. Bridgepoint Education reported spending 28 percent of this
year’s first-quarter revenue on promotion, compared with only 25 percent
spent on instruction costs and services.
There are many lessons traditional colleges can learn from the successes
of the for-profits. But imagine taxpayers’ reactions if traditional
schools decided to divert a quarter of their already constrained budgets
away from the classroom to carry out massive self-promotion campaigns.
Just as Congress and the administration are paying attention to the
percentage of subsidized health insurance premiums that go to actual
medical care as compared with administrative costs, they would do well to
consider the appropriate relationship between for-profits schools’
marketing expenditures and their investment in learning content and
delivery.
Surely the taxpayer is not intending to subsidize their ability to provide
“gainful employment” primarily for the advertising industry.
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