A week ago, the New York Times published a commentary on U.S. higher education that seems well worth considering: in short, if students want to know where their skyrocketing tuition is going, look no farther than the burgeoning administration. This is something that attentive faculty have probably known for a long time, and it doesn't help the administration's case that their current bloating resembles Big Auto in the 1970s--not exactly history's best business model.
And yet, I feel like this covers only part of the story, as if Immanuel Kant, in one of my previous posts, had stopped merely with his comments on the Austrian system of education in his time, without remarking on the Dessau School in Prussia. Austria's problem, in the event, was not merely the bureaucratization of its education system, but also its over-regulation. Hence its rigidity as compared to the experimentation that Kant extolled at Dessau.
Are American universities over-regulated, when they offer courses ranging from 'parageography' to particle physics, often with only a minimum of oversight for instructors? At first blush, certainly not! But then, that's not where the regulation really kicks in. It has more to do with accrediting bodies that mostly lie beyond the knowledge (and probably care) of most students, parents, and local businesses. Add to that the multiplication of university-affiliated unions, and these two phenomena alone--one might easily imagine--could account for the vast proliferation of paperwork in recent decades, that would supply the 'market' for administrators mentioned in the article's second-to-last paragraph.
I feel like this is where Kant's reference to the Austrian and Dessau systems is really relevant, despite its age. Sure, it could be nice to loosen restrictions on transfer credits, but Kant's discussion really went beyond mere rigidity in the Austrian teaching curriculum. It was about bureaucratization across the whole academic process--in essence, the demand for administrators, rather than their existence as such. Dessau, by contrast, seems in Kant's time to have placed a premium merely on well trained students and experimental teaching. Unlike in the Austrian system of Kant's time, the Prussians placed a lot of trust in their faculty, administratively as well as pedagogically.
It would be interesting to see a U.S. school with these kinds of priorities, reorienting its demand (or spending, as the case may be) from the concerns of regulation and administration toward simple good teaching, and even some experiments in the classroom. Perhaps Iowa State? One can only hope…
