David Breneman - Academia.edu (original) (raw)
Papers by David Breneman
Journal of Policy Analysis and Management, 1982
FORUM As Tuitions Rise, What Will Happen to Quality and Access? Few issues in higher education ha... more FORUM As Tuitions Rise, What Will Happen to Quality and Access? Few issues in higher education have received as much attention as the growing pressure on public colleges to raise their tuitions. In a recent survey conducted by the National Association of State Universities and Land-Grant Colleges, more than 25 systems reported having increased their tuition by between 10 percent and 20 percent for the 2003-4 academic year. Tuition has jumped 30 percent and even close to 40 percent in some states. Republican Congressmen released a report this month calling the situation a "crisis." Whatever the causes for the price hikes, few policy makers deny that the trend raises fundamental questions about the affordability of and access to higher education for all qualified students. And although the economic downturn of the past several years has exacerbated matters, most observers believe that the situation will not automatically ease as the overall economy improves. Key changes will probably be required if public colleges and universities are to continue to maintain quality and, at the same time, fulfill their historic mission of serving students from all economic backgrounds. What should some of those changes be? We asked eight experts in financing higher education to describe some of the approaches that states and public institutions might consider. Focus State Subsidies on Low-Income Students, by David W. Breneman (page 2) Match Revenue Scenarios With Long-Term Strategic Goals, by Jamie P. Merisotis (page 4) More Need-Based Aid Would Level the Playing Field, by Sandy Baum (page 6) Reducing Uncertainty About Costs Would Increase Enrollments, by Ronald G. Ehrenberg (page 8) Close the Public-Private Quality Gap, by Thomas J. Kane and Peter R. Orszag (page 10) Public Colleges Should Save for a Rainy Day, by Michael S. McPherson and Morton Owen Schapiro (page 12)
Edward Elgar Publishing eBooks, Jan 31, 2011
In recent years, numerous industries in the United States have struggled with failing business mo... more In recent years, numerous industries in the United States have struggled with failing business models. The examples are numerous: automobile manufacturers, newspapers, electronics manufacturing, textiles, clothing, shoes, and airlines, to name but a few. Recently, the business model concept has been applied to non-profit organizations as well. The topic for this debate is whether, and to what extent, the business model of higher education is indeed broken, or unsustainable, in its current form. When that concept is applied to for-profit industries, the focus is primarily on the survival of firms in the industry. In most such cases, there is limited public interest in preventing firms from failing, as new suppliers, often with lower production costs or new technologies, enter the marketplace, displacing older industries and providing consumers with newer, often better, products. 2 Non-profit higher education differs from the case of for-profit firms, however, in that a public interest exists in the education of our citizens, not only for careers but for civic and community leadership. Both public and non-profit private institutions of higher education, and their students, receive billions of dollars in public subsidies to ensure adequate investment in the nation's human capital. 3 For institutions charged with broad public purposes, many would argue that the concept of a broken business model must be enlarged to consider how well these broader purposes are being achieved. Even if the majority of institutions manage to survive, it is possible that in so doing they may fail to accomplish the public purposes for which they were founded and have been supported historically. In addition to providing educational opportunity for all citizens able to benefit, the nation also relies on higher education for developing new knowledge and sharing that knowledge through
The Review of Higher Education, 2008
ABSTRACT This slim volume provides the reader with an excellent overview of the newly prominent s... more ABSTRACT This slim volume provides the reader with an excellent overview of the newly prominent set of for-profit institutions providing postsecondary education and training. While for-profit colleges have been in existence for more than a century, they have recently achieved a scale and scope that far outpaces the "Mom and Pop" proprietary institutions of earlier decades. The University of Phoenix, for example, bills itself as the nation's largest private university with more than 250,000 students enrolled in hundreds of campuses in 40 states. Over a dozen for-profit colleges have issued shares on the public stock exchanges, and many award not just short-course certificates, but bachelor's, master's, and even doctoral degrees. Several of the larger companies have gained regional accreditation, the gold standard for traditional colleges and universities. In short, these large organizations have become significant players in the world previously limited to public and private non-profit institutions, and it behooves those who care about higher education to become more knowledgeable about these relatively new entrants. The current volume does an excellent job of mapping out that terrain. The opening chapter uses as a theoretical frame the ideas advanced by Clayton Christensen in The Innovator's Dilemma, a widely read volume published by Harvard Graduate Business School Press in 1997. The authors note that for most of its history, traditional higher education has evolved through "sustaining" innovation s, while the for-profits enter the scene as potentially "disruptive" innovators. The questions, then, are: (a) To what extent do for-profits pose a serious competitive threat to existing colleges and universities? and (b) To what extent will their growth force changes in the traditional sector? While not offering detailed answers to either question, the authors provide relevant information and analysis for the reader to reach his or her personal conclusions. Subsequent chapters examine changes in the economy that have produced a ready market for the specific courses of study offered by for-profits. There is less discussion than one might have wished on why the traditional institutions left so much space available for the for-profits to fill. Community colleges, university divisions of continuing education, regional public and private universities—all apparently had an opportunity to meet the needs of the students who are now enrolling in for-profit colleges and universities, but most failed to seize it. Conventional wisdom holds that the for-profits focus laser-like on students as consumers, packaging courses at times (often evenings) and places (convenient locations with plenty of parking) that meet the needs of busy adults, for whom education is a part-time, career-oriented endeavor. An unambiguous focus on career training is another hallmark of these new colleges. Traditional colleges and universities generally have a broader set of goals and purposes and, hence, have not given exclusive attention to career preparation. Whatever the full explanation, entrepreneurs clearly saw an opportunity, attracted investors, and moved into the space left open by traditional institutions. The remaining chapters take the reader through a comparative examination of how for-profits and traditional colleges and universities are alike and different in finance, governance, faculty roles, student demographics, and organizational culture. In each of these areas, Tierney and Hentschke do an excellent job of culling from existing sources of data, including websites, NCES statistics, and personal correspondence with administrators in specific institutions. The authors note that, while traditional colleges and universities draw revenue from multiple sources, for-profits depend almost exclusively on student tuition, much of it provided by federal Title IV funds and by employers. The governance discussion makes it clear that for-profits have a very limited place for sharing governance with faculty; this stance is consistent with their identity as business organizations focused on maximizing profits. The discussion of faculty is valuable, in that for-profits often rely on part-time practitioner faculty—individuals who have day jobs and teach in the fields that they work in by night. No one in the for-profit world has tenure, and faculty have no research or service expectations to meet. They are there to teach, period, often drawing on centrally developed syllabi. In fact, one might see the faculty more as...
Reviewed by Daniel J. Hurley compelling case for how the United States can achieve ambitious and ... more Reviewed by Daniel J. Hurley compelling case for how the United States can achieve ambitious and necessary educational attainment goals is made in Financing American Higher Education in the Era of Globalization (2012, Harvard Education Press). The book's four authors, each of whom are longstanding scholar-activists, have teamed up to persuasively demonstrate how the current funding model is broken and the profound economic and societal implications this will have if left unchecked. The unsustainable patterns of state investment in higher education, growth in tuition prices, and clashing demographic and college completion trends serve as the foundational arguments for why William Zumeta, David Breneman, Patrick Callan and Joni Finney call for a fundamental rethinking of higher education finance.
Journal of Policy Analysis and Management, 1982
Page 1. The Economics of Population Quality Theodore W Schultz tttUi.i Page 2. Page 3. Investing ... more Page 1. The Economics of Population Quality Theodore W Schultz tttUi.i Page 2. Page 3. Investing in People This O QTH4-QX9-DBPX Page 4. THE ROYER LECTURES 1980 General Editor JOHN M. LETICHE Page 5. Investing ...
Contemporary Sociology, Jul 1, 1990
ED302117 - Academic Labor Markets and Careers.
Journal of Policy Analysis and Management, 1981
The Journal of Higher Education, Sep 1, 1981
Journal of Policy Analysis and Management, 1983
The Brookings review, 1993
Journal of Policy Analysis and Management, 1982
Journal of Policy Analysis and Management, 1982
This volume provides a comprehensive discussion of university planning models, drawing on the aut... more This volume provides a comprehensive discussion of university planning models, drawing on the authors' extensive experience in developing and implementing them at Stanford University. Included are discussions of the uses and abuses of such models, the microeconomics of colleges and universities, and application of models to budget projection and financial planning. Models of faculty appointment, promotion, and tenure as well as of student flows are also discussed, as are applications of the Stanford models to other colleges. Some sections are technical, but the general reader is carefully guided through the more difficult chapters. This book will become the basic reference in its field.
The Western political quarterly, Mar 1, 1979
Journal of Policy Analysis and Management, 1981
Journal of Policy Analysis and Management, 1982
Journal of Policy Analysis and Management, 1982
FORUM As Tuitions Rise, What Will Happen to Quality and Access? Few issues in higher education ha... more FORUM As Tuitions Rise, What Will Happen to Quality and Access? Few issues in higher education have received as much attention as the growing pressure on public colleges to raise their tuitions. In a recent survey conducted by the National Association of State Universities and Land-Grant Colleges, more than 25 systems reported having increased their tuition by between 10 percent and 20 percent for the 2003-4 academic year. Tuition has jumped 30 percent and even close to 40 percent in some states. Republican Congressmen released a report this month calling the situation a "crisis." Whatever the causes for the price hikes, few policy makers deny that the trend raises fundamental questions about the affordability of and access to higher education for all qualified students. And although the economic downturn of the past several years has exacerbated matters, most observers believe that the situation will not automatically ease as the overall economy improves. Key changes will probably be required if public colleges and universities are to continue to maintain quality and, at the same time, fulfill their historic mission of serving students from all economic backgrounds. What should some of those changes be? We asked eight experts in financing higher education to describe some of the approaches that states and public institutions might consider. Focus State Subsidies on Low-Income Students, by David W. Breneman (page 2) Match Revenue Scenarios With Long-Term Strategic Goals, by Jamie P. Merisotis (page 4) More Need-Based Aid Would Level the Playing Field, by Sandy Baum (page 6) Reducing Uncertainty About Costs Would Increase Enrollments, by Ronald G. Ehrenberg (page 8) Close the Public-Private Quality Gap, by Thomas J. Kane and Peter R. Orszag (page 10) Public Colleges Should Save for a Rainy Day, by Michael S. McPherson and Morton Owen Schapiro (page 12)
Edward Elgar Publishing eBooks, Jan 31, 2011
In recent years, numerous industries in the United States have struggled with failing business mo... more In recent years, numerous industries in the United States have struggled with failing business models. The examples are numerous: automobile manufacturers, newspapers, electronics manufacturing, textiles, clothing, shoes, and airlines, to name but a few. Recently, the business model concept has been applied to non-profit organizations as well. The topic for this debate is whether, and to what extent, the business model of higher education is indeed broken, or unsustainable, in its current form. When that concept is applied to for-profit industries, the focus is primarily on the survival of firms in the industry. In most such cases, there is limited public interest in preventing firms from failing, as new suppliers, often with lower production costs or new technologies, enter the marketplace, displacing older industries and providing consumers with newer, often better, products. 2 Non-profit higher education differs from the case of for-profit firms, however, in that a public interest exists in the education of our citizens, not only for careers but for civic and community leadership. Both public and non-profit private institutions of higher education, and their students, receive billions of dollars in public subsidies to ensure adequate investment in the nation's human capital. 3 For institutions charged with broad public purposes, many would argue that the concept of a broken business model must be enlarged to consider how well these broader purposes are being achieved. Even if the majority of institutions manage to survive, it is possible that in so doing they may fail to accomplish the public purposes for which they were founded and have been supported historically. In addition to providing educational opportunity for all citizens able to benefit, the nation also relies on higher education for developing new knowledge and sharing that knowledge through
The Review of Higher Education, 2008
ABSTRACT This slim volume provides the reader with an excellent overview of the newly prominent s... more ABSTRACT This slim volume provides the reader with an excellent overview of the newly prominent set of for-profit institutions providing postsecondary education and training. While for-profit colleges have been in existence for more than a century, they have recently achieved a scale and scope that far outpaces the "Mom and Pop" proprietary institutions of earlier decades. The University of Phoenix, for example, bills itself as the nation's largest private university with more than 250,000 students enrolled in hundreds of campuses in 40 states. Over a dozen for-profit colleges have issued shares on the public stock exchanges, and many award not just short-course certificates, but bachelor's, master's, and even doctoral degrees. Several of the larger companies have gained regional accreditation, the gold standard for traditional colleges and universities. In short, these large organizations have become significant players in the world previously limited to public and private non-profit institutions, and it behooves those who care about higher education to become more knowledgeable about these relatively new entrants. The current volume does an excellent job of mapping out that terrain. The opening chapter uses as a theoretical frame the ideas advanced by Clayton Christensen in The Innovator's Dilemma, a widely read volume published by Harvard Graduate Business School Press in 1997. The authors note that for most of its history, traditional higher education has evolved through "sustaining" innovation s, while the for-profits enter the scene as potentially "disruptive" innovators. The questions, then, are: (a) To what extent do for-profits pose a serious competitive threat to existing colleges and universities? and (b) To what extent will their growth force changes in the traditional sector? While not offering detailed answers to either question, the authors provide relevant information and analysis for the reader to reach his or her personal conclusions. Subsequent chapters examine changes in the economy that have produced a ready market for the specific courses of study offered by for-profits. There is less discussion than one might have wished on why the traditional institutions left so much space available for the for-profits to fill. Community colleges, university divisions of continuing education, regional public and private universities—all apparently had an opportunity to meet the needs of the students who are now enrolling in for-profit colleges and universities, but most failed to seize it. Conventional wisdom holds that the for-profits focus laser-like on students as consumers, packaging courses at times (often evenings) and places (convenient locations with plenty of parking) that meet the needs of busy adults, for whom education is a part-time, career-oriented endeavor. An unambiguous focus on career training is another hallmark of these new colleges. Traditional colleges and universities generally have a broader set of goals and purposes and, hence, have not given exclusive attention to career preparation. Whatever the full explanation, entrepreneurs clearly saw an opportunity, attracted investors, and moved into the space left open by traditional institutions. The remaining chapters take the reader through a comparative examination of how for-profits and traditional colleges and universities are alike and different in finance, governance, faculty roles, student demographics, and organizational culture. In each of these areas, Tierney and Hentschke do an excellent job of culling from existing sources of data, including websites, NCES statistics, and personal correspondence with administrators in specific institutions. The authors note that, while traditional colleges and universities draw revenue from multiple sources, for-profits depend almost exclusively on student tuition, much of it provided by federal Title IV funds and by employers. The governance discussion makes it clear that for-profits have a very limited place for sharing governance with faculty; this stance is consistent with their identity as business organizations focused on maximizing profits. The discussion of faculty is valuable, in that for-profits often rely on part-time practitioner faculty—individuals who have day jobs and teach in the fields that they work in by night. No one in the for-profit world has tenure, and faculty have no research or service expectations to meet. They are there to teach, period, often drawing on centrally developed syllabi. In fact, one might see the faculty more as...
Reviewed by Daniel J. Hurley compelling case for how the United States can achieve ambitious and ... more Reviewed by Daniel J. Hurley compelling case for how the United States can achieve ambitious and necessary educational attainment goals is made in Financing American Higher Education in the Era of Globalization (2012, Harvard Education Press). The book's four authors, each of whom are longstanding scholar-activists, have teamed up to persuasively demonstrate how the current funding model is broken and the profound economic and societal implications this will have if left unchecked. The unsustainable patterns of state investment in higher education, growth in tuition prices, and clashing demographic and college completion trends serve as the foundational arguments for why William Zumeta, David Breneman, Patrick Callan and Joni Finney call for a fundamental rethinking of higher education finance.
Journal of Policy Analysis and Management, 1982
Page 1. The Economics of Population Quality Theodore W Schultz tttUi.i Page 2. Page 3. Investing ... more Page 1. The Economics of Population Quality Theodore W Schultz tttUi.i Page 2. Page 3. Investing in People This O QTH4-QX9-DBPX Page 4. THE ROYER LECTURES 1980 General Editor JOHN M. LETICHE Page 5. Investing ...
Contemporary Sociology, Jul 1, 1990
ED302117 - Academic Labor Markets and Careers.
Journal of Policy Analysis and Management, 1981
The Journal of Higher Education, Sep 1, 1981
Journal of Policy Analysis and Management, 1983
The Brookings review, 1993
Journal of Policy Analysis and Management, 1982
Journal of Policy Analysis and Management, 1982
This volume provides a comprehensive discussion of university planning models, drawing on the aut... more This volume provides a comprehensive discussion of university planning models, drawing on the authors' extensive experience in developing and implementing them at Stanford University. Included are discussions of the uses and abuses of such models, the microeconomics of colleges and universities, and application of models to budget projection and financial planning. Models of faculty appointment, promotion, and tenure as well as of student flows are also discussed, as are applications of the Stanford models to other colleges. Some sections are technical, but the general reader is carefully guided through the more difficult chapters. This book will become the basic reference in its field.
The Western political quarterly, Mar 1, 1979
Journal of Policy Analysis and Management, 1981
Journal of Policy Analysis and Management, 1982