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Wednesday, April 23, 2008
Thomas Sowell :: Townhall.com Columnist
The Economics of College: Part III
by Thomas Sowell
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Why does college cost so much?

There are two basic reasons. The first is that people will pay what the colleges charge. The second is that there is little incentive for colleges to reduce the tuition they charge.

Those who want the government to provide subsidies to help meet the high cost of college seem not to consider whether government subsidies might have contributed to the high cost of college in the first place.

In any kind of economic transaction, it seldom makes sense to charge prices so high that very few people can afford to pay them. But, with the government ready to step in and help whenever tuition is "unaffordable," why not charge more than the traffic will bear and bring in Uncle Sam to make up the difference?

The president of a small college once told me that, if he charged tuition that was affordable, even an institution the size of his would lose millions of dollars of government money every year.

In a normal market situation, each competing enterprise has an incentive to lower prices if that would attract business away from competitors and increase its profits.

Unfortunately, the academic world is not a normal market situation.

Some of the ways of cutting costs that a business might use are not available to a college or university because of restrictions by the accrediting agencies and the American Association of University Professors.

There was a time, back in the early 1960s, when my academic career began, when many -- if not most -- colleges had their faculty teaching 12 semester hours and a few had teaching loads of 15 semester hours.

Spending even 15 hours a week in a classroom may not seem like a lot to people who spend 35 or 40 hours a week on the job. However, there is also the time required to prepare lectures, grade tests and do other miscellaneous campus chores.

Even so, 12 hours a week in a classroom is not a killing pace, especially for professors who have taught a few years and have their lecture notes from previous years to help prepare for the current year's classes.

But that was then and this is now. Today, a teaching load of more than 6 semester hours is considered sweatshop labor on many campuses.

Incidentally, since academic class hours are 50 minutes long, 6 semester hours mean actually 5 hours a week in the classroom. Continued...

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About The Author
Thomas Sowell is a senior fellow at the Hoover Institute and author of Basic Economics: A Citizen's Guide to the Economy.
 
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Subject: Academics
I forgot to point out that the argument that was made about traditional conservatives being against the decreasing emphasis on intellectual development in favor of vocational training is a point that is well taken. Conservatism has lost some of its intellectual rigor as a result of an originally well intended effort not to be effete.

Everybody has to get a dollar and survive first, but once that is done there needs to be some room for intellectual development that doesn't immediately generate income.

Academic Discussion
The guy Jack had a point about backing up allegations of inefficiency and waste and he had a point about generalizing among institutions. However, when a cost increases in the proportion that I think we can all concede has happened in the case of higher ed, it is something of a prima facie case that calls for its apologists to justify it, not for its critics to prove the lack of necessity.

If he is an academic, Jack undermines his point by referring to the Iraq war. First he characterizes it as "meaningless". If it is meaningless, then referencing it does not point in one direction or the other. If he meant "wasteful" or "counterproductive" it makes him sound hypocritical because he doesn't prove his point by using statistics and whatnot. Even if he went on to prove it, he would sound like the guy who gets caught speeding and points out that he saw three people speeding yesterday.

I think higher education is a bit of a scam, but I'm not going to take the time to prove it because I got a job to do, and I don't get paid to muse over these points, nor will my research mow my lawn this evening. I will wait for the unleashed power of common access to information via the internet to challenge the universities relevance. It is a much more potent force.
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