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1、UniversitiesUniversities TheThe worldworld isis goinggoing toto universityuniversity MoreMore andand moremore moneymoney isis beingbeing spentspent onon higherhigher education.education. TooToo littlelittle isis knownknown aboutabout whetherwhether itit isis worthworth itit“AFTER God had carried us
2、safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for Gods worship and settled Civil Government, one of the next things we longed for and looked for was to advance learning and perpetuate it to posterity.” So ran the first universit
3、y fundraising brochure, sent from Harvard College to England in 1643 to drum up cash.Americas early and lasting enthusiasm for higher education has given it the biggest and best-funded system in the world. Hardly surprising, then, that other countries are emulating its model as they send ever more o
4、f their school-leavers to get a university education. But, as our special report argues, just as Americas system is spreading, there are growing concerns about whether it is really worth the vast sums spent on it.TheThe AmericanAmerican waywayThe modern research university, a marriage of the Oxbridg
5、e college and the German research institute, was invented in America, and has become the gold standard for the world. Mass higher education started in America in the 19th century, spread to Europe and East Asia in the 20th and is now happening pretty much everywhere except sub-Saharan Africa. The gl
6、obal tertiary-enrolment ratiothe share of the student-age population at universitywent up from 14% to 32% in the two decades to 2012; in that time, the number of countries with a ratio of more than half rose from five to 54. University enrolment is growing faster even than demand for that ultimate c
7、onsumer good, the car. The hunger for degrees is understandable: these days they are a requirement for a decent job and an entry ticket to the middle class.There are, broadly, two ways of satisfying this huge demand. One is the continental European approach of state funding and provision, in which m
8、ost institutions have equal resources and status. The second is the more market-based American model, of mixed private-public funding and provision, with brilliant, well-funded institutions at the top and poorer ones at the bottom.The world is moving in the American direction. More universities in m
9、ore countries are charging students tuition fees. And as politicians realise that the “knowledge economy” requires top-flight research, public resources are being focused on a few privileged institutions and the competition to create world-class universities is intensifying.In some ways, that is exc
10、ellent. The best universities are responsible for many of the discoveries that have made the world a safer, richer and more interesting place. But costs are rising. OECD countries spend 1.6% of GDP on higher education, compared with 1.3% in 2000. If the American model continues to spread, that share
11、 will rise further. America spends 2.7% of its GDP on higher education.If America were getting its moneys worth from higher education, that would be fine. On the research side, it probably is. In 2014, 19 of the 20 universities in the world that produced the most highly cited research papers were Am
12、erican. But on the educational side, the picture is less clear. American graduates score poorly in international numeracy and literacy rankings, and are slipping. In a recent study of academic achievement, 45% of American students made no gains in their first two years of university. Meanwhile, tuit
13、ion fees have nearly doubled, in real terms, in 20 years. Student debt, at nearly $1.2 trillion, has surpassed credit-card debt and car loans.None of this means that going to university is a bad investment for a student. A bachelors degree in America still yields, on average, a 15% return. But it is
14、 less clear whether the growing investment in tertiary education makes sense for society as a whole. If graduates earn more than non-graduates because their studies have made them more productive, then university education will boost economic growth and society should want more of it. Yet poor stude
15、nt scores suggest otherwise. So, too, does the testimony of employers. A recent study of recruitment by professional-services firms found that they took graduates from the most prestigious universities not because of what the candidates might have learned but because of those institutions tough sele
16、ction procedures. In short, students could be paying vast sums merely to go through a very elaborate sorting mechanism.If Americas universities are indeed poor value for money, why might that be? The main reason is that the market for higher education, like that for health care, does not work well. The government rewards universities for research, so that is what professors concentrate on. Students are looking for a degree from an institution that will impress
