Richard Vedder, a professor of economics at Ohio University, recently shared his thoughts on the state of higher education in America. He argues that over the past six decades, colleges and universities have experienced significant declines in quality, which he summarizes as "the seven deadly sins" of higher education.
Vedder, who began teaching in 1963, notes that while college enrollment has increased, the academic standards have fallen. Many students today spend less time on their studies compared to those in the past. In the 1960s, students averaged around 40 hours a week on academic work, while today, that number is closer to 30 hours. This decline in effort has coincided with a rise in grade inflation, where students now average a B or higher, even at elite institutions.
Another concern Vedder raises is the lack of intellectual diversity among faculty. He points out that many universities have become increasingly liberal, with conservative voices nearly absent in many academic fields. This shift has led to a lack of robust debate on important issues, which he believes is essential for a healthy educational environment.
Vedder also criticizes the federal student loan program, claiming it has contributed to skyrocketing tuition costs. He argues that as loans became more accessible, universities raised their fees, making college increasingly unaffordable for many families. This has led to a growing resentment among those who have paid off their loans compared to those who have benefited from loan forgiveness programs.
The issue of administrative bloat is another point of concern. Vedder highlights that the number of administrators has increased significantly, outpacing faculty growth. He believes this shift has diverted attention away from the core mission of universities, which is to promote knowledge and creativity.
Furthermore, he discusses the rise of Diversity, Equity, and Inclusion (DEI) initiatives, which he views as detrimental to academic merit. Vedder argues that these programs often prioritize demographic representation over academic excellence, undermining the quality of education.
Vedder also expresses concern over the centralization of decision-making within higher education, particularly with the influence of the U.S. Department of Education. He believes this has led to a loss of autonomy for universities, which historically thrived on diversity and competition.
Lastly, he addresses the decline in academic integrity, citing numerous instances of research misconduct. He warns that if the credibility of research is compromised, it could lead to a broader loss of public trust in higher education.
Vedder concludes by suggesting that these issues have created a crisis of confidence in American universities. He believes that without significant reforms, the future of higher education could be at risk.