A Post-Pandemic Strategy for U.S. Higher Ed

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    A Post-Pandemic for U.S. Higher Ed

    Amid the Covid-19 pandemic, three external forces have come together to create a perfect for American colleges: The cost of higher education has been skyrocketing, a new generation of digital technologies — such as mobile, cloud computing, machine ing, AI, AR, and VR — have matured, so immersive and personalized education can be provided online at scale at a much lower cost than that of convional education, and pars, studs, faculty, and university leaders have ificantly lowered their psychological barriers to online ing. University leaders must use what they are ing in crisis now to position their institutions for greatest impact in the decades to come. That means using data now from the curr forced online ing experim and initiating small pilots during the next academic year to test future higher education models. This article sets the agenda for university leaders to develop a point of view about the future which can guide short-term action. There are three paths they can take.

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    Universities have many pressing short-term issues to deal with right now: large budget cuts, a growing reluctance among studs to pay full tuition fees for online education, demands for reimbursement of already-paid fees, the possible disappearance of international students who pay full fees, the large-scale deferral of admissions, a sharp spike in the need for financial assistance among studs because of the impact of the pandemic and ensuing recession, and finally, the question of whether and how to reopen.

    Nevertheless, university leaders should not overspend their time on fighting s and forget about the long term. The curr crisis also creates opportunities to remake institutions. We provide a strategic framework for how universities must start considering their , experiming with alternatives, and start planning now.

    Three external forces have come together to create a perfect for American colleges:

    While the first two forces have been active for a while, now the Covid-19 crisis accelerated the urgency for change. University leaders must use what they are ing in crisis now to position their institutions for greatest impact in the decades to come. That means using data now from the curr forced online learning experiment and initiating small pilots during the next academic year to test future higher education models. This article is intended to set the agenda for university leaders to develop a point of view about the future which can guide short-term action. They must choose between the three paths.

    The world’s experim with online teaching is making more appar and sali the superior value proposition of immersive, four-year residial programs. Studs get to live on college campuses, away from their families, perhaps for the first time in their lives, and engage in open-ended discussions, joint problem-solving, experience-based ing, and conflict managem in classrooms (and in their dorms). Their interactions with other studs generates confidence, brand loyalty, camaraderie, lifelong friendships, and a unique feeling of community. They develop communication skills, emotional intelligence, and networking skills. An intense residial experience builds in them a “sense of place,” which richly fosters idity and self-reliance.

    For all its benefits, the four-year residial, immersive college experience comes with a high price tag and the superiority of personal, connected, and transformative experience of a four-year residial program should not be used as an argum to make it the only choice available for college education. Top-ranked universities with all their structural advantages — global brand recognition, access to world class scholar-teachers, prestigious employers, and influial alumni — now have the opportunity to explore how their rec experience with online ing can help strengthen their traditional model.

    The heads of these institutions should be asking:

    The curr experim with online teaching is providing universities with real-time data about which aspects of their courses can be substituted, which can be complemed or augmed, and which can’t be replaced by the digital medium. They must start determining the varying degrees of face-to-face, real-time virtual, and asynchronous-virtual experiences required for each course. Consider, for instance, physics. The basic concepts of mass, length, and time can be taught using graphics and the audio-visual techniques of a software program. Studs can at their own pace, repeat as many times as required, do key-word es, link concepts, and rearrange teaching modules based on the own skill levels. Nevertheless, certain aspects of ing physics need the hands-on experience of a lab. Courses such as Roman culture and democracy, which benefit from extensive discussion, can be taught through virtual meetings. In contrast, building a robot or ing ballet require the coming together of an instructor and fellow studs at a common time.

    Boards and university presids should consider the following issues:

    Take the case of hundreds of thousands of youngsters, straight out of high school and working for the minimum wage. For them, the escalating costs of higher education are unaffordable. Besides, they may not want to or be able to leave their jobs to attend college. There is a need for a good quality college education whose annual tuition cost is, say, under $5,000 and the degree is awarded by a reputed public university. Our curr experience is providing ways to develop that solution. Online college degrees are not new but when reputed universities er the space, it will be a game changer. Public universities must debate the following issues:

    We do not believe that digital technologies will make obsolete the curr university system. Consider retailing: Although Amazon started e-commerce almost 30 years ago, by 2019 online sales accounted for only 9% of total U.S. retail sales. Still, university leadership and faculty have individually responded to the shock of Covid-19 incredibly well, migrating to digital platforms in as little time as a week. The coming summer is a great opportunity to build on that momum and transform higher education into something that is customizable and affordable to the vast majority of people. The time to act is now.

    If our free cont helps you to contend with these challenges, please consider subscribing to HBR. A subscription purchase is the best way to support the creation of these resources.

    Vijay Govindarajan is the Coxe Distinguished Professor at Dartmouth’s Tuck School of Business and Faculty Partner at the Silicon Valley incubator Mach 49. He is the author of The Three Box Solution. Follow him on Twitter and LinkedIn.

    Anup Srivastava holds Canada Re Chair in , Decision Making, and Capital Markets and is an Associate Professor at Haskayne School of Business, University of Calgary. He examines the valuation and financial reporting challenges of digital companies.

    A Post-Pandemic for U.S. Higher Ed


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