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Entrepreneurial Approach to Higher Ed Reform

Entrepreneurial Approach to Higher Ed Reform

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Published by: The Ewing Marion Kauffman Foundation on Jun 08, 2012
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College 2.0: An Entrepreneurial Approachto Reorming Higher Education
Overcoming Barriers and Fostering Innovation
Papers rom the Entrepreneurship in Higher Education Retreat | June 2012
© 2012 by the Ewing Marion Kauman Foundation. All rights reserved.
College 2.0: An Entrepreneurial Approachto Reorming Higher Education
Overcoming Barriers and Fostering Innovation
Papers rom the Entrepreneurship in Higher Education Retreat | December 2011
 June 2012
College 2.0: An Entrepreneurial Approach to Reforming Higher Education: Overcoming Barriers and Fostering Innovation
A ar-reaching discussion is taking place in the United Statesabout the challenges acing higher education and the possible ormspostsecondary learning might take in the uture. Notwithstanding thestrengths o our best research institutions, the shortcomings o manyU.S. colleges and universities are signicant. There is growing evidencethat they need to ocus more eectively on student learning, improvecompletion rates, lower costs, make much better use o technology,boost productivity, improve delivery o instruction or nontraditionalstudents, and take innovations to scale more quickly.To make this happen—and to provide brand-new alternatives totraditional models—a more entrepreneurial approach to postsecondaryeducation is sorely needed. But even as a period o unusual ermentin U.S. higher education gets under way, numerous barriers continueto slow innovation and thwart experimentation, both in traditionalinstitutions and in start-up ventures.In an eort to understand the nature o those barriers and togenerate ideas or overcoming them, in December 2011 the EwingMarion Kauman Foundation convened a diverse group o analysts andpractitioners or a two-day retreat in Palm Beach, Florida. Participantsincluded Shai Reshe, ounder o the University o the People; themanagement editor o
The Economist 
; the ounders o startups 2tor,Inc. and StraighterLine; senior leaders o nontraditional universitiessuch as Olin College and Western Governors University; the presidentand CEO o Kaplan, Inc.; the directors o education policy at theAmerican Enterprise Institute, the Brookings Institution, and the Centeror American Progress; and proessors who both study and participatein postsecondary reorm initiatives.The gathering, part o the Kauman Foundation’s Law, Innovationand Growth series, was organized into panels addressing six broadthemes: Tackling Campus-Level Obstacles to Innovation; RethinkingAccreditation; Streamlining State and Federal Regulations; ImprovingIncentives to Boost Academic Productivity; Filling Inormation Gapsabout Student-Learning and Job-Market Outcomes; and OvercomingBarriers to Taking Innovation to Scale. The aim was not to limitdiscussion to these issues, but simply to provide provisional categoriesthat might oster wide-ranging conversation.Each participant prepared a short background paper andpresentation linked to one o the retreat’s themes. The resulting essaysare collected in this report, organized by theme. (A ull list o authorscan be ound ollowing this introduction, on page 7.) These thoughtulanalyses oer a window into how a range o articulate thinkersand doers approach the question o what is wrong with U.S. highereducation, and how it ought to be xed.The group did not emerge rom the Kauman retreat with aunanimous maniesto or policy platorm. That is no surprise: evena group o reormers o varying stripes is not guaranteed to reachconsensus on issues ranging rom rethinking accreditation to measuringperormance outcomes. At the same time, group members did ndcommon ground on many broad areas o reorm. This introductiongives an overview o the six themes discussed during the retreat (andaddressed in the essays in this volume), ollowed by an outline o thebroad areas o consensus that marked the proceedings.
Who Will Be Most Aected By Change?
Which postsecondary institutions are most likely to be aectedby the much-discussed orces o disruption aecting colleges anduniversities? David Breneman o the University o Virginia oered ananswer at the outset o the discussion that was broadly accepted byparticipants: elite institutions have much less to ear rom a newlycompetitive era than do the broad range o nonselective colleges anduniversities attended by more than 90 percent o American students.As he writes in his essay, “All Williams College has to do is attract itstarget o roughly 600 students each year to be successul.” By contrast,
Entrepreneurship in Higher Education Retreat
Ben Wildavsky and Robert E. Litan, Ewing Marion Kauman Foundation

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