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by William G. Bowen
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Schools & Teaching
  • Author:
    William G. Bowen
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    Princeton University Press (April 7, 2013)
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    192 pages
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    Schools & Teaching
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William G. Bowen shows once again in this book why he is one of our nation's most astute sages of higher education.

William G. His insights on the 'cost disease' facing higher education and how online education and massive open online courses (MOOCs) can contribute to a solution are fascinating, prescient, and transformative. -Michael Schill, dean of University of Chicago Law School. It offers a comprehensive and visionary perspective on the important issue of technology in higher education, and it stands above everything else written on the topic

We also read William Bowen's survey of issues in higher education economics, and short essay .

The combined s Fascinating miscellany of a book, Higher Education in the Digital Age approaches the topic from a mix of angles. Anchoring it is a discussion of the Ithaka S&R report on the power of blended learning.

Baumol, William J. and William G. Bowen, 1966, Performing arts-the economic dilemma: a study of problems . Bowen, 1966, Performing arts-the economic dilemma: a study of problems common to theater, opera, music and dance, New York, NY: The Twentieth Century Fund. A Rcord One-in-Five Now Owe Student Loan Debt. The article, by Sandy Baum, Charles Kurose, and Michael McPherson, creates the context for the articles that follow on timely issues facing the higher education community and policy makers.

While Bowen is concerned with the rising costs of higher education, it is in a very specific context - namely, residential undergraduate education for young people straight out of high school in the US, or secondary education in the UK. Interestingly, there has been a massive expansion o. . Interestingly, there has been a massive expansion of higher education over the past several decades, accompanied by transformations in both teaching and technologies, but Bowen and his fellow colloquium participants focus on a relatively narrow range of issues that are not to do with mass higher education, or indeed education for the masses (as Delia Langa Rosa. It offers a comprehensive and visionary perspective on the important issue of technology in higher education, and it stands above everything else written on the topic

In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection of education and economics, explains why, despite his earlier skepticism, he now believes technology ha.

In this short and incisive book, William G.ISBN13: 9780691159300.

William Gordon Bowen (/ˈboʊən/; October 6, 1933 – October 20, 2016) was President Emeritus of The Andrew W. Mellon Foundation where he served as President from 1988 to 2006. He was the president of Princeton University from 1972 to 1988. William Bowen was born on October 6, 1933 in Cincinnati, Ohio. He was the son of Albert and Bernice Bowen. Albert Bowen was a calculator salesman and Bernice Bowen worked as a dorm mother at the University of Cincinnati. Bowen graduated from Wyoming High School

in collaboration with Kelly A. Lack. with a new foreword by Kevin M. Guthrie.

in collaboration with Kelly A. Bowen, William G. Higher eduction in a digital age, William G. Bowen.

Two of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection of education and economics, explains why, despite his earlier skepticism, he now believes technology has the potential to help rein in costs without negatively affecting student learning. As a former president of Princeton University, an economist, and author of many books on education, including the acclaimed bestseller The Shape of the River, Bowen speaks with unique expertise on the subject.

Surveying the dizzying array of new technology-based teaching and learning initiatives, including the highly publicized emergence of "massive open online courses" (MOOCs), Bowen argues that such technologies could transform traditional higher education--allowing it at last to curb rising costs by increasing productivity, while preserving quality and protecting core values. But the challenges, which are organizational and philosophical as much as technological, are daunting. They include providing hard evidence of whether online education is cost-effective in various settings, rethinking the governance and decision-making structures of higher education, and developing customizable technological platforms. Yet, Bowen remains optimistic that the potential payoff is great.

Based on the 2012 Tanner Lectures on Human Values, delivered at Stanford University, the book includes responses from Stanford president John Hennessy, Harvard University psychologist Howard Gardner, Columbia University literature professor Andrew Delbanco, and Coursera cofounder Daphne Koller.

Part One -- the problems -- is spot on, Part Two -- the techie solutions -- not so much. The relatively prosaic development of MOOCs -- e-learning at enormous scale -- has been interesting but not all that important. MOOCs gave administrators and op-ed writers like Bowen and Thomas Friedman plenty of popular apocalyptic notions, but it seems the real advances have yet to be made in less glitzy areas like K-12 preparation, pedagogy, curriculum, governance and social integration. Education is evolving from a public good to a consumption good, a semi-private media and entertainment landscape of human capital enhancement, micro-credentialing and personal fulfillment.
It was timely and it was what I needed.
An established higher education system is in a transformation, new technologies are moving all or part of the classroom online. This book talks about related issues and what we should expect to see in the near future.
I bet he never took an online class. This book is rather general and misses a lot of subtlety about higher education.
Higher Education in the Digital Age (HEDA) is compiled from the 2012 Tanner Lectures on Human Values. It features a couple essays by Bill Bowen, economist and former president of Princeton and responses from: John Hennessy, Stanford president; Howard Gardner, Harvard professor; Andrew Delbanco, Columbia professor; and Daphne Koller, cofounder of online learning provider Coursera.

HEDA is the result of two great forces in higher education today--the explosion of costs and the rapid expansion of online learning. The hope (a hope that has thus far been in vain) is that the latter can mitigate the former. That hope revolves around one of the primary drivers of cost (and one I was unfamiliar with). Because higher education is very labor intensive, it does not benefit from the technologically driven productivity gains most other industries do, and thus its cost inevitably rises faster than costs as a whole (i.e., the rate of inflation). This is perhaps an overstatement. Technology has done much to improve the productivity of faculty, particularly the use of computers and the internet for research. But the benefits of those productivity gains have inured to the faculty, not the students. The danger is that productivity gains from online learning would suffer the same fate; the opportunity is that they may help break-up this kind of rent-seeking. The topic is only given very limited attention though.

HEDA reads like exactly what it is--a lecture series. As such, it's limited by its format. It's also too short to properly cover so large a topic. And it suffers from being entirely from the perspective of professors and administrators at only the most elite of universities. On the other hand, it is extremely timely.

Each essay is heavily endnoted. HEDA is perhaps most valuable as a font of source information.

Disclosure: I received an e-copy of HEDA through NetGalley.
Bowen, William G. with Kelly A. Lack. 2013. Higher Education in the Digital Age. New York: ITHAKA and Princeton: Princeton University Press.

This book is built on Bowen’s Tanner Lectures at Stanford. In those lectures, Bowen discussed the “cost disease” in higher education and offered online education as one way to address costs while maintaining or improving learning outcomes. In addition to worrying about both learning outcomes and costs, Bowen is sensitive to administrative issues and the implications of digital learning for faculty governance – not surprisingly, as a past president of Princeton University.

His colleague Kelly Lack has reworked these lectures into a more “academic,” but still very accessible format, adding data, footnotes, and the like. The book also includes responses from eminent faculty, administrators, and online enthusiasts. Not surprisingly, their comments vary in quality but even the weaker ones raise some provocations worth considering.

Since it's based on Bowen's lectures, the book is necessarily more of an overview than a closely-argued tome. However, the format also makes it an accessible, easy read. If you’re interested in the implications of online education for the modern university, with some secondary attention to nuts-and-bolts issues such as pedagogy and course design, you will find this book very useful. The notes and references also point you toward other good sources for future reading.
Bowen and other contributors to this booklet make a few valid, if well-known, points: tuition costs are up, public funding is down and does not appear to be coming back especially for the public universities, the elite private institutions (the ones that Bowen knows about) are largely unaffected, and so on.

But we remain without a cogent, comprehensive explanation of how these things will play out. We understood how the Baby Boom would affect higher education and prepared for it with the help of generous public support. We are still waiting for a convincing exposition of how higher education will evolve over the next decade. Online classes are not the most relevant factor, in my opinion.

If my major public university is any indication, I don't see any dramatic changes for the next few years. Tuition will keep rising, albeit at a slower rate, legislatures will continue not to fund us very well, the use of adjuncts will become more popular, and classes will remain impossibly large. The claimed potential of massive online open courses (MOOCs) is evolving into convenient excuses to further obliterate public higher education funding. I agree with the other commenter: I am guessing Bowen has neither taught nor taken an online class...

A minor comment on the ill-chosen title: higher education has been in the "digital age" for several decades now.