3/20/2015 at 4:03 pm
Dear Prof. Wright, Thank you for sending us your article. Several of us have read it, and we regret to say that we are unable to publish it. Because we receive dozens of manuscripts each week on all sorts of topics, we have to make some tough choices. And, unfortunately, that large number also precludes us from responding to each in depth. But we appreciate your thinking of us and hope you will keep us in mind for articles in the future. Sincerely yours, The Editors
Small Colleges as Professional Partnerships by Robert E. Wright, Nef Family Chair of Political Economy, Augustana College
SD
Higher education in America is yet again
engulfed in crisis. On the rise for decades, tuition and borrowing appear to be
approaching their natural limits. Small colleges are closing or merging and
intrusive federal regulations loom. It is time to experiment, especially at the
most fundamental level.
I’ve argued in two books (including
one, Fubarnomics, published in the U.S. in 2010) that the sector’s
root problems are ownership structure and incentive alignment. For-profit
schools (whether proprietary or publicly-traded) have proven themselves venal:
they lure students into taking out federal loans while leaving most to drop out
or to earn degrees with little marketplace value. State-owned schools vary
greatly in quality and cost-effectiveness. So, too, do private colleges and
universities. The problem with both public and private schools is that they are
non-profit entities. Nobody owns them, so nobody in particular has an interest
in making them more efficient. Some are blessed with talented administrators,
caring trustees, generous alumni, and so forth, but none are owned by the
people who create most institutional value, faculty members.
It is high time that one or more
colleges, struggling or recently failed ones, reorganize as professional
partnerships, along the lines of a law firm or business consultancy such as
McKinsey. Such a college’s assets (tangible and intangible) would be owned by
faculty members according to a formula of their own agreement, likely based on
variables like term of service, pre-partnership salary, and so forth.
Professors who dislike the agreement would be free to leave or to try to
negotiate better terms. Presumably those professors who push for more than
their objective worth would be allowed to leave while others would receive
reasonable recompense for their expected contributions to the partnership.
Once bound together in professional
partnership, faculty members would be free to establish their own governance
rules, policies, and so forth within the general guidelines of partnership law.
Partners’ ownership stakes, for example, are not like shares in a public
company as they cannot be sold or transferred but only insured against death or
disability. The goal of such a rule is to tie the long-term incentives of
partners (professors) to that of their firms (colleges). Some flexibility is
necessary, however, so in their partnership agreement faculty partners can establish
rules governing the “cashing out” of faculty members who wish to leave before
retirement, or who the faculty partners wish to be rid of. (Instead of being an
absolute, in other words, tenure could be “priced,” as in other types of partnership.)
A professional partnership college would
be a for-private entity but one where the interests of the two main
constituencies, faculty and students, are more closely aligned over the long
term than in current for-profit and non-profit ownership models. Publicly-traded
and proprietary colleges sometimes make ruthless cuts in their pursuit of quarterly
profits. Non-profit public and private colleges, by contrast, often spend too
much, i.e., more than strictly necessary to achieve a pedagogical goal, because
that can be easier than making difficult decisions. Presumably, professional
partners would search out the happy median as they would have no incentive to
endanger their own future by slashing expenditures too much or by spending more
than they have to in pursuit of specific goals. Surely mistakes will be made in
execution of their long-term interests but that is a far better state of
affairs than the structurally
mis-aligned incentives of traditional non-profit and for-profit colleges.
Moreover, I suspect that many
professional partnership colleges would soon conclude that their capital would
be best employed by lending it to their students or, if they have insufficient
reserves to do that, by guaranteeing their students’ college-related debt.
Traditional lenders cannot readily discern good student borrowers from risky
ones, but colleges certainly can and in fact can make students lower-risk
borrowers by increasing their human capital and improving their attachment to
their alma mater. Colleges can therefore lower student borrowing costs by
lending to their students directly or by guaranteeing student loans made by
traditional lenders and in the process tie their long-term interests much more
closely to those of their students.
Professional partnership colleges could
bring other improvements to U.S. higher education as well. If barriers to entry
were reduced, we might see increased competition and hence innovations not
currently fathomed. The more venal for-profit colleges might be run out of the
industry and burdensome federal regulations avoided.
Of course, I may have overestimated the
beneficial qualities of professional partnerships but, at this critical
juncture, we need data more than we need debate. Let the experiment begin and
the professional partnership model spread if it works in practice as well as it
appears to in theory.
*In hindsight, maybe the editors at the Chronicle are not cowards. Maybe they just aren't very bright.
*In hindsight, maybe the editors at the Chronicle are not cowards. Maybe they just aren't very bright.