A Look At The Recession-Proof University

“Let’s be honest. At a research university like Penn State, education just isn’t the primary mission.”

So declared an administrator at Penn State late last year in a private meeting, explaining his view of the real purpose of Pennsylvania’s flagship land-grant university. This was his rather tenuous way of defending the lack of cost controls on tuition and fees.

What has surprised me over the years at Penn State is not so much the amount of institutional waste that exists at an ostensibly non-profit enterprise, but how frank so much of the school’s leadership is in admitting the failure of the institution to mind its founding mission: to provide an liberal and practical education to the working class sons and daughters of the Commonwealth.

The university’s annual budget stands at more than $3.4 billion. Ten years ago, it was barely $2 billion. There are other costs, too, like the interest on the nearly $1 billion worth of debt that the university has accrued over the years, largely as a result of its unending building binge.

And while the research-minded administrator quoted above is wrong about the school’s core mission today, time looks to be on his side. According to a recent policy report by the Commonwealth Foundation, a sizable 30 percent of Penn State’s operating budget in 2006 was devoted to research expenditures.

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A New Concept For Student Empowerment

After spending just a few months on the campus of nearly any major college, young students will come to understand that their place within University life is typically defined, managed and regulated by an “office” of student affairs or student life.

At most colleges and universities, the extracurricular experience is as strictly regulated (if not more so) than in-class academic time.

If the primary function of the university is academic scholarship, it strikes one as rather odd, indeed, almost perverse, that the life of the student outside of the classroom is as heavily regulated as it is on the modern campus.

The “other half” of a college education, that half that took place outside of the classroom that John Henry Cardinal Newman described as so vital, can only happen organically and naturally among students in peer-to-peer settings.

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