Quotulatiousness

December 12, 2012

What is driving the increasing price of higher education?

Filed under: Bureaucracy, Economics, Education, USA — Tags: , , — Nicholas @ 12:03

H/T to Daniel J. Mitchell, who adds:

The first part of the video shows that a college degree has become more valuable, so it’s understandable that the relative price of higher education has risen.

But then, beginning at about 1:55, the video discusses the role of subsidies. Echoing points I’ve made in the past, the professor explains how subsidies have simply generated higher prices. In other words, colleges have captured all the benefits, not students.

Business Week recently published a story that provides some glaring example of how universities have wasted all the additional money. Here are some remarkable excerpts.

    “I have no idea what these people do,” says the biomedical engineering professor. Purdue has a $313,000-a-year acting provost and six vice and associate vice provosts, including a $198,000-a-year chief diversity officer. Among its 16 deans and 11 vice presidents are a $253,000 marketing officer and a $433,000 business school chief. The average full professor at the public university in West Lafayette, Ind., makes $125,000. The number of Purdue administrators has jumped 54 percent in the past decade—almost eight times the growth rate of tenured and tenure-track faculty. “We’re here to deliver a high-quality education at as low a price as possible,” says Robinson. “Why is it that we can’t find any money for more faculty, but there seems to be an almost unlimited budget for administrators?” …Purdue is typical: At universities nationwide, employment of administrators jumped 60 percent from 1993 to 2009, 10 times the growth rate for tenured faculty. “Administrative bloat is clearly contributing to the overall cost of higher education,” says Jay Greene, an education professor at the University of Arkansas. In a 2010 study, Greene found that from 1993 to 2007, spending on administration rose almost twice as fast as funding for research and teaching at 198 leading U.S. universities.

December 7, 2012

US student vocabulary tests show disappointing results

Filed under: Education, USA — Tags: , , — Nicholas @ 09:49

At the Wall Street Journal, Stephanie Banchero reports on recent tests of vocabulary that show US students are not as well-informed as expected:

U.S. students knew only about half of what they were expected to on a new vocabulary section of a national exam, in the latest evidence of severe shortcomings in the nation’s reading education.

Eighth-graders scored an average of 265 out of 500 in vocabulary on the 2011 National Assessment of Educational Progress, the results of which were made public Thursday. Fourth-graders averaged a score of 218 out of 500.

The results showed that nearly half of eighth-graders didn’t know that “permeates” means to “spread all the way through,” and about the same proportion of fourth-graders didn’t know that “puzzled” means confused — words that educators think students in those grades should recognize.

Most fourth-graders did know the meaning of “created,” “spread” and “underestimate.” At eighth grade, most students knew “grimace,” “icons” and “edible.”

The new vocabulary test was embedded in the biennial national reading exam, known as the NAEP. Last year’s scores were in line with those posted in 2009, the first time vocabulary scores were broken out, but the latest results are the first to be made public. Experts noted that the results mirror the performance on the national reading test, which has yielded fairly static scores for a decade.

December 6, 2012

Toronto’s unusually expensive school maintenance costs

Filed under: Bureaucracy, Cancon, Education — Tags: , , — Nicholas @ 11:33

The Toronto Star is asking the Toronto District School Board some searching questions about how much the board is paying for small maintenance jobs:

The high cost to perform tens of thousands of small jobs — hanging pictures, mounting bulletin boards and yes, more pencil sharpener installations — are costing the Toronto District School Board a small fortune, according to data obtained by the Star.

At one school, Emery Collegiate Institute in North York, a work crew was summoned to hang three pictures one day in March 2011, a job that took seven hours and cost $266. Eight days later, workers were once again called to the same school to “hang three pictures on the wall.” That time, workers billed for 24 hours at a cost to taxpayers of $857.

[. . .]

The Toronto public school board is in a cash crunch. It estimates $3 billion of work needs to be done to bring its aging schools up to an acceptable level.

About 900 workers belonging to the Maintenance and Skilled Trades Council carry out the work as part of a long-standing contract that is radically different from many other boards in Ontario, which contract out many jobs to the lowest bidders. Schools also have janitorial staff, which could do the smaller jobs that have been routinely assigned to the council workers.

Teachers have contacted the Star saying they would like to put up a shelf, a coat hook or attach a pencil sharpener but believe that they are not allowed to. “I was told flat out by my school that we are not allowed to do this work,” said one teacher, speaking on condition of anonymity because the teacher fears job repercussions for talking.

The data obtained by the Star is a mix of small jobs that appear to take too long, and big jobs that take many, many weeks. The data is raw — no conclusions are made in the data as to whether the job was done properly or on time.

H/T to Chris Selley:

December 5, 2012

Finland’s excellent education system can’t be exported

Filed under: Asia, Education, Europe — Tags: , , , , , — Nicholas @ 09:46

Finland frequently comes in at or near the top of the rankings for quality of education, and some countries are tempted to replicate the Finnish model to improve their own domestic school systems. Unfortunately, as Eero Iloniemi points out, the model is actually more cultural than educational:

One such similarity is orthography. Both languages are written almost exactly as they are pronounced. Therefore, a child who can spell one word will be able to spell every word, even when they hear it for the first time. An eight-year-old Finn will have no trouble identifying every letter when he hears the word ‘kertakäyttösyömäpuikkoteollisuus’. So while native English speakers practise spelling well into their teens, Finnish and Korean kids are busy brushing up on other subjects.

Another thing Finland and Korea share is a fairly homogeneous culture. Ethnic minority groups are small and immigration to both countries is conspicuously low. As Horst Entof and Nicole Miniou of Darmstadt University of Technology noted in their 2004 study, PISA results are higher in countries which have strict and/or highly selective immigration policies than they are in countries with more liberal immigration policies. The name of the study says it all: PISA Results: What a Difference Immigration Law Makes.

This point is underlined by the fact that Finland performs significantly better in PISA studies than neighbouring Sweden. Why? Sweden has an immigrant population that is 10 times bigger. When these socially and economically similar countries are compared, omitting first and second generation immigrant children from sample groups, the results become almost identical.

Update: Oh, and it’s also a myth that the Finns pay their teachers at the same level they pay their doctors.

November 29, 2012

“Why would we want to drink a wine that tastes like these things?”

Filed under: Education, Randomness, Wine — Nicholas @ 11:41

Jason Wilson is teaching a university course called “The Geography of Wine”. He’s finding it a constant struggle to get past certain descriptive words in the wine vocabulary, because they’re not at all intuitive or meaningful to a non-wine-drinking audience.

But if there has been one stumbling block, it is when we leave the comforting aromas and flavors of fruits and flowers and herbs and enter into more challenging tasting territory: Minerality. Chalk. Tar. Tobacco. Animal. Farmyard. Petrol.

“Why would we want to drink a wine that tastes like these things?” my students want to know.

It’s a reasonable and valid question. Look, I tell them, if you’re happy and content with fruity, pleasurable red wines redolent of berries and cherries and plums or zippy, easy-to-drink whites with tangy citrus and orchards full of apples and pears… well, then that’s what you should drink without feeling any need to move beyond that. Wine should be, foremost, about pleasure — and pleasure is personal. There’s a reason that romantic comedies with happy endings, sunny, catchy pop music, mac n’ cheese, whipped cream vodka, and wearing Ugg boots with pajama pants remain popular.

But if we think more deeply about pleasure, we realize it isn’t always so straightforward or even comfortable. After all, why do so many of us love sad poems, disturbing horror films, or intense, subtitled psychological dramas. Why am I capable of loving Bruce Springsteen’s “Nebraska” or The Smith’s “Meat Is Murder” or Elliott Smith’s “From a Basement on the Hill” — while at the same time I can enjoy T. Pain, Taylor Swift, and dancing with my kids to Psy’s “Gangnam Style”?

With the arts, we inherently understand that without the darker, more confounding elements, there can be no light. Wine is no different. Just as in novels or films or musical compositions, the more complex and ambitious the wine, the more unique and potentially discomforting aromas, textures, and flavors we’ll find.

November 13, 2012

Online education is the future of universities (if they have one)

Filed under: Education, Media — Tags: , — Nicholas @ 11:08

Alex Tabarrok explains why 15 minutes of his time has outweighed the rest of his teaching career:

In 2009, I gave a TED talk on the economics of growth. Since then my 15 minute talk has been watched nearly 700,000 times. That is far fewer views than the most-watched TED talk, Ken Robinson’s 2006 talk on how schools kill creativity, which has been watched some 26 million times. Nonetheless, the 15 minutes of teaching I did at TED dominates my entire teaching career: 700,000 views at 15 minutes each is equivalent to 175,000 student-hours of teaching, more than I have taught in my entire offline career.[1] Moreover, the ratio is likely to grow because my online views are increasing at a faster rate than my offline students.

Teaching students 30 at a time is expensive and becoming relatively more expensive. Teaching is becoming relatively more expensive for the same reason that butlers have become relatively more expensive–butler productivity increased more slowly than productivity in other fields, so wages for butlers rose even as their output stagnated; as a result, the opportunity cost of butlers increased. The productivity of teaching, measured in, say, kilobytes transmitted from teacher to student per unit of time, hasn’t increased much. As a result, the opportunity cost of teaching has increased, an example of what’s known as Baumol’s cost disease. Teaching has remained economic only because the value of each kilobyte transmitted has increased due to discoveries in (some) other fields. Online education, however, dramatically increases the productivity of teaching. As my experience with TED indicates, it’s now possible for a single professor to teach more students in an afternoon than was previously possible in a lifetime.

The counter-argument is that there is an ineffable quality of the classroom experience that raises its value well above the same material taught online. Even after many years of teaching, however, what exactly this quality might be remains ineffable to me. Actually, that is not quite fair. Bringing the most advanced students in any field up to the cutting edge of knowledge and beyond has always required a kind of apprenticeship rather than a more straightforward communication of data/knowledge. Fields with greater physicality, not just sports and dance, but also experimental biology, physics, and chemistry will also require more in-classroom teaching with greater attention from a human being. Even recognizing these exceptions, however, still leaves the vast majority of teaching open to massive productivity increases. Until late college, physics is mostly teaching knowledge known since Newton. Most of the mathematics known or needed by most people has not advanced much beyond Euclid and Pythagoras, let alone Euler. No one expects online education to substitute for apprenticing to a master, but much education at the college level is already mass education taught not by a master but by an adjunct.

November 8, 2012

QotD: The English Gentleman

Filed under: Britain, Education, History, Quotations, Religion — Tags: , — Nicholas @ 09:26

The idea of a gentleman was a more inclusive one than it sounds to modern ears. One of its greatest advantages was that you could define it so as to include yourself. You could behave like a gentleman, without possessing any of the social attributes which a gentleman might have: there was no need to possess a coat of arms, or a country estate, or engage in field sports, or wear evening dress. At least since Chaucer’s time, there had been a distinction between the social meaning of the word, and the moral. It was evident that well-born people, who ought to know how to behave like gentlemen, did not always do so, while others sometimes did.

Philip Mason, whose perceptive study, The English Gentleman, was published in 1982, argues that “the desire to be a gentleman” runs through and illuminates English history from the time of Chaucer until the early 20th century. He suggests that “for most of the 19th century and until the Second World War” the idea of the gentleman “provided the English with a second religion, one less demanding than Christianity. It influenced their politics. It influenced their system of education; it made them endow new public schools and raise the status of old grammar schools. It inspired the lesser landed gentry as well as the professional and middle classes to give their children an upbringing of which the object was to make them ladies and gentlemen, even if only a few of them also became scholars.”

Andrew Gimson, “Strange Death of the English Gentleman”, Standpoint, 2012-09

November 5, 2012

Commemorating the “Great War”

Filed under: Britain, Education, Europe, France, Germany, History, Military, WW1 — Tags: , — Nicholas @ 09:16

“Sir Humphrey” is on what he terms as his “very late Summer Holidays”, but left a thoughtful-as-always post on the British government’s recently announced World War 1 commemoration program:

It was announced that over £50 million of public funding will be provided to commemorate the 100th anniversary of the start of the First World War in 2014. This high profile event will include commemoration, remembrance, and a chance for every school in the country to send students to the battlefields of the Western Front in order to see first-hand ‘Flanders Fields’.

Rarely do wars have such a dramatic impact on a national psyche, but the First world War continues to occupy a place in the heart of the British consciousness which will take generations to reduce. It is sobering to contemplate that across the whole of the UK, there were fewer than 50 ‘Thankful villages’ (locations where everyone who served came back alive). Even today, as a nation we have only just seen the last veterans of the conflict pass on, and there are still plenty of people alive who were born in this time. In Government, it is often forgotten that Lord Astor, who acts as the spokesman for Defence in the House of Lords, is the grandchild of Field Marshal Haig. Even now, almost a century on, our current links to the war remain tangible.

Humphrey has long been a ‘revisionist’ when it comes to WW1, and believes that what should be remembered as not only a violent and bloody war, also represented many of the finest feats of arms in British history. While the conventional view of the 1960s and beyond was of a war that comprised senseless slaughter, where legions of troops were thrown into battle by an uncaring General Staff, the reality is far different. Arguably WW1 represented a supreme accomplishment by the General Staff, who had to take a tiny professional army, expend it and buy time using the TA to mould a new citizen based force, which within five years became the world’s most accomplished fighting force. They did this in a backdrop of expanding the military far beyond what any would have thought possible, while adapting to technological changes at a vast rate. By the start of the One Hundred Days campaign in 1918, there is no doubt that the British Army was probably the best trained equipped and operationally effective army in the world.

This is not to diminish the slaughter or the losses felt, but it often feels that the emphasis is too greatly placed on the hellish experiences of the trenches, and not that of understanding the war, nor decision making as a whole. It is perhaps telling that the most popular public memory of WW1 comes not from primary sources, but from the comedy ‘Blackadder Goes Fourth’, clips of which to this day brighten up innumerable MOD presentations.

The Canadian memories of WW1 are a bit different from those of Britain, although shaped by the same forces: before the war started, Canada was still psychologically a colony of the Mother Country. At the end of the war, Canada stood as a recognized independent entity from Britain (though still recognizing the importance of Britain and the Empire and a proud member of the Empire), with a very hard-earned military reputation. The legalities of full independence still lay in the future (the Statute of Westminster, 1931), but the Canada of 1918 was not the same place it had been in 1914. It saw itself as a nation, not a colony.

October 19, 2012

Minnesota takes a firm stance … against free education

Filed under: Bureaucracy, Education, Liberty, USA — Tags: , , , — Nicholas @ 08:43

If that headline sounds stupid, it’s only because it’s accurate:

Every day, it seems, we hear of yet another story of silly out-of-date regulations, which may have had a reasonable purpose initially, getting in the way of perfectly legitimate innovation. For example, there’s been a massive growth in “open courseware” or open education programs, that put various educational classes online for everyone to benefit. They’re not designed to replace the degrees of college, but rather to just help people learn. One of the biggest ones, Coursera, recently told people in Minnesota that they could no longer take Coursera classes, due to ridiculously outdated Minnesota regulations:

    Notice for Minnesota Users:

    Coursera has been informed by the Minnesota Office of Higher Education that under Minnesota Statutes (136A.61 to 136A.71), a university cannot offer online courses to Minnesota residents unless the university has received authorization from the State of Minnesota to do so. If you are a resident of Minnesota, you agree that either (1) you will not take courses on Coursera, or (2) for each class that you take, the majority of work you do for the class will be done from outside the State of Minnesota.

Update: In the first of what promises to be a cascade of Minnesota-education-related announcements, Popehat is forced to introduce new terms of service for Minnesota residents:

Now circumstances require us to create special terms of use for Minnesota residents. See, some of you have occasionally said that, despite our best efforts and lack of relevant skills or experience, you occasionally learn something at Popehat […] That’s problematical in Minnesota.

You’d think that Minnesota residents should be free to learn whatever they want from any site on the internet. You’d be wrong. The State of Minnesota determines not just what degrees may be offered there, but how its residents may learn things on the internet.

[. . .]

Now, I think it’s unlikely that Popehat would be treated as subject to the statute. We’re not a learning institution and we don’t offer “courses,” per se, except in the sense of “a course of abuse.” But we can’t be too careful. We’re talking about a state that thinks it should dictate whether web sites in other states can make free online content available to its citizens. Who knows what they’ll do next? I don’t want to subject Popehat to Minnesota’s onerous disclosure requirements or pay fees or be subject to injunctions if some functionary within the Minnesota Office of Higher Education decides that Popehat is attempting to offer courses in, say, Spammer Communications. I don’t want to have to go to Minnesota to defend myself. Lakes make me itchy. Plus, my lovely wife spent only a couple of years there in the 1970s and I still laugh at her accent, so I’m concerned that legal proceedings there may not go my way.

Update, 22 October: Minnesota belatedly realizes that beclowning yourselves in front of an international audience is sub-optimal:

Last week, we were among those who reported on a ridiculous attempt by regulators in Minnesota to enforce a regulation aimed at stopping degree mills, by telling various legitimate online learning providers like Coursera that Minnesota residents couldn’t take courses from without state approval. Thankfully, all of the attention has caused Minnesota officials to admit that this was silly and back down. According to Larry Pogemiller, director of the Minnesota Office of Higher Education:

    Obviously, our office encourages lifelong learning and wants Minnesotans to take advantage of educational materials available on the Internet, particularly if they’re free. No Minnesotan should hesitate to take advantage of free, online offerings from Coursera.

October 18, 2012

Taking “blaming the victim” to school

Filed under: Bureaucracy, Education, Law, USA — Tags: , , — Nicholas @ 12:21

The incident would probably make newspaper headlines anyway — “Middle school students find picture of topless teacher on school iPad” — but only in a crazy world are the kids punished for the teacher’s goof-up:

Some students at Highland Middle School in Anderson, Ind., got a peek of their teacher’s bare breasts on a school-issued iPad while in class.

Those students have been suspended and threatened with expulsion.

The school district said it has taken action against the teacher, but they wouldn’t specify what action, only that she is still a member of the school staff.

“The picture showed up of the teacher topless,” said Joshua Troutt, 13, describing the incident that occurred at Highland Middle School.

He and three other students were in their classroom, playing a game on a school-issued iPad.

He said one of the students pressed a button, and a photograph with his teacher’s bare chest was revealed.

“It’s not our fault that she had the photo on there,” Troutt said. “We couldn’t do anything not to look at it, if it just popped up when he pressed the button. It was her fault that she had the photo on there. Her iPhone synched to it. She had to have pressed something to make all of her photos synch on there.”

In which insane universe is this the kids’ fault?

Treating one particular religion as special

Filed under: Britain, Education, Religion — Tags: , , — Nicholas @ 09:08

James Delingpole discusses his niece’s exposure to religious education at her school, and discovers that one religion is exalted above the others:

My brilliant niece Freya was talking to my brother the other day about the religious education curriculum at her predominately white, middle-class state school in a pretty English cathedral city. She happened to mention ‘Mohammed, Peace Be Upon Him.’ ‘Eh?’ said my brother. ‘It’s what we’re taught at school. After we mention “Mohammed” we have to say “Peace be upon him”.’
[. . .]

Mohammed, Peace Be Upon Him? I suppose it would make sense for a non-Muslim to use that phrase were he, say, trying to persuade his Islamist terrorist captors in Mali perhaps or the Yemen not to cut his head off. But since when did it become necessary for white, notionally C-of-E-ish English kids in a middle-class school in a pretty cathedral town?

I mean it’s bad enough — as I’ve argued — to teach kids to think that their country’s religious traditions no longer really matter. But what is surely unforgivable is simultaneously to teach those same kids that there is one particular religion which matters so much that even when you don’t subscribe to it you must still treat it with the reverence, fear and awe of those who do.

Why? You can imagine the fuss if at every mention of the name Jesus Christ all children of whatever creed were forced to raise their arms in the air and add ‘Our Lord and Saviour, He is risen, Alleluia’. We ought to be equally appalled, I would suggest, at what children at Freya’s school are being forced to do with regards to the prophet of a rival religion.

October 12, 2012

One for the heralds

Filed under: Education, History, Humour — Tags: , — Nicholas @ 07:46

On the Lois McMaster Bujold mailing list (http://lists.herald.co.uk/cgi-bin/mailman/listinfo/lois-bujold), Eric Oppen posted this in an off-topic thread about clothing trends:

Whenever someone starts waxing envious in my presence about foreign countries’ practice of wearing school uniforms, and wishes the same on American kids, I like to respond:

“That’s a wonderful idea! And I know just the sort needed! The colors would be “barry argent and sable, semee’ of pheons, countercharged.”

Most people don’t get the joke, but I said that in front of several SCA heralds once, who were all highly amused and said I was being quite multicultural.

(For those not familiar with heraldic language, what I am suggesting is uniforms featuring horizontal black-and-white stripes, scattered with “broad arrowheads” white on black and black on white. IOW, combining the features of traditional US and UK prison uniforms.)

Posted with Eric’s permission, of course.

October 8, 2012

“It’s high time for the art world to admit that the avant-garde is dead”

Filed under: Education, Media, Religion — Tags: , , , — Nicholas @ 11:12

Camille Paglia in the Wall Street Journal:

Today’s blasé liberal secularism also departs from the respectful exploration of world religions that characterized the 1960s. Artists can now win attention by imitating once-risky shock gestures of sexual exhibitionism or sacrilege. This trend began over two decades ago with Andres Serrano’s “Piss Christ,” a photograph of a plastic crucifix in a jar of the artist’s urine, and was typified more recently by Cosimo Cavallaro’s “My Sweet Lord,” a life-size nude statue of the crucified Christ sculpted from chocolate, intended for a street-level gallery window in Manhattan during Holy Week. However, museums and galleries would never tolerate equally satirical treatment of Judaism or Islam.

It’s high time for the art world to admit that the avant-garde is dead. It was killed by my hero, Andy Warhol, who incorporated into his art all the gaudy commercial imagery of capitalism (like Campbell’s soup cans) that most artists had stubbornly scorned.

The vulnerability of students and faculty alike to factitious theory about the arts is in large part due to the bourgeois drift of the last half century. Our woefully shrunken industrial base means that today’s college-bound young people rarely have direct contact any longer with the manual trades, which share skills, methods and materials with artistic workmanship.

[. . .]

Capitalism has its weaknesses. But it is capitalism that ended the stranglehold of the hereditary aristocracies, raised the standard of living for most of the world and enabled the emancipation of women. The routine defamation of capitalism by armchair leftists in academe and the mainstream media has cut young artists and thinkers off from the authentic cultural energies of our time.

October 7, 2012

Swedish lunch lady ordered to discontinue food that is “too good”

Filed under: Education, Europe, Food, Health — Tags: , , — Nicholas @ 11:37

Everyone wants the best for their kids, but heaven help you if you provide higher quality food than kids at other schools get:

Annika Eriksson, a lunch lady at school in Falun, was told that her cooking is just too good.

Pupils at the school have become accustomed to feasting on newly baked bread and an assortment of 15 vegetables at lunchtime, but now the good times are over.

The municipality has ordered Eriksson to bring it down a notch since other schools do not receive the same calibre of food — and that is “unfair”.

Moreover, the food on offer at the school doesn’t comply with the directives of a local healthy diet scheme which was initiated in 2011, according to the municipality.

“A menu has been developed… It is about making a collective effort on quality, to improve school meals overall and to try and ensure everyone does the same,” Katarina Lindberg, head of the unit responsible for the school diet scheme, told the local Falukuriren newspaper.

However, Lindberg was not aware of Eriksson’s extraordinary culinary efforts and how the decision to force her to cut back had prompted outrage among students and parents.

Of course, Toronto is rapidly catching up to Swedish standards in this regard: we have an active “parents group” that protests against school fundraising efforts because not all schools can raise the same level of donations, so they want equality imposed: either all funds raised should be shared with every school or no fundraising should be allowed at all.

October 6, 2012

Not all engineering degrees are equivalent

Filed under: China, Education, India, USA — Tags: , — Nicholas @ 11:20

In the Wall Street Journal, a comparison of university education in the US and in other countries:

Both India and China have intense national testing programs to find the brightest students for their elite universities. The competition, the preparation and the national anxiety about the outcomes make the SAT testing programs in the U.S. seem like the minor leagues. The stakes are higher in China and India. The “chosen ones” — those who rank in the top 1% — get their choice of university, putting them on a path to fast-track careers, higher incomes and all the benefits of an upper-middle-class life.

The system doesn’t work so well for the other 99%. There are nearly 40 million university students in China and India. Most attend institutions that churn out students at low cost. Students complain that their education is “factory style” and “uninspired.” Employers complain that many graduates need remedial training before they are fully employable.

[. . .]

The U.S. and the U.K. are ranked first and second, driven by raw spending, their dominance in globally ranked universities and engineering graduation rates. China ranks third and India fifth, largely on enrollment (Germany is fourth). The reasons for U.S. supremacy are clear: For one, it spends the most money on education, disbursing $980 billion annually, or twice as much as China and five times as much as India. It is also the most engineer-intensive country, with 981 engineering degrees per million citizens, compared with 553 for China and 197 for India.

American universities currently do a better job overall at preparing students for the workforce. The World Economic Forum estimates that 81% of U.S. engineering graduates are immediately “employable,” while only 25% of Indian graduates and 10% of Chinese graduates are equally well prepared. “Chinese students can swarm a problem,” a dean at a major Chinese university told us. “But when it comes to original thought and invention, we stumble. We are trying hard to make that up. We are trying to make technical education the grounding from which we solve problems.”

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