Quotulatiousness

March 27, 2012

The Quebec student protests as a harbinger of the coming “entitlement wars”

Filed under: Cancon, Economics, Education, Government — Tags: , , , — Nicholas @ 10:30

Bill Morrison in the National Post:

This past week, the streets of Quebec have been full of marching students, displaying a degree of anger and solidarity the likes of which have not been seen in Canada for many years. The fact that this protest is focused on naked self-interest — maintaining the province’s ridiculously low tuition fees rather than world peace, global poverty or even the inchoate agenda of the Occupy movement — speaks volumes about the emergence in Canada of an inter-generational struggle over entitlements.

Everyone knows that a clash over entitlements is in the offing in Canada as a whole. It may come, as the political right argues, because government coffers are close to empty, and cutbacks have to be made. It may be, as the left suggests, that governments have been hijacked by low-tax, pro-corporation policies, and no longer care about equality and social safety nets. It even could be, as still others argue, that the public usage of our core institutions — hospitals, colleges and universities — has simply outstripped our capacity or willingness to pay.

As for the specific example of tuition, the simple fact is that university education is underpriced in Canada, particularly for the middle and upper classes that benefit from impressive tax savings along the route of getting their children to and through university. It is a much smaller subset of the total student body — children from low-income families — that deserves greater financial support and attention. Instead, and in a mix of self-interest and a commitment to equality, students demand the same concessions for all.

February 25, 2012

Tim Harford: The problem of “interdisciplinary problems”

Filed under: Economics, Science, Technology — Tags: , , , — Nicholas @ 10:25

Tim Harford recently visited Oxford Martin School to discuss the phenomenon of problems that are seen as intractable when viewed from within a “silo” or single discipline, but which yield solutions when approached in co-operation with multiple disciplines:

In academia, the challenge of encouraging interdisciplinary research is at least recognised as a problem. The advancing frontier of scientific knowledge forces most researchers to specialise in ever narrower fields and, as a result, collaboration between these silos is essential. I recently visited the Oxford Martin School, a seven-year-old initiative designed to foster cross-disciplinary projects at the University of Oxford. I talked to the school’s director, Ian Goldin, about the challenges of breaking down academic silos.

He thinks these silos are mostly artificial. Academic journals are largely specialised rather than interdisciplinary and official funding bodies shy away from interdisciplinary projects. The result is that academics with interdisciplinary interests have few ways to fund the research and few credible outlets for publishing the results. The Martin School has funding, but most of the researchers are either junior, with some freedom to experiment, or professors so senior they no longer need to worry about their publication record. The mid-career academics are missing. It is nice to hear the tenure system sometimes produces the hoped-for courage and independence, but not so nice that there is no career track for interdisciplinary researchers.

[. . .]

If problems are one focal point for collaboration, tools can be another. An example: systems needed to deal with the gigantic data sets generated in finance, astronomy and oceanography. Such tools naturally bring together computer scientists and the statisticians, economists and scientists who might use the data. Goldin points to “crowdsourcing” as a second example of a cross-disciplinary tool, complexity science as a third and (optimistically, I feel) practical ethics as a fourth.

Perhaps the real lesson is that promoting cross-disciplinary research need not require a mysterious blend of social-networking tools and funky collaborative architectural spaces. All that is sometimes required is a shared problem, or a shared set of tools, and, above all, the money to pay for the job to be done.

February 14, 2012

Envisioning the all-online university

Filed under: Media, Technology — Tags: , , , — Nicholas @ 09:56

Megan McArdle on the recent announcement that MIT will be offering online programs (at lower cost than regular courses) and if this is a sign of the future (as it almost certainly is) what changes will occur in the realm of higher education:

I can see all sorts of factors that might combine to preserve the status quo, from signaling and status and networking, to the desire of college students for a four-year debt-financed semi-vacation. On the other hand, disruption never looks inevitable until it suddenly is — if you’d told someone in 1955 that GM was going to have its lunch eaten by some Japanese upstart, they would have laughed until the tears came. So it’s interesting and maybe even useful to contemplate what the college system would look like if this sort of distance learning becomes the norm.

1. Education will end up being dominated by a few huge incumbents. [. . .]

2. Online education will kill the liberal arts degree. [. . .]

3. Professors (course developers) will be selected for teaching instead of research brilliance. [. . .]

4. 95% of tenure-track professors will lose their jobs. [. . .]

5. The corollary of #4 is the end of universities as research centers. [. . .]

6. Young job-seekers will need new ways to signal diligence. [. . .]

7. The economics of graduate school will change substantially. [. . .]

8. Civil society will have to substitute for the intense friend networks that are built at college. [. . .]

9. The role of schooling in upward mobility will change. [. . .]

10. The young will have a much lower financial burden in their 20s. [. . .]

11. The tutoring industry will boom. [. . .]

12. If the credentials become valuable, cheating will be a problem. [. . .]

February 1, 2012

University tuition and lower-income student access

Filed under: Bureaucracy, Cancon, Economics, Education — Tags: — Nicholas @ 10:40

In the Globe and Mail (which seems to be having web authentication issues lately), Stephen Gordon points out that lowering university tuition costs won’t actually address the problem it’s supposed to:

There is a well-documented correlation between family income and university participation rates: people from the top quarter of the income distribution are roughly twice as likely to go to university as those from the bottom quarter. An implication of this imbalance is that the population of people who are attending university is far from being representative of the population as a whole: university students from the top quartile outnumber those from the bottom by a factor of 2 to 1. This imbalance is both the problem and the reason why the problem is so hard to solve.

Reducing tuition fees will do very little to close the gap between university participation rates in people from the higher and lower ends of the income distribution. The direct costs of university — tuition and books — account for only a quarter of the total costs (source), and financial considerations explain roughly 12 per cent of the gap between PSE participation rates of youths from upper- and lower-income households.

[. . .]

A far cheaper, more equitable and more effective way of increasing access to universities is to concentrate public funds on providing support to students in financial need (this group also includes those who have debt problems). But these measures would benefit only a minority of students who are already going to university, while tuition cuts would benefit all students.

Student lobby groups such as the CFS have a mandate to represent the interests of all current students, and this group does not include those who might have gone to university if more financial support were available. They have little interest in targeted programs — see, for example, the CFS’ reaction to the Ontario government’s tuition rebate for students from families earning less than $160,000/year.

January 21, 2012

Robert Johnson: How to save Economics

Filed under: Economics, Education, History, Media — Tags: , , , — Nicholas @ 11:10

Writing in Time, Robert Johnson has a few recommendations to rescue the field of economics from its current state:

First, economists should resist overstating what they actually know. The quest for certainty, as philosopher John Dewey called it in 1929, is a dangerous temptress. In anxious times like the present, experts can gain great favor in society by offering a false resolution of uncertainty. Of course when the falseness is later unmasked as snake oil, the heroic reputation of the expert is shattered. But that tends to happen only after the damage is done.

Second, economists have to recognize the shortcomings of high-powered mathematical models, which are not substitutes for vigilant observation. Nobel laureate Kenneth Arrow saw this danger years ago when he exclaimed, “The math takes on a life of its own because the mathematics pushed toward a tendency to prove theories of mathematical, rather than scientific, interest.”

[. . .]

The third remedy for repairing economics is to reintroduce context. More research on economic history and evidence-based studies are needed to understand the economy and overcome the mechanistic bare-bones models the students at Harvard objected to being taught.

[. . .]

Fourth, we must acknowledge the intimate, inseparable relationship between politics and economics. Modern debates about who caused the financial crisis — ­government or the private financial sector — are almost ­nonsensical. We are living in an era of money politics and large powerful interests that influence the laws and regulations and their enforcement. In order to catalyze the evolution of economics, research teams would benefit from multidisciplinary interaction with politics, psychology, anthropology, sociology and history.

H/T to Tim Harford for the link.

January 14, 2012

QotD: In praise of memorization

Filed under: Britain, Education, History, Quotations — Tags: , — Nicholas @ 11:17

I didn’t mean only memorising poetry or prose passages, but anything that requires memorisation.

Two instances to chew on.

1. To me the most crippling side-effect of “modularisation” in education — i.e. self-contained courses, no terminal examinations etc. — is that it obviates what is actually a principle purpose of exams based on several years’ work, forcing the transfer of information from short- to long-term memory. Students who take only end-of-semester course exams or write final papers retain far less of the data than those who undergo old-fashioned final exams. Methodological competence can certainly be learned in modularised systems, but detailed memory is not fostered.

2. I will never forget the candidate for Cambridge admission (15+ years ago) who had done O-level modules (9th and 10th grade) on the English Civil War and the Industrial Revolution but did not know which came first. Honest to Betsy; didn’t have a clue and couldn’t work it out either. Even before that I made my own undergrads learn a regnal list, from at least Richard III to Elizabeth II with dates, so that they had at least one continuous historical frame to which they could attach other dates they learned or came across. I wasn’t bigoted about it — it could be a list of popes, archbishops of Canterbury, or Dalai Lamas (Dalais Lama?) if they wanted, though English monarchs are more useful in English literature — but they had to know something that gave accurate chronological depth to their grasps of history, not just sit grinning ignorance on a jumble of impressions and quasi-factual fragments. They used to moan about it loudly … for a while and then start being grateful. Heh.

Memorising poems is dandy, and there’s no reason it has to be the saccharine and long-line stuff that was the pedagogic legacy of late C19 tastes and pieties — lots of good strong stuff out there that anyone’s better off knowing than not knowing — but there are bigger issues at stake.

(Excerpt from a much longer discussion on the Lois McMaster Bujold mailing list)

John Lennard, MA DPhil. (Oxon.), MA (WU)
General editor, Humanities-E-Books Genre Fiction Sightlines and Monographs

January 10, 2012

What a difference a decade makes

Filed under: Economics, History, USA — Tags: , , , — Nicholas @ 10:53

Megan McArdle reports from her business school’s ten-year reunion on the fates of her fellow MBA students:

It was my 10-year reunion at the University of Chicago Booth School of Business. Obviously I wanted to see if people had gotten fatter, balder, and wrinklier. (Surprisingly, not really.) But I also wanted to know what had become of us, and our careers.

Ten years ago, we graduated into a country where the Twin Towers were still standing, Webvan was a going concern, and the unemployment rate was 4.5 percent. Many of us headed to New York or other cities to become what Tom Wolfe, in The Bonfire of the Vanities, called “the Masters of the Universe” — the financiers who can earn lottery-size sums on a single deal. Others went to Silicon Valley start-ups, or became the consultants who worked with them. I couldn’t find anyone at the reunion who admitted to trading dodgy residential mortgage-backed securities, but we participated in all the other madness of two decades of financial froth—and got smashed in two crashes.

We weren’t the people who inflated the bubbles; we were the ones hired, and then fired, by those people. We were the ones who happened to be standing next to the guy who was pushing the buttons when everything went to hell.

[. . .]

I have a theory about what happened to us, and our nation: when too much money is piled together in one place, it starts to decay, and as it does, it emits some sort of unidentified chemical that short-circuits the parts of your brain controlling common sense. When my class matriculated in 1999, ads for a firm called Discover Brokerage featured a tow-truck driver whose passenger notices in the cab a picture of the home — an island — that the driver has purchased with his fabulous online-trading profits. The passenger looks taken aback while the driver muses, “Technically, it’s a country.”

What’s even more amazing than the fact that this ad was ever made is that this sort of triple-distilled balderdash could intoxicate a large group of very smart people at one of the nation’s top finance schools.

Oh, don’t get me wrong: none of us was simpleminded enough to take those ads literally. Oh, ho-ho, no, not us! No, we made only the most erudite and sophisticated sorts of mistakes, like gang-rushing banking internships, and telling ourselves we were “consumption smoothing” as we used student loans to finance vacations. Believe it or not, many of us talked frequently about the echoes of 1929 — but we still didn’t necessarily act on that insight, as the markets cratered in the early 2000s.

For my summer 2000 internship at Merrill Lynch, I chose the technology-banking group despite having watched the March 2000 NASDAQ crash from the lobby of Merrill’s auditorium, where we were supposed to be undergoing orientation. Ignoring the helpless, angry flapping of the HR staff, a bunch of us spent the afternoon telling nervous jokes and watching the eerie flicker that billions of dollars give off when they evaporate on live TV.

December 31, 2011

Don’t mess with Firefly (or the right to free speech)

Filed under: Bureaucracy, Education, Liberty, Media — Tags: , , , , — Nicholas @ 00:05

December 9, 2011

Basic rule of political economics: subsidies result in higher costs

Filed under: Economics, Education, Government, USA — Tags: , , , — Nicholas @ 00:03

Virginia Postrel explains how federal funding to university students has created price inflation among universities:

As veteran education-policy consultant Arthur M. Hauptman notes in a recent essay: “There is a strong correlation over time between student and parent loan availability and rapidly rising tuitions. Common sense suggests that growing availability of student loans at reasonable rates has made it easier for many institutions to raise their prices, just as the mortgage interest deduction contributes to higher housing prices.”

It’s a phenomenon familiar to economists. If you offer people a subsidy to pursue some activity requiring an input that’s in more-or-less fixed supply, the price of that input goes up. Much of the value of the subsidy will go not to the intended recipients but to whoever owns the input. The classic example is farm subsidies, which increase the price of farmland.

[. . .]

This doesn’t mean that colleges capture all the aid in higher tuition charges, any more than capital-equipment companies get all the benefit of investment tax credits. But it does set up problems for two groups of students in particular. The first includes those who don’t qualify for aid and who therefore have to pay the full, aid-inflated list price. The second encompasses those who load up on loans to fill the gaps not covered by grants or tax credits only to discover that the financial value they expected from their education doesn’t materialize upon graduation.

That’s the situation many young people find themselves in today, which is one reason for their anger. The other is a widespread feeling, which the recession has intensified, that higher education is unfairly insulated from the everyday competitive pressures most people have to cope with. Instead of having to find ways to operate more efficiently and deliver ever-more value without raising costs, the way private-sector managers do, college administrators seem able to pass higher and higher bills on to their customers and the public.

December 5, 2011

Moral hazard invades the scientific sphere

Filed under: Economics, Government, Media, Science — Tags: , , — Nicholas @ 12:23

Bill Frezza looks at an unanticipated consequence of pouring more government money into the sciences:

Science and the scientific method are the jewels in the crown of Western civilization. The ascertainment of facts, construction of reproducible experiments, development of falsifiable theories, impartial training and meritocratic advancement of practitioners, and — most importantly — integrity of the publication process by which a well established body of truth can be confidently assembled all underpin the respect accorded to science by the citizenry. In modern times, this respect translates into tax dollars.

Unfortunately, today those tax dollars are corrupting the process. Unprecedented billions are doled out by unaccountable federal and state bureaucracies run by and for the benefit of a closed guild of practitioners. This has created a moral hazard to scientific integrity no less threatening than the moral hazard to financial integrity that recently destroyed our banking system.

According to a report in Nature Reviews Drug Discovery, nearly two-thirds of the experimental results published in peer-reviewed journals could not be reproduced in Bayer’s labs. The latest special issue of Science is devoted to the growing problem of irreproducibility. The Wall Street Journal reports that Amgen, Pfizer, and others have abandoned research programs after spending hundreds of millions pursuing academic research that could never be replicated.

H/T again to Monty for the link.

December 3, 2011

Steve Jones: The problem with belief

Filed under: Britain, Education, Religion, Science — Tags: , , , — Nicholas @ 11:06

In the Telegraph, Steve Jones talks about the growing problem that many British students have when the science conflicts with their religious beliefs:

I have tried asking students at quite what point they find my lectures unacceptable: is it the laws of inheritance, mutation, the genes that protect against malaria or cancer, the global shifts in human skin colour, Neanderthal DNA, or the inherited differences between apes and men? Each point is, they say, very interesting — but when I point out that they have just accepted the whole truth of Darwin’s theory they deny that frightful thought. Some take instant umbrage, although a few, thank goodness, do leave the room with a pensive look.

The problem is not with any particular belief system but with belief itself. Sir Francis Bacon once said that: “If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties.” In other words, if you are absolutely sure that you are right whatever the evidence, you will end up in trouble; but if you are always willing to change your mind when the facts change you will emerge with a robust view of how the world works.

I sometimes wonder how many of those who pour their inane opinions about creationism into their young pupils’ ears ever consider the damage they are doing; not to my science, but to their religion. Why, when a student begins to learn the simple and convincing facts, rather than the fantasies, about how life emerged, should he believe anything else that his pastor, his rabbi or his imam has told him? Why build a philosophy based on fixed untruths, when we have so many truths, and so many things still to find out?

It’s one thing to be unhappy when the facts change, and quite another to refuse the facts because they conflict with your beliefs.

November 27, 2011

China to address the surplus of unemployable university graduates

Filed under: Bureaucracy, China, Education, Government — Tags: , — Nicholas @ 11:47

No, not the old fashioned way of “re-education”, but by reviewing the university programs and eliminating the ones that produce the largest number of graduates who cannot find jobs:

Much like the U.S., China is aiming to address a problematic demographic that has recently emerged: a generation of jobless graduates. China’s solution to that problem, however, has some in the country scratching their heads.

China’s Ministry of Education announced this week plans to phase out majors producing unemployable graduates, according to state-run media Xinhua. The government will soon start evaluating college majors by their employment rates, downsizing or cutting those studies in which less than 60% of graduates fail for two consecutive years to find work.

The move is meant to solve a problem that has surfaced as the number of China’s university educated have jumped to 8,930 people per every 100,000 in 2010, up nearly 150% from 2000, according to China’s 2010 Census. The surge of college grads, while an accomplishment for the country, has contributed to an overflow of workers whose skillsets don’t match with the needs of the export-led, manufacturing-based economy.

November 19, 2011

Three reasons not to bail out student loan borrowers

Filed under: Economics, Education, Government, USA — Tags: , , — Nicholas @ 11:16

November 16, 2011

Will Penn State cancel its football program?

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

Given that they generated $50 million in profits from a $70 million revenue stream, the “smart money” is betting against:

If the Allegations Are True, Penn State Should End Its Football Program: Next week, Penn State plays Ohio State in a battle of scandal-plagued programs. The thought of these two facing off ought to send chills through the NCAA, any alum of either school, and anyone who loves college sports. Penn State and Ohio State seem determined to convince America that big-college athletics is beyond redemption. Just bear in mind: What Penn State is accused of is 10,000 times worse than what Ohio State did.

At Penn State, one of two must be the case: Either the accusations are false or they are true. If false, then Penn State, Joe Paterno and all others implicated deserve their honor back. If the grand jury presentment is true, we have barely scratched the surface of Penn State’s disgrace.

If the charges are true, not only did the Penn State football program allow its facilities to be used for the abuse of children, Penn State athletic officials and academic administrators were more concerned with preserving their money and power than with stopping future molestation. (The grand jury found the Penn State administrators’ explanations for inaction “not credible.”) If the charges are true, the phrases “Penn State” and “Joe Paterno” forever will be synonymous with the word “shame.”

[. . .]

Joe Nocera of The New York Times notes, “In 2009, Penn State football generated a staggering $50 million in profit on $70 million in revenue, according to figures compiled by the Department of Education. Protecting those profits is the real core value of college football.”

If Penn State’s trustees and new administration really cared about shame at the school, the remainder of the football season would have been canceled. Their actions suggest that what Penn State’s trustees and new administration really care about is making the public think honor has been restored, in order to keep the money flowing.

If the charges are shown to be true, the way Penn State could prove contrition, and recover perspective, would be to end its football program. Penn State is talking about contrition, but talk is cheap. Ending the Nittany Lions’ football program would prove contrition.

November 10, 2011

John Scalzi on the Penn State child rape cover-up

In four points, John Scalzi walks us through what should have happened at Penn State when the first incident was discovered:

1. When, as an adult, you come come across another adult raping a small child, you should a) do everything in your power to rescue that child from the rapist, b) call the police the moment it is practicable.

2. If your adult son calls you to tell you that he just saw another adult raping a small child, but then left that small child with the rapist, and then asks you what he should do, you should a) tell him to get off the phone with you and call the police immediately, b) call the police yourself and make a report, c) at the appropriate time in the future ask your adult son why the fuck he did not try to save that kid.

3. If your underling comes to you to report that he saw another man, also your underling, raping a small child, but then left that small child with the rapist, you should a) call the police immediately, b) alert your own superiors, c) immediately suspend the alleged rapist underling from his job responsibilities pending a full investigation, d) at the appropriate time in the future ask that first underling why the fuck he did not try to save that kid.

4. When, as the officials of an organization, you are approached by an underling who tells you that one of his people saw another of his people raping a small child at the organization, in organization property, you should a) call the police immediately, b) immediately suspend the alleged rapist from his job responsibilities if the immediate supervisor has not already done so, c) when called to a grand jury to testify on the matter, avoid perjuring yourself. At no time should you decide that the best way to handle the situation is to simply tell the alleged rapist not to bring small children onto organization property anymore.

For “organization”, feel free to substitute “Catholic church” for “Penn State University” as required.

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