Government money has played a role in the decline of quality in academia, Arnold Kling argues:
Programs like the GI bill and student loan programs have swelled the ranks of college students. Programs like the National Science Foundation and the National Endowment for the Humanities have dumped huge amounts of money into higher education. The net effect has been harmful.
The conventional wisdom, which comes from college professors, is the exact opposite. They argue that we should be putting more young people through higher education than we do. That funding for research produces great positive externalities and we should do more of it. The same with funding for the humanities.
Average returns to higher education have gone up. But some of this has been due to government-engineered regulations that require firms to be bureaucratized for compliance purposes. Both the regulators and the corporate bureaucrats have college degrees.
More important, at the margin, we are sending people to college who do not belong there. This is demonstrated by low graduation rates as well as a significant number of graduates working at jobs that do not use anything they learned in college. Credentialism is out of control. Somebody could learn to be a physical therapist as an apprentice, but instead many states require a Ph.D for new PT’s.
The expansion of higher education increased the demand for professors. In the 1960s and 1970s, graduate schools cranked up the volume of post-graduate degrees. The results were excessive, in two senses. A lot of mediocre intellects acquired advanced degrees. And a lot of people with advanced degrees could not obtain full-time academic positions.
Expansion also lowered the quality of classrooms at all but the very top colleges. Teaching is emotionally rewarding only if your students want to learn. But most of the students that we send to college these days are not highly motivated learners. Below the top tier in higher education (the best 150 colleges, plus or minus), a typical class has poorly motivated students in a class taught by disappointed professors.
If W. Bentley MacLeod and Miguel Urquiola are correct that the U.S. already had the leading research universities before World War II, then the postwar government programs were not necessarily responsible for the growth of research. Instead, it is plausible that government money bureaucratized and homogenized research. Of course, now that government provides so much of the funding for research, professors are loathe to bite the hand that feeds them.
