(libraryjournal.com): The problems higher education faces aren’t due to stodgy tradition, they largely come from applying market economics to something that should be a public good, not a commodity. Faculty feel they have to produce more and more research because productivity, not profundity, defines their worth. Students are coveted tributaries to the tuition revenue stream that grows more important as public funding is withdrawn. The courses those students take are being assigned as piecework to an increasingly contingent faculty who have neither offices in which to hold office hours nor living wages—all in the name of greater efficiency.
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