Publications

For several decades, women’s studies programs have found comfortable sinecures at publicly funded universities of North Carolina including UNC-Chapel Hill, UNC-Charlotte, UNC-Greensboro, NC State and East Carolina University. Heralded by feminists as the symbols of women’s equality in academe, the programs were set up to offer majors and minors in women’s studies, advance scholarship in the field, host their own special events, and design and teach their own classes. Women’s studies programs also had their own administrators, faculty, and office space. In their way of thinking, feminists had secured in the ivory tower, what Virginia Woolf described as “A Room of One’s Own.”

A recent paper entitled “The Investment Payoff” purports to identify a number of significant benefits from higher education – increased personal income, lower unemployment, improved health, reduced reliance on public assistance, more volunteerism, and increased electoral participation. Readers are subtly led to conclude that increased spending on higher education would mean more of those desirable benefits. The weakness of the paper, however, is that it merely shows correlations between the group of college degree holders and the favorable outcomes. Policy makers should not be swayed by “The Investment Payoff” into putting additional resources into higher education.

The study, by the National Association of Scholars for the John W. Pope Center for Higher Education Policy, examines the general education requirement and two bellwether majors, English and history, at 11 North Carolina universities, based on information provided by the institutions in their university catalogs for the years 2002 or 2003. We have taken into account the various ways in which individual universities design and publish their catalogs, and have effectively compared all the institutions for the same time frame.

The annual college rankings published by U.S. News & World Report are widely read and regarded as an authoritative assessment of the nation’s colleges and universities. If the U.S. News rankings place one school higher than another, many people take that as proof that the higher-ranked school is academically better. Unfortunately, the U.S. News ranking system is deeply flawed.

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A fiscal crisis is forcing North Carolina to raise college tuition and scale back university budgets. The education community worries that N.C. students are losing “access” to higher education. A look at the most recent data suggests that N.C.’s high standing among the 50 states in those measures means it can weather the current fiscal problems and still provide better access than most other states.

The campaign for the higher education bonds in 2000 told North Carolina voters that the bonds were the best way to handle the University of North Carolina system’s deteriorating facilities and its pressing needs for new buildings to accommodate an expected surge in enrollment. Bond supporters were adamant and explicit in promising voters that the bonds wouldn’t raise their taxes. Now two years after passage, taxes have already risen and the deepening state budget crisis threatens to see them increase again, UNC is favoring new construction over supposedly critical repairs, there has been no sign of a massive surge in enrollment, and UNC is unnecessarily and openly pursuing contracting procedures that are possibly illegal and likely more costly. A moratorium on the bond sales, allowed by the legislation approving the bonds, appears to be the most responsible way to navigate the state’s fiscal crisis and UNC’s crisis of credibility with N.C. voters.

Every year the American Association of University Professors publishes a detailed look at faculty compensation titled, “The Annual Report of the Economic Status of the Profession.” This paper standardizes measures of compensation for cost of living and quality of life and examines recent compensation increases in public universities.