Now, that's an interesting statement to make for a university whose endowment, based on a $100 million founding gift from its founder's Christian Broadcasting Network*, now stands at $277.6 million, ranking it 203rd largest among American universities whose endowments are large enough to bother ranking. But the difficulty is that Regent has now operated at a deficit of between $12 million and $14 million for four years, financing the deficit by drawing down its endowment at a rate roughly double the recommended payout from university endowments of 5% per year.
In addition, Regent borrowed $99 million a few years ago to build residential facilities.
So, while there's lots of cash in the bank, unless income increases or expenses decrease, Regent will eventually run out of dough. Not next week, but not 300 years from now, either.
Regent's plan for recovery is massively to expand its nascent undergraduate division, which consists entirely of online courses (enrollment by headcount stood at 239 in 04-05 and 1046 last year; the goal for this year is 2500). Spokespeople say that they expect a surplus of tuition relative to expenses from online undergraduates and believe the potential pool of such students to be unlimited (Robertson, never one for understatement, once stated that he expected a quarter million online undergrads). They further suggest that because online students do not require classrooms, expansion can proceed indefinitely.
SWNID is skeptical of this plan, for several reasons, some of which we enumerate:
- Online courses can be unexpectedly expensive to administer. While they do not require bricks and mortar, they do require considerably more personnel hours than traditional courses. It is now legendary that universities underestimate the expense of online education.
- Expansion of online offerings requires expansion of the number of instructors who teach those courses and of administrative structures to maintain quality. There is a limited pool of folk who are qualified and willing to take on such tasks, and if Regent's enrollment were to expand rapidly, thanks to the immutable laws of supply and demand they'd be concurrently forced to pay more to get teachers and administrators, eroding their margins that they hope will balance their budget.
- Trends in online enrollment indicate that the majority of students who take online courses use them to shift time or fill in while they pursue a degree in a more traditional classroom. If such is the case, and if Regent continues to enroll only online undergraduates, we believe it will find that it will mostly enroll students from other universities in a course here or there, not full-time students who will take 40 courses from Regent to receive Regent's degree. It's no surprise that Regent is reporting headcount, not full-time equivalency, for its undergrad enrollment. We venture a guess that it has a very small number of students taking the equivalent of a full-time load of online courses, and not many more than that who are genuine degree candidates at their institution.
- The for-profit University of Phoenix is starting to look as if its bubble of online enrollment has burst. Meanwhile, it continues to pursue other delivery systems, largely in-person, nontraditional degree completion at scattered sites convenient to learners, which sustain its operations. Regent looks like it's getting on the bandwagon for the very strategy that Phoenix pioneered and from which it is now transitioning.
Regent University is saddled with other financial difficulties as well. It now owns the Founders Inn, a hotel built by CBN and, in a deal between Robertson-led entities, transferred to university ownership awhile back, which also operates at a deficit. Having once been a guest at a hotel (to conduct a most delightful wedding for a most delightful couple), we express an expectation that thanks to the location of the hotel away from the main tourist district of Virginia Beach and the mismatch between its cosmetic opulence and structural weaknesses (translation: it's a pretty colonial building with some of the worst noise and ineffectual plumbing we have experienced in a recently built hotel, and its starting to look shabby on the margins) it is probably doomed to bankruptcy. We've had better sleep downmarket.
Our interest in this matter is, we hope, not just Schadenfreude over the difficulties of an institution associated with a public figure whom we are accustomed to ridicule. We think that there are lessons here for our SWNIDish self and our colleagues in Christian higher education. To wit: the solution to budget deficits is not to wager everything on a new program that will generate income. It is first of all to look critically at patterns of expenditure while focusing on the health and quality of core operations. It is to do better what you do best and to bring expenditures into line with income, painful as that move is sometimes, than to throw a hail Mary downfield.
In fact, Regent seems to be doing what many other struggling universities have done, so much so that the narrative has become standard among the small cadre who consult with institutions of higher education. Rather than face the reality that its gift and tuition income are inadequate to support its current way of doing business (Regent's gift income has been, until fairly recently, less than the modest amount received annually by the much smaller and less famous joint of SWNIDish employment), it's pinning its hopes on something it hasn't done before and that others have attempted with, at best, mixed results. In essence, they're betting that their brand is strong enough to propel them to financial success in a new endeavor outside their immediate expertise, when in fact their brand is not currently strong enough to sustain what they already know how to do. Mr. Robertson's influence is diminished, his reputation tarnished, and with them the prospects are dimmer for the university best known for his having founded it.
For those who insist that it is a step of faith to embark in such a new venture on such uncertain terms, we counter that it is at least equally a step of faith to act on the conviction that God already supplies what we need to do our mission, if we rightly understand our need and our mission. "My God will supply all your needs" does not have the same behavioral outcome as "place your bets."
What's sad about this is that Regent has managed to create what seem to us to be some pretty good programs. Its law school has graduated some lawyers who are rising in conservative government circles, to the chagrin of the dominant left. Its doctoral programs in leadership, delivered as a hybrid of residential and online courses, are reported by SWNIDish friends to be beneficial. Its seminary program has recruited some fine scholars of the Pentecostal persuasion to do instruction.It would be fine to sustain such operations to benefit more students. If they are not, however, Regent's alumni should remember that the real benefit of their education at what might eventually become a defunct university is not the panache of academic reputation but the intrinsic value of what they learned.
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*Side question, what was CBN doing with $100 million in extra cash? Was it raised specifically for the founding of the university? The pervasive criticism of Christian television in the United States, aside from its addiction to bad taste, is that the cost of staying on the air almost instantly turns even the most sincerely motivated new programmers into 24/7 crisis fundraisers. When such fundraising is successful and generates surpluses, the fundraising is then typically not reduced but continued to finance other ventures that result in a short-lived empire under the direction of the charismatic figure at the top of the broadcasting venture.
5 comments:
"To wit: the solution to budget deficits is not to wager everything on a new program that will generate income. It is first of all to look critically at patterns of expenditure while focusing on the health and quality of core operations. It is to do better what you do best and to bring expenditures into line with income, painful as that move is sometimes, than to throw a hail Mary downfield." So does this mean you're getting rid of CCU's "hail Mary" aka CALL???
Ha ha. Why would we get rid of a program that now has nearly 300 students who at graduation outscore traditional students on standard assessment exams? If it was a hail Mary, the receiver caught the ball for a game-winning touchdown.
Since I was there at the beginning, I can tell you the truth. CCU didn't start CALL as a means of erasing a deficit. We weren't running a deficit at the time, and we didn't expect to see positive revenue for several years. The program has in fact generated revenue more quickly than we expected, enabling us to do some things that we couldn't do otherwise, but with a conservatively estimated projection of revenue and very careful attention to expenses.
Unlike online courses and programs that Regent and others have attempted, adult degree completion programs have an established track record of success going back 35 years or more. In fact, the University of Phoenix, famous for online education, actually enrolls far more hours in programs like CALL than online.
CALL has exceeded our planning and expectations. We hoped for 104 students after two years. We had better than twice that. It's been fun to watch.
But the fun isn't about the money it has brought to the institution. It's watching people learn and grow. Really. If it were about money, we'd all quit and work for Great American Insurance.
This just makes me believe even less in standardized tests, not more in the CALL program. I'll instead defer to the opinion of every professor I know who has instructed in the CALL program (perhaps excluding SWNID) who admit to severely lowered standard within that realm relgate to a status of "degree mill".
Why do they then continue thier professional prostitution in such a program? They state that is for the very same reason they believe the program exists in the first place.
Of course, that's all hearsay (even though I'm sure it will strike a chord with more than one SWINDish reader, and perhaps The Man himself) and there is less chance of me divulging my souces than the NY Times doing the same.
Serious issue, Bryan D. I am aware of such scuttlebutt. And I have had similar conversations myself, probably with the people who inform you.
Here is the reality: adult learning students represent a wide range of abilities, backgrounds and outcomes. They perform across a wide range. Some fail. They are, in that respect, very much like traditional students. Some succeed, a few admirably. they are, in that respect, very much like traditional students.
The adult learning model uses fewer "inputs" in some areas (class time, for example). But it does so with the leverage that prior learning affords. One should not confuse inputs with outcomes. Degrees are presumably awarded on the basis of what one learned, not what one did in the attempt to learn.
Thus, students who test in adult programs, not just at CCU but just about everywhere for about 35 years, score as well as or better than students in traditional programs. Adults need fewer inputs because of their prior learning and dedication to the task.
Hence, in the United States standards for adult education programs have been developed, tested, refined, and adopted by the USDE and the regional accrediting associations. The regionals are not in business to endorse the development of diploma mills by otherwise reputable institutions. They are, however, in the business of establishing data-based standards for all kinds of programs. And believe me, the empirical data here is impressive.
Meanwhile college instructors whose experience is largely in the traditional classroom, both as students and instructors, and whose business is largely the development of the inputs, often tend to deride the value of the adult classroom with its lowered inputs. That phenomenon has been widely documented through the history of the adult education movement as well. I would say more broadly that the larger move afoot to force institutions of higher education to measure learning outcomes is a response to the entrenched habit of the academy to be concerned only with inputs.
So the fact is that when outputs are measured, adults taught in the adult model score better than traditional students in the traditional model. They may read fewer books, write fewer pages, and hear fewer lectures, but they have comparable or greater knowledge and skills.
The test we have administered to CBC and CALL students is a test devised entirely by our own esteemed biblical studies department as a means of determining what students know in various areas of our curricular objectives. We wrote it for CBC, but we have applied it to CBC and CALL. CALL students do markedly better on this test than do CBC students. And that outcome is not surprising when one peruses the literature on what has happened elsewhere.
I will stand the best of the CALL program graduates against the best of CBC graduates any time. I'll also stand the middle against the middle and the worst against the worst.
As a CBC graduate and current CALL instructor, let me add that CALL is the best thing that ever happened to CCU. I have also taught in the undergrad and seminary and the CALL students are by far the most serious on campus.
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