Suchergebnisse

I consider economically sustainable online postsecondary education, including massive open online courses (MOOCs). The analysis suggests that MOOCs will be financially sustainable substitutes for some non-selective postsecondary education, but there are substantial risks. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of highly selective postsecondary education (HSPE) and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. I outline a non-MOOC model of online education that may allow HSPE institutions to sustain their distinctive activities and to reach a larger number of students.

THE SHAPE OF THE EARNINGS-AGE FUNCTION AND THE WAY EDUCATION AFFECTS IT CAN EXPLAIN ALL THE EMPERICALLY OBSERVED RELATIONS OF MIGRATION MEASURES TO DISTANCE MOVED, AGE, AND EDUCATION. NO OTHER ASSUMPTIONS-SUCH AS ATTRIBUTING LOWER RISK AVERSION AND HIGHER EFFICIENCY OF JOB SEARCH TO MORE EDUCATED PERSONS, OR HIGHER PYCHIC COST OF MOVING TO OLDERPERSONS-ARE NEEDED.