<p>Well, it’s not faculty salaries, which have been either declining or stagnant in real dollars for several years now, and below the pace of inflation for many years.</p>
<p><a href=“http://www.nytimes.com/2011/04/11/education/11faculty.html[/url]”>http://www.nytimes.com/2011/04/11/education/11faculty.html</a></p>
<p>On the other hand, faculty and staff fringe benefits, especially health care, have become much more costly, and since salaries and benefits probably represent the largest single expenditure item at any college or university, the effect is significant. But obviously there’s more to it than that.</p>
<p>I don’t have a complete handle on the situation, but I’d point to a couple of things. First, at the most basic level of classroom instruction, it’s hard to make real productivity gains; or, perhaps more accurately, most of the productivity gains we can imagine (e.g., more students per professor, whether in the classroom or by distance learning or in overall student-faculty ratios) are generally construed by the consumers as diminution in quality. So there’s pressure at the elite and near-elite level to go in the other direction: to have fewer students in each classroom and a lower student-faculty ratio, which adds to the cost.</p>
<p>Second, a huge area of growth over the past 30 years has been in administration. Some of this may be in response to legal requirements; state and/or federal law requires colleges to have compliance officers and programs for this, that, and the other thing. But mostly I think it’s a response to consumer demand. Students want great study abroad options; someone needs to staff that. Students want more and better career services; that requires more and better (i.e., pricier) staff. Students and/or their parents want counseling and psychological services: more staff. Tech support: more staff. Multicultural programs: more staff. Writing support: more staff. Centers for this and that: more staff. At many schools there’s also been a proliferation of intermediate tiers of management, between the president and provost at the top, and deans and faculties at the bottom. This is not so much a response to consumer demand as it is a response to conflicting political, social, academic, and economic pressures on top-level administrators who feel they need help to do their extraordinarily difficult jobs successfully, and who may also want to create a layer of flak-catchers to insulate themselves from the daily onslaught.</p>
<p>Third, there’s also consumer demand for newer, shiner, more luxurious facilities. Faculty want better labs, but so do students. Students want state-of-the-art fitness facilities and eye-popping student centers and “dorms like palaces.” Colleges that decline to participate in this arms race get left behind in the competition for top students, and in their US News rankings. For its part, US News rewards lavish spending; the more a college spends per student, the better its “financial resources” index, an important component of every school’s overall ranking. And students (and their families) sometimes foolishly use price as a proxy for quality; there have actually been colleges that raised their tuition in order to fight the misperception that they couldn’t be as good as their pricier peers because the tuition was too low. </p>
<p>Fourth, I think the curriculum has gotten a lot more complex at many institutions. There are more majors, more departments, more faculty specialties than there were 30 years ago, and that requires more faculty, and more support This is perhaps more true at major research universities than at LACs, but even LACs keep adding programs in linguistics, and neuroscience, and Arabic, and whatever the major-du-jour is today. Again, partly a response to student demand, but partly colleges in a competitive arms race trying to steal a march on their competitors, driving up everyone’s costs.</p>
<p>What to do about it? Just start saying “No” and insisting on cheaper and more basic alternatives.</p>