Someonewhoonlyreadsnewsabouthighereducationonceinawhilemightnot knowwhat'sgoingonwithAmerica'scollegesanduniversities.Thereare19.25 millionofAmericansincollege(sourcehere: https://missiongraduatenm.org/college-enrollment-statistics/),andstudents fromallovertheworldarecomingtotheUStostudyinourschools.
Americancollegesanduniversitiesarethebestintheworldatscience,medicine, technology,andmanyotherfieldsofresearch.Atthesametime,therearesome troublingsignals.Peopleareanxiousabouthowmuchmoreexpensivecollegeis getting,andalotofthemthinkthatsooncollegewillbeoutofreachformany families.Administratorssaytheyarestuckbetweenrisingcostsandwaystomake money.Criticsontherightsaythattenuredradicalshavemaderealknowledge andteachinglessimportantinfavorofendlessargumentsaboutrace,class,and
gender.Criticsontheleftsaythatourtraditionalcollegesaredinosaursthatwill bereplacedbyvocationalschools,apprenticeships,andonlinelearning.
Whatdothepeoplewhoaremostactiveinmakingdecisionsregardinghigher educationworryabout,andwhatdotheyseeforthefuture?Wesentoutanew surveytoleadersallaroundthecountrytofindouttheanswerstothese questions.1,008people,includingacademics,deansandadministratorsofhigher education,governmentofficials,andbusinessexecutives,answeredoursurvey. Thepolltookplaceinthefallof2024,andthemethodologysectiongoesinto greatdetailonthesampleandtheprocedures.Weplantodoasurveyofthe broaderpopulationnextyearafterthisstudy.
Wecameupwithourquestionsaftertalkingtoagroupofleadersonthephonein privateandmeetingwiththemingroupsattwoconferences,oneforfacultyand administratorsandtheotherforlawmakersandtheirstaff.Wealsocalledsome ofthepeoplewhohadfilledoutoursurveytogetmoredetailsabouttheir answers.Tohelpexplainthenumbersinouranalysis,weincorporatedquotes fromtheseprivateconversations.
Theresultingpictureiscomplicated,withstrongdisagreementoncertainissues andwidespreadagreementonothers.Themostnotablearethepointsof agreement,asleadersfromallfourgroupsshareasimilarviewpointofourhigher educationsystem'sadvantagesaswellassomeofitschallenges.Inparticular,we discoveredbroadagreementregardingthesignificanceofensuringthateligible studentswon'tbeunabletoaffordofa highereducation,thevalueofhigher educationforbothsocietyandindividuals,andthegeneralcaliberofhigher educationinthiscountry.
Therewasalsoconsensusamongtheseleadersregardingthemostpressingissue facinghighereducation.Accordingtotheseleaders,therealitythatmany studentslackthenecessarypreparationtobenefitfromacollegedegreerather thanthecostisthetruebarriertocreatinganeducatedsociety.Accordingtoour responders,students'ownresponsibilityisthemostimportantaspectofhigher education.Theseleadersbelievethathavingstudentswhoaredriventocontinue theirowneducationismoreimportantthananyamountofmoneyspenton highereducation.
Beyondtheseareasofagreement,wealsodiscoveredsignificantdifferencesand disagreements,particularlyamongsteducatorsandbusinesscommunity
members.Themainpointsofcontentionarethequalityof education providedby collegesanduniversities,whethertheyareteachingthecorrectsubjects,andhow toaddressthegrowingexpenseofhighereducationinthisnation.
Thesedisputesmakeitabundantlyevidentthatleadersbothinsideandoutsideof academicinstitutionsneedtocommunicateandclarifytheirpositions.Leadersin highereducationarecertainthattheywillrequiremorefundingfromthegeneral public.However,iftheyareunabletopersuadeotherleaders,particularlythose inthebusinesscommunity,thathighereducationiseffectivelycarryingoutits owntasks,theymightfinditdifficulttosecurethatsupport.Wealsodiscovered additionalareasofdisagreement,includingtotopicsliketenure,research, teachingload,andracialbalance.
SummaryofConclusions
Conclusion1:Accordingtopollparticipants,leadersthinkthatarobusthigher educationsystemisessentialtothewelfareofAmericansociety.
Conclusion2:Accordingtothemajorityofleaders,Americaboaststheworld's greatesthighereducationsystem.
Conclusion3:Thevastmajorityofleadersthinkitiscrucialtoensurethatall eligibleanddrivenstudentshaveaccesstohighereducation.
Conclusion4:However,authoritiesbelievethatmostmotivatedandqualifiedkids cannowpursueacollegedegreeiftheysochoose.
Conclusion5:Themajorityofleadersthinkthatastudent'slackofmotivationand resiliencyisabiggerbarriertoobtainingahighereducation.
Conclusion6:Accordingtoleaderswhoparticipatedinourpoll,thebiggestissue confrontinghighereducationisthattoomanystudentslacktheacademic qualificationsnecessarytopursueahighereducation.
Conclusion7:Thereisdisagreementbetweenacademicsandbusinessleaders overtheeffectivenessofuniversitiesandhighereducationsystems.
Conclusion8:Whileleadersfromvariousindustriesconcurthatstudentsmust developtheircriticalthinkingandcommunicationskills,businessexecutivesand educatorshavedifferentopinionsabouthowwellhighereducationteaches studentsthematerialtheyrequireandthesignificanceofotherobjectiveslike educatingstudentsinthehumanities.
Conclusion9:Businessleaderswanthighereducationtobemoreaffordableand studentstopaymorebeforeapproachingthegovernmentforfurtherfinancing. Accordingtosomeleaders,thegovernmentshouldbethefirsttohelp.
Conclusion10:Businessexecutiveswantprofessorstousetechnologymore, educatemore,andconcentratemoreonresearchthatispertinenttosociety. Conclusion11:Peoplewhohaveacademictenurefindthesystemmorelogical thanothers.
Conclusion12:Businessexecutivesaremorelikelytoarguethatracialbalancein thecountry'scollegesshoulddeveloporganically,whiletheotherthree leadershipcategoriesfavoramoreactivestrategy.
PartI:AreasofConsensus
Amongthetypesofleaderswepolled—professors,administratorsanddeansof highereducation,governmentrepresentatives,andcorporateexecutives—we identifiedsixkeypointsofagreement.Wepresentthemajorityofthefindingsin thissectionasthecombinedresultsforallfourgroupsbecauseitismore fascinatingtoseehowtheleaders'opinionsontheseareasofagreementare moresimilarthandifferent.
Conclusion1
Accordingtosurveyleaders,thehealthofAmericansocietydependscriticallyona robusthighereducationsystem.ThesignificanceofhighereducationtoAmerican societywasconsistentlyemphasizedbytherespondentstoourpoll,which includedfaculty,administratorsofhighereducation,andbusinessand governmentalleaders.Accordingtoourresponses,thecountry'scollegesand universitiesserveasbothaplacewherethenationthinksandaplacewhere studentslearnhowtothink.Oursocietyhashighexpectationsforhigher education,accordingtooneacademic.Asasourceforthefuture,wedon'treally looktootherinstitutions.Theroleofhighereducationextendsbeyondmerely educatingstudents;italsoincludesaddressingandcontributingtotheissuesof society,health,andqualityoflife.
Promotingeconomicprosperityisoneofthemostsignificantbenefitsthathigher educationgivestothecountryoverall.With96%ofallrespondentsstatingthat thisfeelingiseitherveryorsomewhatclosetotheirownposition,our respondentsarealmostunanimousintheirbeliefthat"astronghighereducation systemiskeytothecontinuedeconomicgrowthandprogressoftheU.S."
Theopinionthatuniversitiesacrossthecountryareanessentialsourceof scientificandtechnicalinnovationissupportedbyanequallyhighpercentage
(91%)ofrespondents.Thebeliefthatthecountryrequiresabignumberof educatedworkersisanotherindicationofhowimportanthighereducationisto them.Iagreethattherecanneverbetoomanycollegegraduatesinthecountry. Additionally,72%ofrespondentsthinkthattheirstateneedsmorecollege graduatesinordertodrawinmorehigh-techcompanies.
Parentsplaceahighvalueonacollegedegree.Almostthreeoutoffourleaders statethatthemajorityofparentsthinkthatitisessentialfortheirkidsto completecollege.Inactuality,acollegedegreenowhasthesamevalueasahigh schooldiploma.Accordingtooneprofessor,thegoalofhighereducationhas evolvedsignificantly.Wearenowcreatingausefulsetoftalentsforsocietyat largeratherthaneducatingaselectfew.Highereducationisgrowingmoreand morecrucial,accordingtotheseleaders.Eightoutoftenpeoplebelievethat attendingcollegeismorecrucialnowthanitwasadecadeago.
Conclusion2
Accordingtothemajorityofleaders,Americaboaststheworld'sbesthigher educationsystem.Theleaderswhoansweredthisquestionarecertainthat Americancollegesanduniversities aresuperiorthanthoseinforeignhigher educationsystems.Almostthreeoutoffourpeopleagree,eitherentirelyorin part,thattheAmericanhighereducationsystemisthebestintheworld.Business executiveshavetheirowncriticismsofhighereducation,andtheyaremorethan twotooneinfavorofthisstance.
Manypeoplepointtothelargenumberofinternationalstudentswhocometo studyhereasproofthatourcollegesandinstitutionscreatetop-notchworkof whichtheycanbeproud.Ourhighereducationsystemis,inmyopinion,oneof America'sfinestassets.Whenconsideringbothinflowsandoutflows,the attendanceoffreshmeninhighereducationisexceptional.Thisisourbest-selling productworldwide.
Inotherwords,it'sveryevidentthatleadersseehighereducationasavaluable institutionthattrulycontributestoAmericansociety,regardlessofsome criticisms.Regardingthenumerouscritiquesandsuggestionsforimprovement, oneprofessorremarked,"Let'sremembernottokillthegoosethatlaidthe goldenegg."
-Overthreeoutoffourpeoplebelievethattheirstate'sinstitutionsare performingwellorevenexceptionallywell.
-Fivepercentofrespondentsthinkthatcollegegraduatesgetafairdealontheir investmentinhighereducation.
Conclusion3
Thevastmajorityofleadersthinkitiscrucialtoguaranteethatalleligibleand drivenstudentshaveaccesstohighereducation.Theissueofwhoiseligibleto enterAmericanhighereducationinstitutionshasreceivedmoreattentionasa resultoftheexpandingsignificanceofhighereducation.
Inotherwords,theleaderswepolledareopposedtodeprivingcapableand drivenstudentsofthechancetopursuehighereducation.Accordingtoone professor,"Wearecommittingpeopletoathird-classexistence,notjusta second-classone,ifwescreenthemoutofacollegeeducation."
Highereducationinstitutionsofmanydifferentkindscanbefoundinmostparts ofthenation,andmanyofthemarebasicallyaccessibletoanyhighschool graduatewhomeetstherequirements.Thus,theissueofaccessturnsintooneof whethermosteligiblestudentscanaffordtoattendcollege.
Thevastmajorityofourrespondentsthinkthatnoqualifiedindividualshouldbe preventedfrompursuingfurthereducationbeyondsecondaryschoolbyfinancial constraintsalone.Thevastmajorityofthosesurveyedstatedthatthefollowing opinionswereeitherveryorsomewhatsimilartotheirown:
-Accordingto91%ofrespondents,societyshouldn'tletthecostofacollege educationdeterqualifiedanddrivenkidsfromenrolling.
-Sinceacollegedegreeisessentialtoachievingamiddle-classlifestyle,itis crucialthat76%ofpeoplecanaffordit.
Accordingtoanumberoftheleaderssurveyed,maintainingthesocialstabilityof Americansocietydependsonguaranteeingaccesstohighereducation.According toacollegeadministrator,theworkingmiddleclasswillbeextremelygloomy abouttheir chancesofsucceedinginsociety unlesstheyhaveaccessto education.Thebeliefthatourchildrencansucceediswhatkeepssociety together.
Conclusion4
Educationalleaders arecertainthat,iftheysochoose,thegreatmajorityof capableanddrivenyoungsterscannowenrollincollege.Accordingtoourreplies, themajorityofstudentswhoareacademicallycapablecancurrentlyaffordto pursuehighereducation.Three-quartersofourleadershipsamplebelievethat thegreatmajorityofeligiblestudentsintheirstatecanaffordtoattendcollege. Overall,lessthanoneinfiveleadersbelievethatmanydeservingstudentscannot affordhighereducation.Almostanyonewhowantstoattendmaygo,andI believethatisthesituationacrossthecountry.
Wediscoveredthatleadersarefarmoreupbeatthanthegeneralpublicwhenit comestotheissueofaccesstohighereducation.Inparticular,opinionson whetherornotthemajorityofpeoplewhoareeligibleforahighereducation havethechancetoobtainonerangefrom48%to43%ofthepopulation.
Despitetheirbeliefthataccessisnotanissueatthemoment,leadersareworried aboutthegrowingcostofacollegeeducationandthepotentialeffectsofthis costinthefuture:
-Almostthreeoutoffourpeoplebelievethatitisnowhardertopayforacollege degreethanitwasadecadeago.
-Sevenoutoftenpeoplebelievethatintenyears,itwillbemuchhardertopay forcollege.
-Threepercentofrespondentsbelievethattheamountofdebtthatstudents mustincurtopayforcollegeisaverysevereormoderatelyseriousissue.
Conclusion5
Themajorityofleadersthinkthatstudents'lackofdriveandaccountabilityisa biggerbarriertoacollegedegreethantheirfinancialsituation.Accordingtothese leaders,havingaccesstoacollegeeducationisuselessonitsownifstudentslack themotivationtouseit.Inotherwords,thedegreetowhichstudentsare preparedtoassumeresponsibilityfortheirowneducationiswhatmattersmost.
Weaskedrespondentstoselectoneofthreepotentialreasonswhysomecollege studentsdropout:alackofskills,alackoffunds,oralackofenthusiasmand direction."Alackofmotivationanddirection"isthemostcommonresponse (69%).Just14%ofrespondentscite"alackofmoney"astheprimarycause,and only7%attributethedropoutrateto"alackofskills."
Therespondentsalsobelievethatastudent'sabilitytoreaptherewardsofa collegeeducationisdeterminedbytheirownwork,notbythecaliberofthe institutiontheyattended.Theideaisthatwhileanuninterestedstudentwillnot benefitmuchfromeventhegreatestuniversity,adeterminedstudentcan succeedevenatanovercrowded,underfundedcollege.
Leaders'perspectivesonhowstudentsshouldpayfortheireducationarealso influencedbytheemphasisonstudentaccountability.Morethansevenoutoften respondentsbelievethatstudentsonlyrecognizetheworthoftheircollege degreewhentheybearsomeofthefinancialburden.Theseleadersbelievethat thevalueoftheindividualstudent'sdriveandcontributionwouldbeundermined byaEuropeanapproachtohighereducation,inwhicheducationisvirtuallyfree (Sourcehere: https://www.investopedia.com/articles/personalfinance/080616/6-countries-virtually-free-college-tuition.asp).Accordingtoa collegeofficial,whilecollegeshouldbeaccessible,itshouldn'tbegivenaway. Peoplemust,inmyopinion,investinwhattheyvalueandwhatwillworkfor them.Theycandoitwithouthavingalotofdebt,butanythingweearnandpay forhasgreatersignificance.
Toomanystudentsalreadyconsideracollegedegreetobeanentitlement,which worriestheleaderswepolled.Theopinionthat"toomanystudentsfeeltheyare entitledtoacollegeeducationregardlessoftheiracademicqualifications"isat leastsomewhatsupportedbynearlysixoutoftenleaders.65%ofthecollege instructorsinoursurveybelievethisisveryorsomewhatclosetotheirposition, whichmakesthisstudentattitudeconsiderablymoreconcerningtothosewho havetodealwithstudents.
Theyblametheinstitutioneventhoughtheydon'tattendclassorperformpoorly ontheirassignments.Imaintainthatpeoplemusttakeresponsibilityfortheir owneducation.
Therespondentsprefercollegefundingmethodsthatupholdtheprinciplesof accountabilityanddrive.Wegaveourrespondentsfouroptionsforpayingfor college:taxincentives,subsidizedloans,work-study,anddirectfinancialaid. Giventheiropinionsonmotivationandresearch,itshouldcomeasnosurprise thatthemajorityofourrespondentssupportwork-studyasameansofhelping studentspayfortheirhighereducation.Theybelievethatthegovernmentshould usework-studymoretomakecollegemoreaffordable.Thebenefitofwork-study appearstobethatitbenefitsstudentswhoarepreparedtoworkharderontheir
own.Additionally,74%ofrespondentsstronglysupporttaxbreaks,believingthat thegovernment shouldusethemmoreoften.
Theideathattaxadvantagesaremeansofhelpingfamilieswhoarepreparedto putintheefforttopayforcollegemaybethedrivingforcebehindsupportfor them.51%ofrespondentsbelievethatmoreshouldbedonewiththeothertwo approaches,whichareloansanddirectaid.
Whenleadersarequestionedaboutcommunityservice,theconceptof accountabilitymayalsobesignificant:64%percentofrespondentsareinfavorof collegesrequiringstudentstoperformcommunityserviceinordertoteachthem civicresponsibility.
Theseleadershaveadifferentperspectiveonhighereducationthanisfrequently expressedregardingK–12educationbecausetheyemphasizetheaccountability ofindividualstudents.Inthisnation,K–12educationisfreeofcharge,andinfact, attendanceatschoolisrequiredofallyoungpeople.Thenotionofforcing studentstoattendapublicschoolgoesagainstourentireeducationalsystem. However,theemphasisdrasticallychangeswhenitcomestocollege.Accordingto ourtheory,thefocusshiftstotheindividualstudent'saccountabilityinhigher education.Therefore,requiringstudentstocoveratleastaportionoftheirown tuitionisbeneficialsinceithelpsdeterlessmotivatedpupils.Theremaybea strongerpropensitytoplacetheblameonthehighschoolwhenakidexperiences problemsorleavesschool.However,aswe'veseen,thelackofmotivationonthe partoftheindividualstudentistheprimarycauseofcollegedropouts.
Conclusion6
Accordingtoleaderswhorespondedtooursurvey,thebiggestissueconfronting highereducationisthattoomanystudentslacktheacademicpreparation necessarytopursueahighereducation.
Wesentalistof16potentialissueswithhighereducationtoourresponders.The answerspaintaclearpictureoftheproblemsthatleadersaremostworried about."Toomanynewstudentsneedremedialeducation"wasthemostoften mentioneditemonthelist.87%ofourstudentsconsiderthistobeanissue,anda whopping54%feelitisanextremelysevereissue.Infact,inadequate preparednessismoreconcerningthanthenexttwobiggestissues,whichare studentloandebtandthelowproportionofminoritygraduates.
Ourrespondentsbelievethatmorecitizensandworkerswithcollegedegreesare neededinoursociety.However,theydonotwishtoaccomplishthisbyreducing therequirementsforgraduationandadmittance.Theywouldprefertoincrease admissionsstandards(whichwouldlikelyreducethenumberofcollege attendees)andseeunderqualifiedkidsreceivetechnicaltraininginsteadofbeing admittedtoschoolsanduniversities.
-Almost89%ofrespondentswishtoincreasetheappealoftradeandtechnical schoolsforhighschoolgraduateswhoarenotcollege-eligible.
-Threeoutoffourpeoplebelievethatupgradinghighereducationthrough stricteradmissionsstandardswouldbeeitherextremelyeffectiveormoderately effective.
-61%believethattoomanyuniversitieshavetoolowacademicrequirements, whichisasomewhatorveryseriousissue.
Astudentshouldbeabletoreadatextbookandwritereportswhentheyfirst arriveatcollege.Ifyoulackthefundamentalabilities,howcanyouaccomplish that?Thequestionofwhetherthecurrentdropoutrateisexcessivelyhighisup fordebate.Collegesanduniversitiesbelievetheyaredoinggreat,yettheir retentionratesareterrible,accordingtoaleaderoutsidetheeducationsector.
Thefactthatmanycollege-boundyoungstersdonotgraduateisacceptedby otherauthorities.Thereisadistinctionbetweeneveryonegraduatinghighschool andeveryonegraduatingcollegeoruniversity,accordingtoagovernmentofficial. Peopleeventuallydiscoverthattheyhaveenougheducationtotakecareoftheir basicneeds.Somepeoplearrivewithnospecificgoalofgraduating.
Thissimilarambiguityisreflectedinoursurveyrespondents.Lessthanone-third of business andfacultymembersbelievethatdropoutratesareexcessive, indicatingthattheyarelessconcernedaboutthem.Ontheotherhand,the majorityofadministratorsandgovernmentrepresentativesbelievethatthe currentdropoutratesareexcessive.
Thisopinionissupportedbythemajorityofacademicsandbusinesspeoplewho believethatmanypeoplewhoshouldnotbeatcollegeareactuallythere.59%of companyexecutivesandfiftypercentoffacultymembersconcurthat"many youngpeoplearewastingtimeandmoneyincollegebecausetheydon'tknow whatelsetodo."Thisopinionisheldbyfewergovernmentofficials(43%)and administrators(45%).
ThereisbroadconsensusthatK–12publicschoolsbearalargeportionofthe blamefortheunder-preparationissue:twooutofthreebelievethatthemajority oftheissuescollegesfacewithstudentqualityarecausedbyshortcomingsinthe K–12system.Just19%ofrespondentsbelievethatuniversitiescriticizepublic schoolsinordertoescapeacceptingaccountabilityfortheirownpooradmissions andacademicperformance.Thereiswidespreadconsensusthatcloser collaborationwithK–12schoolsisacomponentofthesolution.Nearlyallofthe leadersthinkthatworkingdirectlywithK–12schoolstoassistpreparingstudents forcollegeisaveryormoderatelyeffectivestrategytodealwiththeissue.
Isstudentmotivationandpreparationincreasing,decreasing,orremainingthe same?Thereisdisagreementamongourrespondentsregardingtheresponseto thisquery.Professorsandadministrators,whohavetheclosestcontactwith students,arecertainthatthingsarebecomingworse.53%ofadministratorsand 67%ofprofessorsbelievethattoday's collegestudents arelessmotivatedand engagedthantheywereadecadeago.Peopleinbusinessandgovernmentare moreupbeatandinclinedtobelievethatthingsareeitherbetterorthesameas theywereinthepast.
Collegeinstructorsareeagertoadmitthattheyarepartoftheproblem,even thoughtheyplacealotoftheblameonK–12institutions.Comparedtotheother groups,collegeprofessorsarefarmorelikelytoseegradeinflationasanissue. Comparedto57%ofgovernmentofficials,54%ofadministrators,and51%of corporateexecutives,74%ofprofessorsbelievethatthisisaveryormoderately seriousissue.Additionally,professorsarealittlemoreinclinedtoadmitwhen universitieshavefailedtoupholdtheirownnorms.
Morethantwooutofthreeacademicsbelieveitistroublesomethattoomany universitieshaveacademicstandardsthataretoolow.Athisownuniversity,a professorexplainedtheproblemasfollows:Wehaveanassessmentsystemthat decides61%ofourcompensation;manyprofessorsbelievethattheymust provideactivitiesorexperiencesthatareenjoyableandengagingforstudentsand givethemgoodratingsinordertoreceivepositiveevaluationsandapayincrease.
PartII:AreasofDisagreement
Thereisalotofagreementaboutthebigpictureofhighereducation,butwhenit comestotheminutiae,thisaccordbreaksdown.Thereisusuallyalotofconflict
betweencollegeprofessorsandbusinesspeople.Collegeadministratorsand governmentofficialsarenormallysomewhereinthemiddleofthesetwogroups.
Conclusion7
Thereisdisagreementbetweenbusinessleadersandacademicsoverhowwell universitiesandotherhighereducationsystemswork.Thebiggestconflictswe sawwereabouthowcolleges,universities,andotherhighereducation institutionsshouldwork.Peoplewhoaren'tintheacademy,especiallythosewho workinbusiness,oftenthinkthathighereducationshouldbeheldtothesame criteriaofcostandefficiencyasotherinstitutions.Fromthatpointofview,people areoftendisappointedbywhattheyseeinhighereducation.
WhatisthebiggestproblemwithhighereducationintheUnitedStatestoday?I thinkthatwearenotgivingpeopleaneducationinawaythatiscost-effective.
Collegeacademicsdon'tagreethattheseprinciplesshouldapplytohigher education.Peopleinchargeofschoolsandthegovernmentareinbetween businessleadersandprofessors.Alotofthepeoplewetalkedtowhoareclosest totheacademysaythathighereducationshouldn'tbejudgedbythesame standardsofefficiencyandcost-effectivenessthatmightbeusedforotherthings. Oneacademicinsiderobserved,"Asignificantincreaseintheefficiencyofhigher educationisjustnotpossible."Forinstance,itstilltakesthesameamountoftime toplaya Mozartsymphony todayasitdidwhenMozartcreatedit.Itstilltakes thesameamountoftimetodealwithteacher-studentcontact.
Weaskedthepeoplewhoanswerediftheythinkthatusingbusinessmethodsto boostproductivityandsaveexpenseswillmakehighereducationbetter.Ahuge 91%ofpeopleinbusinessfeelthatthiswouldbeeitherveryorsomewhat effective.Alotfewerprofessors(53%)agree.
Whenwesaythathighereducationneedstogothroughthesamekindof downsizingandrestructuringthatbusinesshasgonethroughinthepastseveral years,thedisagreementbecomesevenclearer."Businessandgovernmenthave hadtobecomeleanerandmoreefficient—highereducationmustnowdothe same,"accordingto82%ofbusinesspeople.However,just39%ofcollege professionalsagreewiththisstatement;infact,57%disagree.Betweenthetwo aregovernmentofficialsandadministrators.
Infact,thereisdisagreementamongacademicsandindustryprofessionalsonthe extenttowhichbusinesscanteachhighereducation.63%ofbusinessexecutives believethattheprivatesectorcanteachhighereducationalot.However,75%of academicsdisagree,believingthatcorporatemethodsarenotveryapplicablein highereducation.
Thenotionthathighereducationshouldtakeitscuesfrombusinessisderidedby manyoftheacademicswespokewith."Iamnotimpressedwiththe consequencesofthere-engineeringinbusiness,"statedoneprofessor.Asa result,therehasbeenanincreasinglydetrimentalsocialimpact.
Manyopponentsofhighereducationareasincensedoverwhattheyperceiveto betheinstitution'sunwillingnesstoacceptaccountabilityforitsresults.Everyone elseistakingsomeresponsibilityfortheiractions,asstatedbyamemberofour leadershippanelwhoisnotfromtheeducationsector.
Businessexecutivesalsocontendthatuniversitieshavetransferredthecostsof theirowninefficiencyonstudents.Accordingto71%ofbusinesspeople,"colleges areabletocontinueraisingtuitionduetotheeasyavailabilityofstudentloans ratherthanincreasingefficiencyandreducingcosts."Incomparison,just24%of respondentsdisagreewiththisviewpoint,withonly23%statingthatitisveryor somewhatinlinewiththeirbeliefs.Oncemore,administratorsandgovernment representativesareinthemiddle,with51%ofgovernmentofficialsand38%of administratorssharingthisopinion.
Conclusion8
Whileleadersfromvariousindustriesconcurthatstudentsshouldacquire critical thinking andcommunicationskills,businessexecutivesandeducatorshave differentopinionsabouthowwellhighereducationteachesstudentswhatthey needtoknowandthesignificanceofotherobjectivesliketeachingstudentsthe humanities(language,literature,history,philosophy,andthearts).Onthe broadestscale,ourrespondentsconcurontheknowledgethatcollegestudents shouldacquire.Almostallpeopleconcurthattheabilitytothinkcreativelyand independentlyaswellastocommunicateclearlybothinwritingandspeechare themostcrucialabilitiesforkidstolearn.
-Accordingto87%ofthesampleasawhole,itiscrucialtoguaranteethat studentsgraduatewithexcellentspeaking,writing,andcommunicationabilities.
-Overall,85%ofexecutivessupporttheideaofeducatingpupilstobe autonomous,creativethinkers.
However,afterthesehigh-levelobjectivesaredecidedupon,theagreement beginstoerode,withthebiggestdifferencestypicallyhappeningbetween professionalsandcorporateexecutives.Theeffectivenessofcollegesand universitiesincarryingouttheireducationalmissionsisoneareaofdevelopment. Professorsandadministratorssaythatinstitutionsareteachingstudentswhat theyneedtoknowbyaratioofroughlythreetoone.Businessexecutivesareless likelytoagreewiththisbeliefaswemovefromthosewhoworkinhigher educationtothosewhohirethegraduates.
Thesignificanceofotherobjectives,suchexposingkidstothehumanities,is anotherpointofcontention.Theinstructorswespokewithareproudoftheir focusontheliberalarts, which theybelievearecrucialtopreparingkidsfor adulthood.Accordingtothestudy,51%offacultymembersbelievethatproviding studentswithastrongfoundationinthesciencesisextremelynecessary,while 54%offacultymembersbelievethatprovidingstudentswithasolidfoundationin history, literature,philosophy,andtheartsisabsolutelyessential. Thevalueof theliberalartswasemphasizedbyseveraloftheinstructorswespokewith.An institutionthatupholdstheprinciplesoftheartsisnecessarytopreventnewDark Ages,accordingtooneinstructor.Itisimpossibletoregainthetraditional educationalprinciplesifyouabruptlychangeyourcourseandforgetthem.
Twooutofthreeprofessorsagreethatthisisaveryorverysignificantproblem, indicatingthattheyareparticularlyconcernedaboutthediminishedemphasison theliberalarts.Wehavegreatertraining,nothighereducation,asoneprofessor putit.Comparedtoacademics,businessexecutivesarelesslikelytobelievethat providingstudentswithafoundationinhistory,literature,philosophy,andthe artsisdefinitelynecessary,orthatthesciencesareabsolutelynecessary.A declineintheimportanceoftheliberalartsisregardedbylessthantwooutof fivebusinessexecutivesasaveryormoderatelyseriousproblem.
Conclusion9
Businessleaderswantstudentstopaymorebeforeapproachingthegovernment foradditionalsupport,andtheywanthighereducationtoreduceprices. Governmentisthefirstlineofsupportforotherleaders.Collegesanduniversities aregoingthroughsomedifficultfinancialtimes,accordingtoalmosteveryonewe
spokewith.Whenyoulookatstatebudgets,youseethatallofthemoneyis consumedbyspecializedneeds.Thisishowonegovernmentofficialputtheissue facingstatecolleges.Thereisbroadconsensusregardingsimplefixes,including improvedcollegefundraisingorimprovedfinancialplanningbystudentsandtheir families.
-91%ofthesampleasawholestronglyorsomewhatsupportcollegesraising additionalmoneyfromfoundations,employers,andalumniinordertocovercost increases.
-Accordingto76%ofleadersingeneral,toomanyfamiliesdonotprepareahead oftimeandsaveenoughmoneyforcollegeexpenses.
Thereiswidespreadconsensusthatifhighereducationexpenseskeeprising,the federalandstategovernmentsshouldcontributemoremoney;81%of respondentsstronglyorsomewhatagreethatthegovernmentshouldassistin coveringthesecosts.
Thereisdisagreementamongofficialsontheallocationofresponsibilitiesamong thegovernment,colleges,andstudentsandtheirfamilies.Nearlyallcollege professorsandadministratorssupportmorefundingforhighereducationfrom thefederalandstategovernments,aswellasmorefundingfromfoundations, businesses,andalumni.Asignificantlysmallermajorityofprofessorssupport loweringtherunningexpendituresofhighereducation.
Theoppositeistrueforbusinessexecutives,whoarefarmoreinclinedtobelieve thattighteningthebeltonhighereducationisthebestwaytohandleupcoming costrises.Thebusinesscommunityisessentiallytellinghighereducationto"cut yourowncostsbeforeyougolookingformoresupportfromthegovernment."
Whenweaskedourrespondentswhichoftheseanswerstheypreferred,the sameresultemerged.Fiveoutofsevenbusinessleadersthinktheyaremostin favorofcollegecostreductions.Incontrast,thethreeotherleadershipcategories aremorelikelytochoosegreatergovernmentbackingastheirpreferredcourseof action.
Additionally,businessrespondentshavehigherexpectationsforwhatstudents andtheirfamilieswillaccomplish.Weaskedourrespondentstocomparethe amountthatshouldbepaidtothebenefitstheygainedfromtheirhigher education.Businessexecutivesarefarmorelikelytobelievethatstudentsand
theirfamiliesshouldbearthemajorityoftheexpensesassociatedwithattending collegesincetheybenefitfromit.Sincetheadvantagescometosocietyasa whole,theothergroupsaremoreinclinedtoarguethattaxpayersshouldbeara largerportionoftheexpenditures.
Businessexecutives'opinionsonthismatterdiffersignificantlyfromthoseofthe generalpopulation.Thepublicisunsureoftheroleofthegovernmentorcolleges, andthereisnoagreementonwhichoftheseentitiesoughttobeurgedtoplaya largerroleinsupportingcollegefunding.However,almosteveryoneagreesthat kidsandtheirfamiliesarealreadyhelpingoutasmuchastheycanandshouldn't bepushedtodomore.
Conclusion10
Businessleaderswantacademicstousetechnologymore,educatemore,and concentrateonresearchthathassocietalrelevance.Theleadersareatoddsover whatthecollegefacultyoughttobedoing.Collegeprofessorsshoulddevote moretimetoteachingandlesstimetoresearch,accordingtobusiness executives.
Whilejust27%ofprofessorssharethisopinion,56%ofbusinessexecutives believethathavingtoomanyprofessorswithlightteachingloadsisasomewhat orveryseriousissue.Businessexecutivesaresomewhatmorelikelytobelieve thattoomuchacademicresearchisirrelevanttotheneedsofsocietythan professors,with52%ofbusinessexecutivessupportingthisviewcomparedto only38%ofprofessors,eventhoughthemajorityofallfourgroupsbelievethat highereducationplacestoomuchemphasisonresearchoverteaching.
Althoughthevastmajorityofleadersconcurthatnewtechnology(Artificial Intelligence,QuantumComputing,5G,VirtualandAugmentedReality,and Biotechnology)willsignificantlyaffecthighereducation,thereissomedebate overthenatureofthisimpact.Businessleadersarefarmoreoptimisticaboutthe advantagesofintegratingtechnologyintohighereducation.
Accordingtothosewhobelievethattechnologywillsoontransformhigher education,63%ofcorporateexecutivesbelievethatthesechangeswillbe positive,comparedtojust26%ofprofessors.Oncemore,thegovernmentand bureaucratsareinthemiddle.Formanypeopleoutsideofhighereducation,the
notionthattechnologymightbothimprovequalityandlowerexpensesappears particularlyalluring.
Conclusion11
Forthosewhopossessit,the academictenure makesmoresensethanforothers. Thereisdisagreementbetweenacademiciansandalmosteveryoneelseover tenure.Professors,particularlythosewithtenure,believeitisagoodmeansto holdbadprofessorsaccountableandausefulsafeguardforacademicfreedom.It isleastdesirabletomembersofthebusinesssectorandfarlessappealingtothe othertypesofleaders.Manyoftheleaderswhowerequestioneddrewa distinctionbetweentheinstitutionoftenure,whichtheyfindillogical,andthe objectiveofpreservingacademicindependence,whichtheysupport.Insummary, fewerthanoneinfourprofessorsagreethateliminatingtenurewillenhance highereducation,whereasmorethaneightoutoftencorporateexecutivesdo.
Althoughtherearesomedifferences,therearealsosomesimilarities.Morethan eightoutoftenadministrators,publicservants,andbusinesspeopleagreethat oneofthemaingrievancesagainsttenureisthatitoccasionallyshieldsinept facultymembers.However,73%ofteachingfacultymembersbelievethatthis statementisveryorsomewhatclosetotheirownopinions,demonstratingthat collegefacultymembersalsorecognizethis.
Wediscoveredaconvergenceofopinionswhenweaskedourrespondentsifthey wantedtophaseout,change,orleaveitpreciselyasitis.Asmallpercentageof professors,boththosewithandwithouttenure,believethatitshouldremainthe same.Acrossallgroups,themosttypicalsolutionistochangethetenuresystem withoutdoingawaywithit.Evenbusinesspeople,whoareamongtheharshest criticsoftenure,donotbelievethatitisthemainissuefacinguniversities.We askedleaderstorankthefourpotentialchangestohighereducationinorderof importance.
Theoptionsincludedphasingouttenure,increasinggovernmentfinancing, improvingstandards,andreducingexpenses.Notunexpectedly,academicsand governmentrepresentativeswanttoraisestandards,administratorsbelievethat boostingfundsisthemostcrucialstep,andcorporateexecutiveswanttoreduce expensesandboostefficiency.However,forallleadershipcategories,phasingout tenurecomesinlowonthelist.
Conclusion12
Businessexecutivesaremorelikelytoarguethatracialbalanceinthecountry's institutionsshoulddeveloporganically,whiletheotherthreeleadershipgroups favoramoreproactivestrategy.Inanygroup,veryfewpeoplesupportquotas anddiscussionsonaffirmativeactioninhighereducationhavebeenongoing.
Thesedifferencesareevidentinthesurveyresponses,whichisnotsurprising. Whenweexaminegraduationrates,thedisputebegins.Thelowcollege graduationratesamongAfrican-AmericansandHispanicsareconcerningto administratorsandgovernmentrepresentatives.Thisisregardedasaveryor somewhatseriousproblemby83%ofcollegeadministrators,andthesame percentageofgovernmentofficialsholdthisopinion.
Businessleadersareevenlessconcerned,withonly53%recognizingthisasan issue,comparedto67%ofcollegeacademics,whoaresomewhatlessinclinedto beconcerned.Regardinghowtomanageracialandethnicbalanceincollege admissions,thereisalsodispute.Weofferedourrespondersthreeoptionsfor addressingthisissue: monitoringrace andtakingextracaretorecruiteligible minoritystudents,ignoringraceentirely,orestablishingcleargoalsandstrivingto ensuretheyarereached.Settingspecificracialtargetsisnotwellsupportedby anygroup.Thereisdisagreementoverwhatelseoughttobedone.Ofthefour groups,businessexecutivesaretheleastenthusedabouttakingextrastepsto recruitAfrican-AmericanorHispanicstudents;45%ofthemwouldrathersee highereducationignoreracialissuesandletthingsdeveloporganically.
Someleadersadvocateforamoreproactiveapproach,inwhichinstitutionsof higherlearningtakeactiontoboosttheproportionofminoritystudentsenrolled incollegewithoutenactinganylegislationresemblingaquota.
Fromafinancialstandpoint,highereducation'semphasisonracialissuesand otherpoliticizedtopicsisincidental.Infact,corporateexecutivesarefarmore likelytobelievethat"controversiesoverissueslikesexualharassmentandpolitics ofethnicgroupsdistracttoomanycollegecampuses."Comparedto42%of professionals,36%ofadministrators,and35%ofgovernmentofficials,60%of businesspeopleviewthisfocusasasomewhatorverysevereissue.
Leadersmaynotbepersuadedthatracialminoritieshaveamoreseriousobstacle tohighereducationthanothers,whichcouldexplainthevagueparticularaims.
Wequestionedrespondentsonwhichgroupsarelesslikelythanotherstoreceive accesstohighereducation.Thereisnoapparentagreementonwhichgroups havethemostdifficultyobtaininghighereducation.However,nomajorityinany leadershipgroupfeelsthatHispanicorAfrican-Americanpeoplehavefewer opportunitiesthanothers.
Regardlessofthecurrentstateofaffairs,anumberofleaderswespokewith expressedconcernthatthenumberofminoritystudentsvyingforadmissionto highereducationcouldsoonskyrocket.Theestablishmentofcollegesand universitiescostthefederalgovernmentbillionsofdollars.
Weaskedourrespondentsiftheywereawareoftheprojectionsthatthenumber ofcollegestudentswillrisesignificantly(sourcehere: https://nces.ed.gov/programs/PES/section-5.asp)andthatagreaterpercentage ofthesestudentswillbelongtominoritygroups.Administratorsandgovernment officialsareobviouslyconcernedaboutthisissue,asseenbythe74%and62%of respondentswhosaidtheyhaveheardspecificallyabouttheseestimates.The majorityofbusinesspeoplearenotawareofthispotential,andjust46%of academicmembersclaimtohavebecomeawareofit.Wealsoquestioned authoritiesonwhetherthecountry'shighereducationsystemwouldbeprepared tomanagesuchaninfluxshoulditmaterialize.Accordingtothemajorityof executivesuniversitiesareatleastmodestlypreparedforsuchanimpact.
Verdict
Thereareoccasionallymanydifferentpointsofcontentionbetweeneducators andcorporateleaders.Businesspeoplebelievethathighereducationshouldbe morecost-effectiveandaccountable,morefocusedonwhatstudentsactually needtostudy,andmoreawareoftheneedtoreduceexpensesandengage studentsmorebeforerequestingadditionalpublicfunding.Additionally,they wantracialissuestobelessofadistractionfromteachinginhighereducation. Professionalsinhighereducation,fortheirpart,stronglydisagreewiththenotion thatefficiencyandresponsivenesstobusinessobjectivesshouldbeusedto evaluatehighereducationbecausetheybelievethatuniversitieshaveadifferent mission.
Highereducationwillundoubtedlyconfrontsignificantchallengesasitattempts tonavigateafuturethatalmosteveryonerecognizeswillbechallengingifthese disagreementsarenotsettled.Highereducationwillundoubtedlyneedthe
backingofthebusinesscommunity,butitisunclearhowforthcomingthat supportwillbeifagroupassignificantasthebusinesscommunitystillhasserious concernsaboutfundamentalissueslikehoweffectivelyhighereducationfulfills itsteachingmissionorhowwellitisrun.
Evenwhilethesedifferencesaresignificant,theymustbeunderstoodinlightof thegreaterframeworkofsimilarity.Thefundamentaltenetofthesignificanceof preservingarobusthighereducationsystemandguaranteeingthateligible studentshaveaccesstoitisunaffectedbyanyofthedisputes.Theleaderswe spokewithalsoconcuronthemainissuefacinghighereducation,whichisthe underpreparednessofthestudentsenteringoursystem,whatevertheir differences.Theleadersappeartobearguingthathighereducationcannot accomplishitsgoalsonitsown;wecannotexpecttocreateaneducatedsociety unlesswefigureouthowtogeneratemorestudentswhoaresufficiently preparedanddriventobenefitfromthebesthighereducationsysteminthe world.
JeffPalmer isateacher,successcoach,trainer,CertifiedMasterofWeb Copywritingandfounderof https://Ebookscheaper.com.Jeffisaprolificwriter, SeniorResearchAssociateandInfopreneurhavingwrittenmanyeBooks,articles andspecialreports.
Source: https://ebookscheaper.com/what-are-the-perspectives-on-leadershipin-higher-education/