what is the purpose of higher education?: comparing institutional and student perspectives on the...
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Paper presented at AERA 2014 Annual Meeting on Monday, April 6, 2014 in Philadelphia, PA, USA.TRANSCRIPT
What is the purpose of higher educa1on?: Comparing ins1tu1onal and student
perspec1ves on the “non-‐economic” benefits of comple1ng a college degree
AERA 2014 ANNUAL MEETING Special Thanks To:
Dr. Larry H. Ludlow, Boston College; Dr. Gavin T.L. Brown, The University of Auckland; Dr. Charles Fadel, Harvard University
Roy Y. Chan Ph.D. student Boston College
Lynch School of Educa5on [email protected]
Monday, April 6, 2014
Introduc1on • New pressures have challenged the tradi5onal purpose of higher educa5on (AAC&U, 2012)
• Creates tension between higher educa5on as a public good versus higher educa5on as a private benefit (Marginson, 1997)
• Colleges and universi5es are under pressure to measure students’ general skills through assessments but also to enhance their core competencies and disposi5ons such as knowledge, aQtudes, and beliefs for entry into the global knowledge-‐based economy.
Introduc1on Knowledge Gap
• Current knowledge gap between the “economic benefits” and “non-‐economic benefits” for comple5ng a bachelor’s degree (Zaback, Carlson, & Crellin, 2012)
• Benson, Esteva, and Levy (2013) emphasized that a bachelor’s degree program from California’s higher educa5on system s5ll remains a good investment
• Hout (2012) concluded that individuals who complete higher educa5on earn more money, live healthy lives, and contribute more to society.
Introduc1on Assessments
• Increasing number of assessments to understand and measure student learning progress (AAU, 2013): – Collegiate Learning Assessment (CLA) – Na5onal Survey of Student Engagement (NSSE) – Degree Qualifica5ons Profile by the Lumina Founda5on – UCLA Coopera5ve Ins5tu5onal Research Program (2013) “2012 Freshman Survey”
• Arum and Roksa (2011) argued that 45 percent of students made no gains in their wri5ng, complex reasoning, or cri5cal-‐thinking skills during their first two years of college and 36 percent failed to show any improvement over the four years of college (Liu, Bridgeman, & Adler, 2012).
• However, limited informa5on about how the data are used (or even publicized) vastly lags behind in the worldwide landscape of higher educa5on today (Kuh et al., 2014).
Purpose of Study • OBJECTIVE: To compare and contrast ins5tu5onal and student perspec5ves on the goals and purposes of comple5ng a bachelor’s degree. – To understand what mahers in college during students four cri5cal years • “UCLA Freshman Survey” between 1967 and 2013
– To determine the “value-‐added” for comple5ng a bachelor’s degree today • Lumina Founda5on “Degree Qualifica5ons Profile (DQP)”
– To offer prac5cal sugges5ons as to how ins5tu5onal and student percep5ons on goals and purposes could be further evaluated • IEBC’s “Tuning” American Higher Educa5on
Research Ques1ons • What do current literature suggests to be the goals and purposes of higher educa5on? • How do students and ins5tu5ons make sense of undergraduate educa5on in the 21st century? • In what ways do a college degree fulfill higher educa5on ambi5ons for advanced skills, generic competencies, and high-‐ideals by the 5me students’ graduate from university?
Methods • Comprehensive Literature Review Search • Between September 2012 and January 2014 • Cri5cal Interpre5ve Synthesis (CIS) – Dixon-‐Woods et al. (2006) = to establish theories and concepts from diverse bodies of exis5ng literatures through systema5c review and meta-‐ethnography methodologies. • Ques5ons the ways in which the problems, assump5ons, and solu5ons are constructed • Iden5fies the “synthe5c constructs” of both internal purposes and external purposes, and the complex interplay between them
Overview of Data Set • Peer-‐reviewed ar5cles, books, magazines, and newspapers published between 2000 and 2014 – Does not include “economic” benefits
• Selected 20 peer-‐reviewed ar5cles, 11 books, 3 magazine/newspaper ar5cles, and 2 policy briefs – 1) Educa5on Resources Informa5on Center (ERIC) – 2) Educa5on Research Complete (EBSCO) – 3) Academic Search Premier – 4) ProQuest – 5) Scopus – 6) Google Scholar – 7) Amazon.com – 8) Chronicle of Higher Educa7on – 9) Inside Higher Educa7on
Literature Review Ins7tu7onal Perspec7ve on Bachelor’s Degree
• ACCU (2013) = to prepare students for civic learning and democra5c engagement
• Lagemann and Lewis (2012) = to prepare young adults with civic educa5on (civic values, ideals, and virtues)
• Saltmarsh and Hartley (2012) = to serve a democra5c-‐centered civic engagement and to develop fully rounded intellectually sophis5cated and caring person
• Haigh and Clifford (2011) = to develop students’ employability skills, moral values, and competencies
• Kiziltepe (2010) = to prepare students to acquire skills in interpersonal competence, mul5-‐cultural understanding, skills in problem solving, a sense of purpose, and confidence
Literature Review Student Perspec7ve on Bachelor’s Degree
• Lumina Founda5on and Gallop Poll (2014) = 95 percent of Americans expected the purpose of higher educa5on is to “get a good job.”
• Barber, Donnelly, and Rizvi (2013) = to have the “college experience” (mee5ng students, socialize, explore new ideas, make friends, lead organiza5on)
• Levine and Dean (2012) = to make them feel secure, to be autonomous grown-‐ups, to seek in5macy, and to live in an Internet world.
• As5n et al. (2011) = to prepare them for employment (94%) and graduate educa5on (81%).
• Kenneh, Reed, and Lam (2011) = for self-‐improvement, achieving life goals, societal contribu5ons, career, money, family expecta5ons
Findings 9 common themes
• 1) Social democra7c values and ac7on; civic engagement. This theme relates to the inten5on that upon gradua5on students will take an ac5ve role in society, service, and co-‐curricular ac5vi5es, with ac5ve concern for involvement in civic concerns.
• 2) Advanced intellectual skills. This theme relates to high-‐level cogni5ve and intellectual skills such as problem solving, analy5c and cri5cal thinking, and crea5vity.
• 3) Advanced communica7on skills. This theme relates to sophis5cated abili5es to communicate orally, in wri5ng, and through ICT-‐supported media so as to effec5vely transmit informa5on, persuade, argue, and so on.
• 4) Interpersonal skills. This theme focuses on students gaining competence around rela5onships with others. This includes leading in condi5ons of complex social diversity, exercising tolerance, curiosity, ingenuity, and imagina5on.
• 5) Voca7onal & employment preparedness. This theme has to do with using a bachelor’s degree educa5on as a means of gaining a highly remunera5ve job and/or career or having the skills that permit entry into a desirable future career.
• 6) Personal life quality enhancement. This theme has to do with developing a personal sense of purpose, perspec5ve, and iden5ty such that the quality of one’s own life is improved.
• 7) Personal integrity. This theme relates to becoming aware of dissonance and resonance and having the competence to make decisions in accordance with personal morality and values.
• 8) Graduate school educa7on preparedness. This theme focuses on the skills, knowledge, and competencies required when entering graduate programs in a specific discipline.
• 9) Family expecta7ons/reasons. This theme relates to fulfilling obliga5ons to, expecta5ons of, and aspira5ons of one’s family as the prime mo5va5on for comple5ng a university degree.
Findings • Student goals and purposes = Very instrumental and oren personal reasons – Money, Jobs, Mee5ng New Friends, Finding Love, Acquire Knowledge, Study Abroad, Pre-‐requisites for Graduate School, To Get Away from Home
• Higher educa5on ins5tu5on aims and purposes = highly ideal life-‐ and society-‐changing consequences. – Core competencies and generic skills, such as, problem solving, crea5vity, communica5on, cri5cal thinking, and crea5vity skills that are deemed necessary for success in the 21st century
Ok, we get it Roy? There’s a misalignment. Has this been true historically?
Let’s look at data I’ve studied from UCLA HERI “Freshman Survey”
between 1967 and 2013
Percentage of freshmen students who believe that being well off financially is “Essen1al”: (CATHOLIC UNIVERSITIES)
Key Summary • In 1967, only 37%
believe that money was essen5al. In 2013, that has increased to 82%.
• Freshmen students believe that money is “essen5al” for pursuing a college degree at Catholic Universi5es
• Increase may likely be due to the college costs or the debt that would be incurred from tui5on expense
* This data was generated by Roy Y. Chan through SPSS on April 5, 2014. Any use of this data should be consulted by Roy Y. Chan at [email protected]. Thanks!
Percentage of freshmen students who believe that being well off financially is “Essen1al”:
(PUBLIC VS. PRIVATE UNIVERSITIES) Key Summary
• In 1967, only 42% of public universi5es and 44% of private universi5es believe that money was essen5al. In 2013, that has increased to 82% and 80%.
• Historically, freshmen students ahending public universi5es expect financial stability more than private universi5es
• Regardless of ins5tu5onal type, there is a slight drop in 1993. Likely due to more job opportuni5es and the end of Cold War era.
* This data was generated by Roy Y. Chan through SPSS on April 5, 2014. Any use of this data should be consulted by Roy Y. Chan at [email protected]. Thanks!
Percentage of freshmen students who es1mate they will have a “very good chance” to get a job:
(CATHOLIC UNIVERSITIES) Key Summary
• In 1973, 52% of freshmen students at Catholic universi5es believe that a college educa5on will help them get a job. In 2013, that number has stayed the same.
• There is a significant drop between 1977 and 1997. This may likely be due to poor job market, changing demographics, and higher college enrollments and federal loan programs
* This data was generated by Roy Y. Chan through SPSS on April 5, 2014. Any use of this data should be consulted by Roy Y. Chan at [email protected]. Thanks!
Percentage of freshmen students who es1mate they will have a “very good chance” to get a job:
(PUBLIC VS. PRIVATE UNIVERSITIES) Key Summary
• In 1973, 50% of students at pubic universi5es and 57% of private universi5es believe that a college educa5on will help students get a job. In 2013, that number has remained the same but has significantly dropped at private universi5es to 42%
• There is a significant drop once again between 1977 and 1997
* This data was generated by Roy Y. Chan through SPSS on April 5, 2014. Any use of this data should be consulted by Roy Y. Chan at [email protected]. Thanks!
So, how should higher educa=on leaders increase students’ chance to
acquire acquiring a job during college?
ANSWER: “Tuning USA”
What is “Tuning USA”? • Founded in 2009 by Ins5tute for Evidence-‐Based Change (IEBC) and funded by Lumina Founda5on
• “Faculty iden5fies what a student should know and be able to do in a chosen discipline when a degree has been earned -‐ an associate, bachelor’s or master’s.”
• Six states are now “tuning” higher educa5on – Indiana, Minnesota, Utah, Texas, Kentucky, and Montana
• Incorporates Lumina’s Degree Qualifica5ons Profile (DQP) – DQP = examines ins5tu5onal level (specialized knowledge) – Tuning = examines disciplines level (discipline specific knowledge)
Purpose of “Tuning” American higher educa1on?
• 1) To beher align the goals and purposes of a college degree • 2) To facilitate student success and reten5on, especially among students from underrepresented groups
• 3) To simplify the process for students transferring credits between ins5tu5ons
• 4) To emphasize lifelong learning and undervalued transfer skills (sor skills)
• 5) To increase transparency in higher educa5on systems among different countries
• 6) To ensure that the knowledge and applied skills associated with coursework match with civic, societal, and workforce need.
FAQ • 1) Q: Is “tuning” leading to standardiza5on? A: No. “Tuning” is a reference point for
ins5tu5ons to design their own degrees. The goal is to not unionize; rather, to discuss what is unique with the program (i.e., highlight the "dis5nctness”) • 2) Q: How did the DQP start? A: To respond to the AACU LEAP ini5a5ve
• 3) Q: So, in simple language, what is “tuning” again? A: To simply create a degree profile for each major
Next Steps • Conduct qualita5ve study on faculty members percep5on of “tuning” higher educa5on – Compara5ve Case Study between Xi’an, China and Aus5n, Texas
• Examine undergraduate business degree programs • Pilot Study: Interviews – July 2014 in Xi’an, China – August 2014 in Texas, USA
• Data Collec5on: January 2015 and June 2015
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References
Ques1ons? Comments?
• E-‐mail: [email protected] • Web: hhp://www.bc.edu
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