Running head: VALUE AND QUALITY IN A COLLEGE EDUCATION
Expectations for Value and Quality in a College Education:
Institutions Must Rise to the Challenge Lena M. Friend Wright State University SAA7620, Spring 2014
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When asked about what value and quality in a higher education meant to them, student affairs pupils agreed that affordability, inclusiveness, availability of desired programs, good geographic location, branding, attention to diversity, and transparency were important values to consider in a college education. Quality of ones college education and experience will be evidenced after graduation by way of employability and good wages. Porter (2002) posits that graduates can also experience greater work productivity, increased workforce flexibility, decreased prejudice, enhanced knowledge of world affairs, and greater social status. Studies have shown a strong correlation overall between possessing a college degree and the higher quality of ones life, such as with cultural and family values and in economic growth (Porter, 2002). The Student Learning Imperative asserts that student learning and personal development are the most important goals of an undergraduate education (American College Personnel Association, 1994). Student Affairs professionals need to do their part to enhance student learning and personal development by: Aligning with the institutional missionguided by process values and desired outcomes Allocating resourcesreward processes that produce desired student outcomes Collaborate with other institutional agentsbe learning-oriented Become experts on studentsenvironments, teaching, and learning processes Base policies and programs on promising practicesverified by research and data assessment According to Astin, Pascarella & Terenzini (as cited in Chambers, 2010) research studies have shown that the time and energy students commit to academically focused activities is the number one predictor of his or her learning and their personal development. According to Chambers (2010) quality institutions of higher education are those that provide opportunity for VALUE AND QUALITY IN A COLLEGE EDUCATION 3
varied educational activities which lead to valued and meaningful academic outcomes. To measure these outcomes institutions must collect an assortment of information that will provide data on student educational experiences that are considered meaningful and the academic settings in which the activity was delivered (Chambers, 2010). A learning environment that is guided by Chickering & Gamsons (1987) Seven Principles for good Practices in Undergraduate Education can also enhance a students learning experience. It lists good practices in undergraduate education as: 1. Encourages contact between students and faculty 2. Develops reciprocity and cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning. According to Chambers (2010) students want more interaction with their instructors. Studies have shown that students learn directly from their instructors on how to think about and solve problems from this direct interaction, both from inside and outside the classrooms. Students view faculty as more than just an instructor, they see them as role models, mentors, and guides for lifelong learning. Student affairs professionals should create programs and activities that promote student interaction within peer groups as well. Kuh (as cited in Chambers, 2010) propones that peer groups enhance student engagement and a students learning experience. Research proves that VALUE AND QUALITY IN A COLLEGE EDUCATION 4
campus environments have a powerful impact on students success, for both those living in the residence halls and for commuters. The studies support enhancing a campus environment with large dining halls and gathering places for students, as well as spaces for quiet study and small group work to improve students learning and personal development (Chambers, 2010). With tuition costs on the rise, many have questioned the value of continuing an education beyond high school. This is especially true for low-income families who already struggle to balance their budgets before adding college expenses. However it may seem, there are extensive data to support the view that the extra financial burden associated with pursuing a college degree is worth it. The earnings difference between high school graduates and college graduates vary over time, but overall college graduates earn more. Over the working life of a high school graduate they will earn on an average of $1.2 million; those with an Associates degree an average of $1.6 million; and college graduates with a Bachelors degree will earn an average of $2.1 million over his or her lifetime. The average cost to attend a public 4-year university is around $9,000 per year. A sizeable difference when you weight in the many benefits a college degree can bring to ones life overall versus the cost to attain it (Porter, 2002). Besides income, other benefits should be considered. The Institute for Higher Education Policy reports that college graduates also realize higher levels of savings, increased personal and professional mobility, improved quality of life for their offspring, better consumer decision making, and more hobbies and leisure activities (as cited in Porter, 2002, p. 2). Research has also consistently shown a positive correlation between obtaining a college degree and good health and lower mortality rates for graduates and their children (Porter, 2002). While most people believe that getting a college education will lead to success, many do not believe it is attainable because of the soaring cost. Those who can afford it are asking VALUE AND QUALITY IN A COLLEGE EDUCATION 5
themselves Is it worth it? Studies show that 57% of Americans have said colleges in the United States have failed to prove their value for the money (Adam, 2012). Institutions will need to prepare for student consumers as they bring higher demands for more value for their education dollars. Students want proof that institutions are making the grade through the use of measureable outcomes. As students grow more increasingly responsible for paying larger portions of their own college expenses, the more important the quality of an educational experience and the perceived return on investment (ROI) have become to them (Scholder & Cox, 2009). Universities have to be ready to make a case for the value of their institution, as this is the most influential tactic for garnering the attention of prospective students and their parents. Hesket, Sasser Jr. and Schlesinger (as cited in Scholder & Cox, 2009, p.2) stated that Customers today are strongly value-oriented. They seek results and service process quality that far exceeds the price and acquisition costs they incur for a service. By garnering student opinions, institutions can better monitor student satisfaction as well as acquire useful data to inform decisions about areas of student life worth investing institutional resources in. According to Scholder and Cox (2009) common objectives for pursuing this type of research are to: Identify institutional features that are important to students Compare the identified features with student satisfaction or dissatisfaction to determine how it relates to retention Make decisions about where to invest institutional resources to improve student satisfaction with their overall educational experience and therefore raise completion rates In conclusion, not every college student's experience is the same and their experiences change over time. No educational experience is stationary, nor is it removed from other factors VALUE AND QUALITY IN A COLLEGE EDUCATION 6
happening in students' lives. Institutional leaders need to take student concerns about their educational experiences seriously, because whether their views are positive or negative, they are real and can ultimately impact a students persistence, performance and degree completion (Chambers, 2010).
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References Adam, M. (2012). Is college worth it?: Essential Readings Condensed for Quick Review. Retrieved from ERIC Database. EJ978323.
American College Personnel Association (ACAP). (1994). The student learning imperative. Washington, DC: Author.
Chambers, T. (2010). What I hear you saying is; Analysis of student comments from the NSSE. College Student Journal, 44(1), 3-24. Retrieved from: http://ezproxy.lib.indiana.edu/login?url=http: //search.ebscohost.com.ezproxy.lib.indiana.edu/login.aspx?direct=true&db=crh&AN=48 646424& site=ehost-live
Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(1), 3-7. Porter, K. (2002). The value of a college degree. (ERIC Digest). Retrieved from ERIC database. (ED470038)
Scholder, T., & Cox, L. (2009, September). Student Experience Assessments: Best Practices in Student Satisfaction and Retention Research. Paper presented at the 2009 AIR Forum, Atlanta, GA.