Higher education

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It has been suggested that this article be merged with Tertiary education. (Disc
uss) Proposed since February 2014.
Princeton University is an Ivy League institution of higher learning in New Jers
ey, United States.
McGill University is an institution of higher learning in Montreal, Canada.
The University of Cambridge is an institution of higher learning in Cambridge, U
nited Kingdom.
Moscow State University is an institution of higher learning in Moscow, Russia.
The University of Tokyo is an institution of higher learning in Tokyo, Japan.
The University of So Paulo is an institution of higher learning in So Paulo, Brazi
l.
The University of Cape Town is an institution of higher learning in Cape Town, S
outh Africa.
Higher education, post-secondary education, tertiary education or third level ed
ucation is an optional final stage of formal learning that occurs after secondar
y education. Often delivered at universities, academies, colleges, seminaries, a
nd institutes of technology, higher education is also available through certain
college-level institutions, including vocational schools, trade schools, and oth
er career colleges that award academic degrees or professional certifications.
The right of access to higher education is mentioned in a number of internationa
l human rights instruments. The UN International Covenant on Economic, Social an
d Cultural Rights of 1966 declares, in Article 13, that "higher education shall
be made equally accessible to all, on the basis of capacity, by every appropriat
e means, and in particular by the progressive introduction of free education". I
n Europe, Article 2 of the First Protocol to the European Convention on Human Ri
ghts, adopted in 1950, obliges all signatory parties to guarantee the right to e
ducation.
Contents [hide]
1 Overview
1.1 Entrance standards: Reading, mathematics, and writing
2 Types
2.1 Engineering
2.2 General
2.3 Liberal arts
2.3.1 Performing arts
2.3.2 Plastic or visual arts
2.4 Vocational
2.5 Professional higher education
2.6 Trends
3 Recognition of studies
4 As employers
5 See also
6 Notes
7 References
8 External links
Overview[edit]
Question book-new.svg
This section does not cite any references or sources. Please help improve this s
ection by adding citations to reliable sources. Unsourced material may be challe
nged and removed. (June 2013)
Higher education is an educational level that follows a completion of a school p
roviding a secondary education, such as a high school, secondary school, or gymn
asium. Tertiary education is normally taken to include undergraduate and postgra
duate education, as well as vocational education and training. Colleges, univers
ities, and institutes of technology are the main institutions that provide terti
ary education (sometimes known collectively as tertiary institutions). Examples
of institutions that provide post-secondary education are vocational schools, co
mmunity colleges, independent colleges (e.g. institutes of technology), and univ
ersities in the United States, the institutes of technical and further education
in Australia, pre-university colleges in Quebec, and the IEKs in Greece. They a
re sometimes known collectively as tertiary institutions. Completion of a tertia
ry education program of study generally results in the awarding of certificates,
diplomas, or academic degrees.
Rupert I founded the University of Heidelberg in 1386
Higher education includes teaching, research, exacting applied work (e.g. in med
ical schools and dental schools), and social services activities of universities
. Within the realm of teaching, it includes both the undergraduate level, and be
yond that, graduate-level (or postgraduate level). The latter level of education
is often referred to as graduate school, especially in North America.
In many developed countries, a high proportion of the population (up to 50%), no
w enter higher education at some time in their lives. Higher education is theref
ore very important to national economies, both as a significant industry in its
own right and as a source of trained and educated personnel for the rest of the
economy. College educated workers command a significant wage premium and are muc
h less likely to become unemployed than less educated workers.[1][2]
Higher education in the United States and Canada specifically refers to post-sec
ondary institutions that offer Associate's degrees, Bachelor's degrees, Master's
degrees, Education Specialist (Ed.S.) degrees or Doctor of Philosophy (Ph.D.) d
egrees, or their equivalents, and also higher professional degrees in areas such
as dentistry, law, medicine, optometry, pharmacology and veterinary medicine.
Such institutions may also offer non-degree certificates, which indicate complet
ion of a set of courses comprising a body of knowledge on a particular topic, bu
t the granting of such certificates is not the primary purpose of the institutio
ns. Tertiary education is not a term used in reference to post-secondary institu
tions in the United States or Canada.
Entrance standards: Reading, mathematics, and writing[edit]
Demonstrated ability in reading, mathematics, and writing, as typically measured
in the United States by the SAT or similar tests such as the ACT, have often re
placed colleges' individual entrance exams, and is often required for admission
to higher education.[3] There is some question as to whether advanced mathematic
al skills or talent are in fact necessary for fields such as history, English, p
hilosophy, or art.[4]
Types[edit]
Engineering[edit]
Main article: Engineering college
Teaching engineering is teaching the application of scientific, economic, social
, and practical knowledge in order to design, build, maintain, and improve struc
tures, machines, devices, systems, materials and processes. It may encompass usi
ng insights to conceive, model and scale an appropriate solution to a problem or
objective. The discipline of engineering is extremely broad, and encompasses a
range of more specialized fields of engineering, each with a more specific empha
sis on particular areas of technology and types of application. Engineering disc
iplines include: aerospace, biological, civil, chemical, computer, electrical, i
ndustrial, and mechanical.
General[edit]
The general higher education and training that takes place in a university, coll
ege, or Institute of Technology usually includes significant theoretical and abs
tract elements, as well as applied aspects (although limited offerings of intern
ships or SURF programs attempt to provide practical applications). In contrast,
the vocational higher education and training that takes place at vocational univ
ersities and schools usually concentrates on practical applications, with very l
ittle theory.
In addition, professional-level education is always included within Higher Educa
tion, and usually in graduate schools, since many postgraduate academic discipli
nes are both vocationally, professionally, and theoretically/research oriented,
such as in the law, medicine, pharmacy, dentistry, and veterinary medicine. A ba
sic requirement for entry into these graduate-level programs is almost always a
bachelor's degree, although alternative means of obtaining entry into such progr
ammes may be available at some universities. Requirements for admission to such
high-level graduate programs is extremely competitive, and admitted students are
expected to perform well.
Mean financial wealth of U.S. families by education of the head of household, 19
89-2010
Mean income of U.S. families by education of the head of household, 1989-2010
In the United States, there are large differences in wages and employment associ
ated with different degrees. Medical doctors and lawyers are generally the highe
st paid workers, and have among the lowest unemployment rates. Among undergradua
te fields of study, science, technology, engineering, math, and business general
ly offer the highest wages and best chances of employment, while education, comm
unication, and liberal arts degrees generally offer lower wages and a lower like
lihood of employment.[1][5][6][7]
Liberal arts[edit]
Main article: Liberal arts college
Academic areas that are included within the Liberal arts include Environmental S
cience, Great Books, History, Languages including English, Linguistics, Literatu
re, Mathematics, Music, Philosophy, Political Science, Psychology, Religious stu
dies, Science, Sociology and Theater.
Performing arts[edit]
Main article: Performing arts education
The performing arts differ from the plastic arts or visual arts, insofar as the
former uses the artist's own body, face and presence as a medium; the latter use
s materials such as clay, metal or paint, which can be molded or transformed to
create a work of art.
Performing arts institutions include Circus schools, Dance schools, Drama school
s and Music schools
Plastic or visual arts[edit]
Main articles: Art education and Art school
The plastic arts or visual arts are a class of art forms, that involve the use o
f materials, that can be moulded or modulated in some way, often in three dimens
ions. Examples are painting, sculpture, and drawing, etc.
Higher educational institutions in these arts include Film schools and Art schoo
ls.
Vocational[edit]
Main articles: Vocational university, Vocational school and Technical school
Higher vocational education and training takes place at the non-university terti
ary level. Such education combines teaching of both practical skills and theoret
ical expertise. Higher education differs from other forms of post-secondary educ
ation such as that offered by institutions of vocational education, which are mo
re colloquially known as trade schools. Higher vocational education might be con
trasted with education in a usually broader scientific field, which might concen
trate on theory and abstract conceptual knowledge.
Professional higher education[edit]
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by rewriting promotional content from a neutral point of view and removing any
inappropriate external links. (April 2014)
The European initiative on harmonising approaches to professional higher educati
on,[8] defines it as a distinct form of Higher Education that offers a particula
rly intense integration with the world of work in all its aspects (including tea
ching, learning, research and governance) and at all levels of the overarching Q
ualifications Framework of the European Higher Education Area. Its function is t
o diversify learning opportunities, enhance employability, offer qualifications
and stimulate innovation, for the benefit of learners and society.[citation need
ed]
The intensity of integration with the world of work (which includes enterprise,
civil society and the public sector) is manifested by a strong focus on applicat
ion of learning. This approach involves combining phases of work and study, a co
ncern for employability, cooperation with employers, the use of practice-relevan
t knowledge and use-inspired research.[citation needed]
Examples of providers of Professional Higher Education may include, Graduate Col
leges of Architecture, Business, Journalism, Law, Library Science, Optometry, Ph
armacy, Public Policy, Human Medicine, Professional Engineering, Podiatric Medic
ine, Scientific Dentistry and Veterinary Medicine.
Trends[edit]
A report titled 'Education at a Glance 2014' published by the Organisation for E
conomic Co-operation and Development on 9 September 2014, revealed that by 2014,
84 percent of young people were completing upper secondary education over their
lifetimes. Tertiary-educated individuals were earning twice as much as median w
orkers. In contrast to historical trends in education, young women were more lik
ely to complete upper secondary education than young men. Additionally, access t
o education was expanding and growth in the number of people receiving universit
y education was rising sharply. By 2014, close to 40 percent of people in the 25
-34 age bracket and around 25 percent of those in the 55-64 age bracket, were be
ing educated at university.[9]
Recognition of studies[edit]
The Lisbon Recognition Convention stipulates that degrees and periods of study m
ust be recognised in all Signatory Parties of the Convention.
As employers[edit]
Universities may employ a number of people. Depending on the funding, a universi
ty typically hires one teacher per 3-25 students. According to the ideal of rese
arch-university, the university teaching staff is actively involved in the resea
rch of the institution. In addition, the university usually also has dedicated r
esearch staff and a considerable support staff. Typically to work in higher educ
ation as a member of the academic faculty, a candidate must first obtain a docto
rate in an academic field, although some lower teaching positions require only a
master's degree.[citation needed]
Most of the administrative staff works in different administrative sections, suc
h as Student Affairs.[citation needed] In addition, there may be central support
units, such as a university library which have a dedicated staff.[10]
The professional field involving the collection, analysis, and reporting of high
er education data is called institutional research. Professionals in this field
can be found at locations in addition to universities, e.g. state educational de
partments.[citation needed]
Post secondary institutions also employ graduate students in various assistantsh
ip roles. In the US, close to 50% of graduate students are employed as graduate
assistants at some point. These apprenticeship-like positions provide opportunit
ies for students to gain experience in, and exposure to, professional roles in e
xchange for funding of their academic programs.[11]
See also[edit]
Book icon
Book: Education
Portal icon Education portal
Portal icon University portal
List of higher education associations and alliances
Governance in higher education
Higher education accreditation
Higher education bubble
Higher education policy
Higher Education Price Index
UnCollege
Hochschule
League of European Research Universities
Technical and Further Education (TAFE)
Notes[edit]
^ Jump up to: a b Michael Simkovic, Risk-Based Student Loans (2013)
Jump up ^ OECD, Education at a Glance (2011)
Jump up ^ O'Shaughnessy, Lynn (26 July 2009). "The Other Side of 'Test Optional'
". The New York Times. p. 6. Retrieved 22 June 2011.
Jump up ^ Andrew Hacker (July 28, 2012). "Is Algebra Necessary?". The New York T
imes. Retrieved July 29, 2012.
Jump up ^ Scott L. Thomas, Deferred Costs and Economic Returns to College Major,
Quality, and Performance, 41 RES. HIGHER EDUC. 281 (2000)
Jump up ^ Charlotte Christiansen et. al, The Risk Return Trade-off in Human Capi
tal Investment, 14 LABOR ECON. 971, 984-85 (2007)
Jump up ^ Dan A. Black et. al, The Economic Reward for Studying Economics, 41 EC
ON. INQUIRY 365 (2003)
Jump up ^ harmonising approaches to professional higher education
Jump up ^ Organisation for Economic Co-operation and Development (September 2014
). "Higher levels of education paying off for young, says OECD". Retrieved Septe
mber 11, 2014.
Jump up ^ "Cornell University Library Staff Web". Retrieved 8 January 2013.
Jump up ^ Haley, K., Hephner LaBanc, B., & Koutas, P. (2011). New school, new jo
b, new life: Transitions of graduate assistants in student affairs. Journal of C
ollege Orientation and Transition, 18(2), 5 - 19.
References[edit]
Bakvis, Herman and David M. Cameron (2000), "Post-secondary education and the SU
FA". IRPP.
Commission Reports: A National Dialogue: The Secretary of Education's Commission
on the Future of Higher Education, United States Department of Education, 2006.
[1]
Davies, Antony and Thomas W. Cline (2005). The ROI on the MBA, BizEd.
Douglass, John A. and Todd Greenspan, eds. "The History of the California Master
Plan for Higher Education."
El-Khawas, E. (1996). Campus trends. Washington, DC.: American Council on Educat
ion.
Ewell, P.T. (1999). Assessment of higher education and quality: Promise and poli
tics. In S.J. Messick (Ed.), Assessment in higher education: Issues of access, q
uality, student development, and public policy. Mahwah, NJ: Erlbaum.
Finn, C. E. (1988, Jul.-Aug.). Judgment time for higher education: In the court
of public opinion. Change, 20(4), 34-39.
Forest, James and Kinser, Kevin. (2002). Higher Education in the United States:
An Encyclopedia. Santa Barbara: ABC-CLIO.
Green, Madeleine, F., ed. 1988. Leaders for a New Era: Strategies for Higher Edu
cation. New York: Macmillan.
Miller, Patrick L. (1979). Choosing a College. Madison, Wis.: Inter-Varsity Chri
stian Fellowship. p. 43. Briefly considers the criteria by which a student might
select a college or university for study. ISBN 0-87784-172-1
Roszak, Theodore, ed. (1968). The Dissenting Academy. New York: Pantheon Books.
x, 304 p.
Snyder, Benson R. (1970). The Hidden Curriculum. Cambridge, MA: MIT Press.
Spellings, Margaret, "A Test of Leadership: Charting the Future of U.S. Higher E
ducation", A Report of the Commission Appointed by Secretary of Education Margar
et Spellings, September 2006. (highlights of report)
Veblen, Thorstein (1918). The Higher Learning in America: A Memorandum on the Co
nduct of Universities by Businessmen. New York: Huebsch
External links[edit]
Wikimedia Commons has media related to Higher education.
Look up higher education in Wiktionary, the free dictionary.
Association for the Study of Higher Education
American Educational Research Association
Center for Higher Education Policy Studies
World Bank Tertiary Education
college.gov - U.S. Department of Education
Accrediting Counsel for Independent Colleges and Schools
"College, Inc.", PBS FRONTLINE documentary, May 4, 2010
Preceded by
Twelfth grade or Grade 13 Higher Education
age varies (usually 18-22) Succeeded by
Graduate school
[show] v t e
Academic degrees
[show]
Higher education by region
[show] v t e
School types
[show] v t e
Stages of formal education
Categories: Educational stagesHigher education
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