Someone who only reads news about higher education once in a while might not know what’s going on with America’s colleges and universities. There are 19.25 million of Americans in college (source here: https://missiongraduatenm.org/college-enrollment-statistics/), and students from all over the world are coming to the US to study in our schools.
American colleges and universities are the best in the world at science, medicine, technology, and many other fields of research. At the same time, there are some troubling signals. People are anxious about how much more expensive college is getting, and a lot of them think that soon college will be out of reach for many families. Administrators say they are stuck between rising costs and ways to make money. Critics on the right say that tenured radicals have made real knowledge and teaching less important in favor of endless arguments about race, class, and gender. Critics on the left say that our traditional colleges are dinosaurs that will be replaced by vocational schools, apprenticeships, and online learning.
What do the people who are most active in making decisions regarding higher education worry about, and what do they see for the future? We sent out a new survey to leaders all around the country to find out the answers to these questions. 1,008 people, including academics, deans and administrators of higher education, government officials, and business executives, answered our survey. The poll took place in the fall of 2024, and the methodology section goes into great detail on the sample and the procedures. We plan to do a survey of the broader population next year after this study.
We came up with our questions after talking to a group of leaders on the phone in private and meeting with them in groups at two conferences, one for faculty and administrators and the other for lawmakers and their staff. We also called some of the people who had filled out our survey to get more details about their answers. To help explain the numbers in our analysis, we incorporated quotes from these private conversations.
The resulting picture is complicated, with strong disagreement on certain issues and widespread agreement on others. The most notable are the points of agreement, as leaders from all four groups share a similar viewpoint of our higher education system’s advantages as well as some of its challenges. In particular, we discovered broad agreement regarding the significance of ensuring that eligible students won’t be unable to afford of a higher education, the value of higher education for both society and individuals, and the general caliber of higher education in this country.
There was also consensus among these leaders regarding the most pressing issue facing higher education. According to these leaders, the reality that many students lack the necessary preparation to benefit from a college degree rather than the cost is the true barrier to creating an educated society. According to our responders, students’ own responsibility is the most important aspect of higher education. These leaders believe that having students who are driven to continue their own education is more important than any amount of money spent on higher education.
Beyond these areas of agreement, we also discovered significant differences and disagreements, particularly amongst educators and business community members. The main points of contention are the quality of education provided by colleges and universities, whether they are teaching the correct subjects, and how to address the growing expense of higher education in this nation.
These disputes make it abundantly evident that leaders both inside and outside of academic institutions need to communicate and clarify their positions. Leaders in higher education are certain that they will require more funding from the general public. However, if they are unable to persuade other leaders, particularly those in the business community, that higher education is effectively carrying out its own tasks, they might find it difficult to secure that support. We also discovered additional areas of disagreement, including to topics like tenure, research, teaching load, and racial balance.
Summary of Conclusions
Conclusion 1: According to poll participants, leaders think that a robust higher education system is essential to the welfare of American society.
Conclusion 2: According to the majority of leaders, America boasts the world’s greatest higher education system.
Conclusion 3: The vast majority of leaders think it is crucial to ensure that all eligible and driven students have access to higher education.
Conclusion 4: However, authorities believe that most motivated and qualified kids can now pursue a college degree if they so choose.
Conclusion 5: The majority of leaders think that a student’s lack of motivation and resiliency is a bigger barrier to obtaining a higher education.
Conclusion 6: According to leaders who participated in our poll, the biggest issue confronting higher education is that too many students lack the academic qualifications necessary to pursue a higher education.
Conclusion 7: There is disagreement between academics and business leaders over the effectiveness of universities and higher education systems.
Conclusion 8: While leaders from various industries concur that students must develop their critical thinking and communication skills, business executives and educators have different opinions about how well higher education teaches students the material they require and the significance of other objectives like educating students in the humanities.
Conclusion 9: Business leaders want higher education to be more affordable and students to pay more before approaching the government for further financing. According to some leaders, the government should be the first to help.
Conclusion 10: Business executives want professors to use technology more, educate more, and concentrate more on research that is pertinent to society.
Conclusion 11: People who have academic tenure find the system more logical than others.
Conclusion 12: Business executives are more likely to argue that racial balance in the country’s colleges should develop organically, while the other three leadership categories favor a more active strategy.
Part I: Areas of Consensus
Among the types of leaders we polled — professors, administrators and deans of higher education, government representatives, and corporate executives — we identified six key points of agreement. We present the majority of the findings in this section as the combined results for all four groups because it is more fascinating to see how the leaders’ opinions on these areas of agreement are more similar than different.
Conclusion 1
According to survey leaders, the health of American society depends critically on a robust higher education system. The significance of higher education to American society was consistently emphasized by the respondents to our poll, which included faculty, administrators of higher education, and business and governmental leaders. According to our responses, the country’s colleges and universities serve as both a place where the nation thinks and a place where students learn how to think. Our society has high expectations for higher education, according to one academic. As a source for the future, we don’t really look to other institutions. The role of higher education extends beyond merely educating students; it also includes addressing and contributing to the issues of society, health, and quality of life.
Promoting economic prosperity is one of the most significant benefits that higher education gives to the country overall. With 96% of all respondents stating that this feeling is either very or somewhat close to their own position, our respondents are almost unanimous in their belief that “a strong higher education system is key to the continued economic growth and progress of the U.S.”
The opinion that universities across the country are an essential source of scientific and technical innovation is supported by an equally high percentage (91%) of respondents. The belief that the country requires a big number of educated workers is another indication of how important higher education is to them. I agree that there can never be too many college graduates in the country. Additionally, 72% of respondents think that their state needs more college graduates in order to draw in more high-tech companies.
Parents place a high value on a college degree. Almost three out of four leaders state that the majority of parents think that it is essential for their kids to complete college. In actuality, a college degree now has the same value as a high school diploma. According to one professor, the goal of higher education has evolved significantly. We are now creating a useful set of talents for society at large rather than educating a select few. Higher education is growing more and more crucial, according to these leaders. Eight out of ten people believe that attending college is more crucial now than it was a decade ago.
Conclusion 2
According to the majority of leaders, America boasts the world’s best higher education system. The leaders who answered this question are certain that American colleges and universities are superior than those in foreign higher education systems. Almost three out of four people agree, either entirely or in part, that the American higher education system is the best in the world. Business executives have their own criticisms of higher education, and they are more than two to one in favor of this stance.
Many people point to the large number of international students who come to study here as proof that our colleges and institutions create top-notch work of which they can be proud. Our higher education system is, in my opinion, one of America’s finest assets. When considering both inflows and outflows, the attendance of freshmen in higher education is exceptional. This is our best-selling product worldwide.
In other words, it’s very evident that leaders see higher education as a valuable institution that truly contributes to American society, regardless of some criticisms. Regarding the numerous critiques and suggestions for improvement, one professor remarked, “Let’s remember not to kill the goose that laid the golden egg.”
– Over three out of four people believe that their state’s institutions are performing well or even exceptionally well.
– Five percent of respondents think that college graduates get a fair deal on their investment in higher education.
Conclusion 3
The vast majority of leaders think it is crucial to guarantee that all eligible and driven students have access to higher education. The issue of who is eligible to enter American higher education institutions has received more attention as a result of the expanding significance of higher education.
In other words, the leaders we polled are opposed to depriving capable and driven students of the chance to pursue higher education. According to one professor, “We are committing people to a third-class existence, not just a second-class one, if we screen them out of a college education.”
Higher education institutions of many different kinds can be found in most parts of the nation, and many of them are basically accessible to any high school graduate who meets the requirements. Thus, the issue of access turns into one of whether most eligible students can afford to attend college.
The vast majority of our respondents think that no qualified individual should be prevented from pursuing further education beyond secondary school by financial constraints alone. The vast majority of those surveyed stated that the following opinions were either very or somewhat similar to their own:
– According to 91% of respondents, society shouldn’t let the cost of a college education deter qualified and driven kids from enrolling.
– Since a college degree is essential to achieving a middle-class lifestyle, it is crucial that 76% of people can afford it.
According to a number of the leaders surveyed, maintaining the social stability of American society depends on guaranteeing access to higher education. According to a college administrator, the working middle class will be extremely gloomy about their chances of succeeding in society unless they have access to education. The belief that our children can succeed is what keeps society together.
Conclusion 4
Educational leaders are certain that, if they so choose, the great majority of capable and driven youngsters can now enroll in college. According to our replies, the majority of students who are academically capable can currently afford to pursue higher education. Three-quarters of our leadership sample believe that the great majority of eligible students in their state can afford to attend college. Overall, less than one in five leaders believe that many deserving students cannot afford higher education. Almost anyone who wants to attend may go, and I believe that is the situation across the country.
We discovered that leaders are far more upbeat than the general public when it comes to the issue of access to higher education. In particular, opinions on whether or not the majority of people who are eligible for a higher education have the chance to obtain one range from 48% to 43% of the population.
Despite their belief that access is not an issue at the moment, leaders are worried about the growing cost of a college education and the potential effects of this cost in the future:
– Almost three out of four people believe that it is now harder to pay for a college degree than it was a decade ago.
– Seven out of ten people believe that in ten years, it will be much harder to pay for college.
– Three percent of respondents believe that the amount of debt that students must incur to pay for college is a very severe or moderately serious issue.
Conclusion 5
The majority of leaders think that students’ lack of drive and accountability is a bigger barrier to a college degree than their financial situation. According to these leaders, having access to a college education is useless on its own if students lack the motivation to use it. In other words, the degree to which students are prepared to assume responsibility for their own education is what matters most.
We asked respondents to select one of three potential reasons why some college students drop out: a lack of skills, a lack of funds, or a lack of enthusiasm and direction. “A lack of motivation and direction” is the most common response (69%). Just 14% of respondents cite “a lack of money” as the primary cause, and only 7% attribute the dropout rate to “a lack of skills.”
The respondents also believe that a student’s ability to reap the rewards of a college education is determined by their own work, not by the caliber of the institution they attended. The idea is that while an uninterested student will not benefit much from even the greatest university, a determined student can succeed even at an overcrowded, underfunded college.
Leaders’ perspectives on how students should pay for their education are also influenced by the emphasis on student accountability. More than seven out of ten respondents believe that students only recognize the worth of their college degree when they bear some of the financial burden. These leaders believe that the value of the individual student’s drive and contribution would be undermined by a European approach to higher education, in which education is virtually free (Source here: https://www.investopedia.com/articles/personal-finance/080616/6-countries-virtually-free-college-tuition.asp). According to a college official, while college should be accessible, it shouldn’t be given away. People must, in my opinion, invest in what they value and what will work for them. They can do it without having a lot of debt, but anything we earn and pay for has greater significance.
Too many students already consider a college degree to be an entitlement, which worries the leaders we polled. The opinion that “too many students feel they are entitled to a college education regardless of their academic qualifications” is at least somewhat supported by nearly six out of ten leaders. 65% of the college instructors in our survey believe this is very or somewhat close to their position, which makes this student attitude considerably more concerning to those who have to deal with students.
They blame the institution even though they don’t attend class or perform poorly on their assignments. I maintain that people must take responsibility for their own education.
The respondents prefer college funding methods that uphold the principles of accountability and drive. We gave our respondents four options for paying for college: tax incentives, subsidized loans, work-study, and direct financial aid. Given their opinions on motivation and research, it should come as no surprise that the majority of our respondents support work-study as a means of helping students pay for their higher education. They believe that the government should use work-study more to make college more affordable. The benefit of work-study appears to be that it benefits students who are prepared to work harder on their own. Additionally, 74% of respondents strongly support tax breaks, believing that the government should use them more often.
The idea that tax advantages are means of helping families who are prepared to put in the effort to pay for college may be the driving force behind support for them. 51% of respondents believe that more should be done with the other two approaches, which are loans and direct aid.
When leaders are questioned about community service, the concept of accountability may also be significant: 64% percent of respondents are in favor of colleges requiring students to perform community service in order to teach them civic responsibility.
These leaders have a different perspective on higher education than is frequently expressed regarding K–12 education because they emphasize the accountability of individual students. In this nation, K–12 education is free of charge, and in fact, attendance at school is required of all young people. The notion of forcing students to attend a public school goes against our entire educational system. However, the emphasis drastically changes when it comes to college. According to our theory, the focus shifts to the individual student’s accountability in higher education. Therefore, requiring students to cover at least a portion of their own tuition is beneficial since it helps deter less motivated pupils. There may be a stronger propensity to place the blame on the high school when a kid experiences problems or leaves school. However, as we’ve seen, the lack of motivation on the part of the individual student is the primary cause of college dropouts.
Conclusion 6
According to leaders who responded to our survey, the biggest issue confronting higher education is that too many students lack the academic preparation necessary to pursue a higher education.
We sent a list of 16 potential issues with higher education to our responders. The answers paint a clear picture of the problems that leaders are most worried about. “Too many new students need remedial education” was the most often mentioned item on the list. 87% of our students consider this to be an issue, and a whopping 54% feel it is an extremely severe issue. In fact, inadequate preparedness is more concerning than the next two biggest issues, which are student loan debt and the low proportion of minority graduates.
Our respondents believe that more citizens and workers with college degrees are needed in our society. However, they do not wish to accomplish this by reducing the requirements for graduation and admittance. They would prefer to increase admissions standards (which would likely reduce the number of college attendees) and see underqualified kids receive technical training instead of being admitted to schools and universities.
– Almost 89% of respondents wish to increase the appeal of trade and technical schools for high school graduates who are not college-eligible.
– Three out of four people believe that upgrading higher education through stricter admissions standards would be either extremely effective or moderately effective.
– 61% believe that too many universities have too low academic requirements, which is a somewhat or very serious issue.
A student should be able to read a textbook and write reports when they first arrive at college. If you lack the fundamental abilities, how can you accomplish that? The question of whether the current dropout rate is excessively high is up for debate. Colleges and universities believe they are doing great, yet their retention rates are terrible, according to a leader outside the education sector.
The fact that many college-bound youngsters do not graduate is accepted by other authorities. There is a distinction between everyone graduating high school and everyone graduating college or university, according to a government official. People eventually discover that they have enough education to take care of their basic needs. Some people arrive with no specific goal of graduating.
This similar ambiguity is reflected in our survey respondents. Less than one-third of business and faculty members believe that dropout rates are excessive, indicating that they are less concerned about them. On the other hand, the majority of administrators and government representatives believe that the current dropout rates are excessive.
This opinion is supported by the majority of academics and businesspeople who believe that many people who should not be at college are actually there. 59% of company executives and fifty percent of faculty members concur that “many young people are wasting time and money in college because they don’t know what else to do.” This opinion is held by fewer government officials (43%) and administrators (45%).
There is broad consensus that K–12 public schools bear a large portion of the blame for the under-preparation issue: two out of three believe that the majority of the issues colleges face with student quality are caused by shortcomings in the K–12 system. Just 19% of respondents believe that universities criticize public schools in order to escape accepting accountability for their own poor admissions and academic performance. There is widespread consensus that closer collaboration with K–12 schools is a component of the solution. Nearly all of the leaders think that working directly with K–12 schools to assist preparing students for college is a very or moderately effective strategy to deal with the issue.
Is student motivation and preparation increasing, decreasing, or remaining the same? There is disagreement among our respondents regarding the response to this query. Professors and administrators, who have the closest contact with students, are certain that things are becoming worse. 53% of administrators and 67% of professors believe that today’s college students are less motivated and engaged than they were a decade ago. People in business and government are more upbeat and inclined to believe that things are either better or the same as they were in the past.
College instructors are eager to admit that they are part of the problem, even though they place a lot of the blame on K–12 institutions. Compared to the other groups, college professors are far more likely to see grade inflation as an issue. Compared to 57% of government officials, 54% of administrators, and 51% of corporate executives, 74% of professors believe that this is a very or moderately serious issue. Additionally, professors are a little more inclined to admit when universities have failed to uphold their own norms.
More than two out of three academics believe it is troublesome that too many universities have academic standards that are too low. At his own university, a professor explained the problem as follows: We have an assessment system that decides 61% of our compensation; many professors believe that they must provide activities or experiences that are enjoyable and engaging for students and give them good ratings in order to receive positive evaluations and a pay increase.
Part II: Areas of Disagreement
There is a lot of agreement about the big picture of higher education, but when it comes to the minutiae, this accord breaks down. There is usually a lot of conflict between college professors and business people. College administrators and government officials are normally somewhere in the middle of these two groups.
Conclusion 7
There is disagreement between business leaders and academics over how well universities and other higher education systems work. The biggest conflicts we saw were about how colleges, universities, and other higher education institutions should work. People who aren’t in the academy, especially those who work in business, often think that higher education should be held to the same criteria of cost and efficiency as other institutions. From that point of view, people are often disappointed by what they see in higher education.
What is the biggest problem with higher education in the United States today? I think that we are not giving people an education in a way that is cost-effective.
College academics don’t agree that these principles should apply to higher education. People in charge of schools and the government are in between business leaders and professors. A lot of the people we talked to who are closest to the academy say that higher education shouldn’t be judged by the same standards of efficiency and cost-effectiveness that might be used for other things. One academic insider observed, “A significant increase in the efficiency of higher education is just not possible.” For instance, it still takes the same amount of time to play a Mozart symphony today as it did when Mozart created it. It still takes the same amount of time to deal with teacher-student contact.
We asked the people who answered if they think that using business methods to boost productivity and save expenses will make higher education better. A huge 91% of people in business feel that this would be either very or somewhat effective. A lot fewer professors (53%) agree.
When we say that higher education needs to go through the same kind of downsizing and restructuring that business has gone through in the past several years, the disagreement becomes even clearer. “Business and government have had to become leaner and more efficient — higher education must now do the same,” according to 82% of businesspeople. However, just 39% of college professionals agree with this statement; in fact, 57% disagree. Between the two are government officials and administrators.
In fact, there is disagreement among academics and industry professionals on the extent to which business can teach higher education. 63% of business executives believe that the private sector can teach higher education a lot. However, 75% of academics disagree, believing that corporate methods are not very applicable in higher education.
The notion that higher education should take its cues from business is derided by many of the academics we spoke with. “I am not impressed with the consequences of the re-engineering in business,” stated one professor. As a result, there has been an increasingly detrimental social impact.
Many opponents of higher education are as incensed over what they perceive to be the institution’s unwillingness to accept accountability for its results. Everyone else is taking some responsibility for their actions, as stated by a member of our leadership panel who is not from the education sector.
Business executives also contend that universities have transferred the costs of their own inefficiency on students. According to 71% of businesspeople, “colleges are able to continue raising tuition due to the easy availability of student loans rather than increasing efficiency and reducing costs.” In comparison, just 24% of respondents disagree with this viewpoint, with only 23% stating that it is very or somewhat in line with their beliefs. Once more, administrators and government representatives are in the middle, with 51% of government officials and 38% of administrators sharing this opinion.
Conclusion 8
While leaders from various industries concur that students should acquire critical thinking and communication skills, business executives and educators have different opinions about how well higher education teaches students what they need to know and the significance of other objectives like teaching students the humanities (language, literature, history, philosophy, and the arts). On the broadest scale, our respondents concur on the knowledge that college students should acquire. Almost all people concur that the ability to think creatively and independently as well as to communicate clearly both in writing and speech are the most crucial abilities for kids to learn.
– According to 87% of the sample as a whole, it is crucial to guarantee that students graduate with excellent speaking, writing, and communication abilities.
– Overall, 85% of executives support the idea of educating pupils to be autonomous, creative thinkers.
However, after these high-level objectives are decided upon, the agreement begins to erode, with the biggest differences typically happening between professionals and corporate executives. The effectiveness of colleges and universities in carrying out their educational missions is one area of development. Professors and administrators say that institutions are teaching students what they need to know by a ratio of roughly three to one. Business executives are less likely to agree with this belief as we move from those who work in higher education to those who hire the graduates.
The significance of other objectives, such exposing kids to the humanities, is another point of contention. The instructors we spoke with are proud of their focus on the liberal arts, which they believe are crucial to preparing kids for adulthood. According to the study, 51% of faculty members believe that providing students with a strong foundation in the sciences is extremely necessary, while 54% of faculty members believe that providing students with a solid foundation in history, literature, philosophy, and the arts is absolutely essential. The value of the liberal arts was emphasized by several of the instructors we spoke with. An institution that upholds the principles of the arts is necessary to prevent new Dark Ages, according to one instructor. It is impossible to regain the traditional educational principles if you abruptly change your course and forget them.
Two out of three professors agree that this is a very or very significant problem, indicating that they are particularly concerned about the diminished emphasis on the liberal arts. We have greater training, not higher education, as one professor put it. Compared to academics, business executives are less likely to believe that providing students with a foundation in history, literature, philosophy, and the arts is definitely necessary, or that the sciences are absolutely necessary. A decline in the importance of the liberal arts is regarded by less than two out of five business executives as a very or moderately serious problem.
Conclusion 9
Business leaders want students to pay more before approaching the government for additional support, and they want higher education to reduce prices. Government is the first line of support for other leaders. Colleges and universities are going through some difficult financial times, according to almost everyone we spoke with. When you look at state budgets, you see that all of the money is consumed by specialized needs. This is how one government official put the issue facing state colleges. There is broad consensus regarding simple fixes, including improved college fundraising or improved financial planning by students and their families.
– 91% of the sample as a whole strongly or somewhat support colleges raising additional money from foundations, employers, and alumni in order to cover cost increases.
– According to 76% of leaders in general, too many families do not prepare ahead of time and save enough money for college expenses.
There is widespread consensus that if higher education expenses keep rising, the federal and state governments should contribute more money; 81% of respondents strongly or somewhat agree that the government should assist in covering these costs.
There is disagreement among officials on the allocation of responsibilities among the government, colleges, and students and their families. Nearly all college professors and administrators support more funding for higher education from the federal and state governments, as well as more funding from foundations, businesses, and alumni. A significantly smaller majority of professors support lowering the running expenditures of higher education.
The opposite is true for business executives, who are far more inclined to believe that tightening the belt on higher education is the best way to handle upcoming cost rises. The business community is essentially telling higher education to “cut your own costs before you go looking for more support from the government.”
When we asked our respondents which of these answers they preferred, the same result emerged. Five out of seven business leaders think they are most in favor of college cost reductions. In contrast, the three other leadership categories are more likely to choose greater government backing as their preferred course of action.
Additionally, business respondents have higher expectations for what students and their families will accomplish. We asked our respondents to compare the amount that should be paid to the benefits they gained from their higher education. Business executives are far more likely to believe that students and their families should bear the majority of the expenses associated with attending college since they benefit from it. Since the advantages come to society as a whole, the other groups are more inclined to argue that taxpayers should bear a larger portion of the expenditures.
Business executives’ opinions on this matter differ significantly from those of the general population. The public is unsure of the role of the government or colleges, and there is no agreement on which of these entities ought to be urged to play a larger role in supporting college funding. However, almost everyone agrees that kids and their families are already helping out as much as they can and shouldn’t be pushed to do more.
Conclusion 10
Business leaders want academics to use technology more, educate more, and concentrate on research that has societal relevance. The leaders are at odds over what the college faculty ought to be doing. College professors should devote more time to teaching and less time to research, according to business executives.
While just 27% of professors share this opinion, 56% of business executives believe that having too many professors with light teaching loads is a somewhat or very serious issue. Business executives are somewhat more likely to believe that too much academic research is irrelevant to the needs of society than professors, with 52% of business executives supporting this view compared to only 38% of professors, even though the majority of all four groups believe that higher education places too much emphasis on research over teaching.
Although the vast majority of leaders concur that new technology (Artificial Intelligence, Quantum Computing, 5G, Virtual and Augmented Reality, and Biotechnology) will significantly affect higher education, there is some debate over the nature of this impact. Business leaders are far more optimistic about the advantages of integrating technology into higher education.
According to those who believe that technology will soon transform higher education, 63% of corporate executives believe that these changes will be positive, compared to just 26% of professors. Once more, the government and bureaucrats are in the middle. For many people outside of higher education, the notion that technology might both improve quality and lower expenses appears particularly alluring.
Conclusion 11
For those who possess it, the academic tenure makes more sense than for others. There is disagreement between academicians and almost everyone else over tenure. Professors, particularly those with tenure, believe it is a good means to hold bad professors accountable and a useful safeguard for academic freedom. It is least desirable to members of the business sector and far less appealing to the other types of leaders. Many of the leaders who were questioned drew a distinction between the institution of tenure, which they find illogical, and the objective of preserving academic independence, which they support. In summary, fewer than one in four professors agree that eliminating tenure will enhance higher education, whereas more than eight out of ten corporate executives do.
Although there are some differences, there are also some similarities. More than eight out of ten administrators, public servants, and businesspeople agree that one of the main grievances against tenure is that it occasionally shields inept faculty members. However, 73% of teaching faculty members believe that this statement is very or somewhat close to their own opinions, demonstrating that college faculty members also recognize this.
We discovered a convergence of opinions when we asked our respondents if they wanted to phase out, change, or leave it precisely as it is. A small percentage of professors, both those with and without tenure, believe that it should remain the same. Across all groups, the most typical solution is to change the tenure system without doing away with it. Even businesspeople, who are among the harshest critics of tenure, do not believe that it is the main issue facing universities. We asked leaders to rank the four potential changes to higher education in order of importance.
The options included phasing out tenure, increasing government financing, improving standards, and reducing expenses. Not unexpectedly, academics and government representatives want to raise standards, administrators believe that boosting funds is the most crucial step, and corporate executives want to reduce expenses and boost efficiency. However, for all leadership categories, phasing out tenure comes in low on the list.
Conclusion 12
Business executives are more likely to argue that racial balance in the country’s institutions should develop organically, while the other three leadership groups favor a more proactive strategy. In any group, very few people support quotas and discussions on affirmative action in higher education have been ongoing.
These differences are evident in the survey responses, which is not surprising. When we examine graduation rates, the dispute begins. The low college graduation rates among African-Americans and Hispanics are concerning to administrators and government representatives. This is regarded as a very or somewhat serious problem by 83% of college administrators, and the same percentage of government officials hold this opinion.
Business leaders are even less concerned, with only 53% recognizing this as an issue, compared to 67% of college academics, who are somewhat less inclined to be concerned. Regarding how to manage racial and ethnic balance in college admissions, there is also dispute. We offered our responders three options for addressing this issue: monitoring race and taking extra care to recruit eligible minority students, ignoring race entirely, or establishing clear goals and striving to ensure they are reached. Setting specific racial targets is not well supported by any group. There is disagreement over what else ought to be done. Of the four groups, business executives are the least enthused about taking extra steps to recruit African-American or Hispanic students; 45% of them would rather see higher education ignore racial issues and let things develop organically.
Some leaders advocate for a more proactive approach, in which institutions of higher learning take action to boost the proportion of minority students enrolled in college without enacting any legislation resembling a quota.
From a financial standpoint, higher education’s emphasis on racial issues and other politicized topics is incidental. In fact, corporate executives are far more likely to believe that “controversies over issues like sexual harassment and politics of ethnic groups distract too many college campuses.” Compared to 42% of professionals, 36% of administrators, and 35% of government officials, 60% of businesspeople view this focus as a somewhat or very severe issue.
Leaders may not be persuaded that racial minorities have a more serious obstacle to higher education than others, which could explain the vague particular aims. We questioned respondents on which groups are less likely than others to receive access to higher education. There is no apparent agreement on which groups have the most difficulty obtaining higher education. However, no majority in any leadership group feels that Hispanic or African-American people have fewer opportunities than others.
Regardless of the current state of affairs, a number of leaders we spoke with expressed concern that the number of minority students vying for admission to higher education could soon skyrocket. The establishment of colleges and universities cost the federal government billions of dollars.
We asked our respondents if they were aware of the projections that the number of college students will rise significantly (source here: https://nces.ed.gov/programs/PES/section-5.asp) and that a greater percentage of these students will belong to minority groups. Administrators and government officials are obviously concerned about this issue, as seen by the 74% and 62% of respondents who said they have heard specifically about these estimates. The majority of businesspeople are not aware of this potential, and just 46% of academic members claim to have become aware of it. We also questioned authorities on whether the country’s higher education system would be prepared to manage such an influx should it materialize. According to the majority of executives universities are at least modestly prepared for such an impact.
Verdict
There are occasionally many different points of contention between educators and corporate leaders. Businesspeople believe that higher education should be more cost-effective and accountable, more focused on what students actually need to study, and more aware of the need to reduce expenses and engage students more before requesting additional public funding. Additionally, they want racial issues to be less of a distraction from teaching in higher education. Professionals in higher education, for their part, strongly disagree with the notion that efficiency and responsiveness to business objectives should be used to evaluate higher education because they believe that universities have a different mission.
Higher education will undoubtedly confront significant challenges as it attempts to navigate a future that almost everyone recognizes will be challenging if these disagreements are not settled. Higher education will undoubtedly need the backing of the business community, but it is unclear how forthcoming that support will be if a group as significant as the business community still has serious concerns about fundamental issues like how effectively higher education fulfills its teaching mission or how well it is run.
Even while these differences are significant, they must be understood in light of the greater framework of similarity. The fundamental tenet of the significance of preserving a robust higher education system and guaranteeing that eligible students have access to it is unaffected by any of the disputes. The leaders we spoke with also concur on the main issue facing higher education, which is the underpreparedness of the students entering our system, whatever their differences. The leaders appear to be arguing that higher education cannot accomplish its goals on its own; we cannot expect to create an educated society unless we figure out how to generate more students who are sufficiently prepared and driven to benefit from the best higher education system in the world.
Jeff Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookscheaper.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
