the value of university education essay

University Education and Its Purpose Essay

Introduction.

University education refers to a level of education that is offered at universities. This type education normally follows upon a successful completion of education at secondary school or other mid-level colleges and tertiary institutions, students are normally awarded academic degrees after going through an undergraduate or a postgraduate education by the respective universities. University education takes high school, tertiary and college education to a higher level and students are required to major in a major field of study that will form their career once they graduate. It is for this purpose that university education must lead to the development of the learner in all aspects and not just on career development.

When the university education was set up almost a century ago, academicians clearly set the basic function of these institutions to be that of imparting wisdom and enlightenment to the learners and they were meant for the few elite and well-endowed people. Unfortunately, this has not been adhered to in many universities, most of which have now shifted their focus and are now commercialized with many people trooping in to attain a degree in various fields. Though mass university education is a turn of good events, this has diluted its basic function of developing a learner into an all rounded individual, rather, most universities now focus on enabling a leaner achieve an ‘A’ grade. It is no wonder universities base their success is based on the number of graduates who obtain good grades, rather than on the ability of these students to come up with solutions to problems affecting the society.

One of the most important functions of university education is developing the learner’s character and training them on real-life expectations. One might argue that these should be already developed before entering the university, they should, unfortunately, the education systems at pre-university levels do not give the learner an opportunity to discover himself and have an uninterrupted character growth. This is due to congestion in the syllabi as education at this level is more generalized and as a result, learners spend most of their time grasping new ideas given in class. A student gets to have a complete character evolution once he enters the university and it is common for a person who was troublesome in his teenage years get out of university mature and well behaved.

This character modeling, however, must be accompanied by working hard in class to make one more productive in future. Students should not just grasp ideas taught in class for passing exams, classroom sessions should be used to further one’s knowledge in a particular field in a manner that they can apply such skills in real life situations. The classroom knowledge gives one the qualifications to acquire a job, but character is needed to maintain such a job. For example, a person may land a well-paying job but may find himself jobless after a few months due to poor relationship with co-workers or poor work attitude. Character must develop in tandem with one’s academic qualification.

In summary, the main purpose of university education is to impart knowledge to the learners and help them undergo character development. A lack of either of these would lead to a shaky future in the social arena. Universities should also restructure to enable the students undergo both learning processes and not just the classroom knowledge.

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For What It’s Worth: The Value of a University Education

By amy gutmann, president, university of pennsylvania.

Editor’s Note: This article derives from an endowed lecture President Gutmann delivered on achieving the aims of higher education at the Spencer Foundation Conference at Northwestern University and subsequently developed further at the De Lange Conference at Rice University. Revised for publication October 21, 2013.

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In 2010, PayPal co-founder and Facebook “angel” investor Peter Thiel announced he would annually award $100,000 each to 20 young people for them to drop out of college and spend two years starting a tech-based business. “You know, we’ve looked at the math on this, and I estimate that 70 to 80 percent of the colleges in the U.S. are not generating a positive return on investment,” Thiel told an interviewer, explaining his view that we are in the midst of a higher education bubble not dissimilar to the housing and dot-com bubbles of previous decades. “Education is a bubble in a classic sense. To call something a bubble, it must be overpriced and there must be an intense belief in it… there’s this sort of psycho-social component to people taking on these enormous debts when they go to college simply because that’s what everybody’s doing.”

Since his announcement, more than 60 Thiel Fellows have decamped from university—a significant number of them from Stanford, MIT, and Ivy League schools—to follow their dreams of entrepreneurial glory. Thiel says he hopes his program will prod more people to question if a college education is really worthwhile: “Education may be the only thing people still believe in in the United States. To question education is really dangerous. It is the absolute taboo. It’s like telling the world there’s no Santa Claus.”

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This is a complex, but not impossible, question to answer. The simplest response is to tally the added income benefits a university education accrues to its graduates, subtract its added costs, and determine if in fact benefits exceed costs. Some economists have done this quite well. The overwhelming answer is that a college education has paid off for most graduates to date, has increased rather than decreased its wage premium as time has gone on, and can be expected to continue to do so moving forward. If well-paid equates to worthwhile , then the worth of a college education can be settled by the net wage premium of the average college graduate over the average high school graduate—there would be little more to discuss in the matter.

But it would be a serious mistake to equate the value of a university education to the wage premium earned by its graduates. If higher education is to be understood as something more—something much more—than a trade school in robes, before answering the question of whether a university education is worthwhile, we must first address the more fundamental—and more fundamentally complex—question of mission: What should universities aim to achieve for individuals and society?

It is reassuring to those who believe in the worth of a university education—and all the more so in a high-unemployment, low-growth economy—to show that the average person with a college education earns a lot more over her lifetime than the average high school graduate, even after subtracting the cost of college. But even if we are reassured, we should not allow ourselves to be entirely satisfied with that metric, because economic payback to university graduates is neither the only aim, nor even the primary aim, of a university education. Rather, it is best to consider the value-added proposition of higher education in light of the three fundamental aims of colleges and universities in the 21st century:

■ The first aim speaks to who is to receive an education and calls for broader access to higher education based on talent and hard work, rather than family income and inherited wealth: Opportunity , for short.

■ The second aim speaks to the core intellectual aim of a university education, which calls for advanced learning fostered by a greater integration of knowledge not only within the liberal arts and sciences but also between the liberal arts and professional education: Creative Understanding , for short.

■ The third aim is an important consequence to the successful integration of knowledge, not only by enabling and encouraging university graduates to meaningfully contribute to society, but also in the creation of new knowledge through research and the application of creative understanding: Contribution , for short.

Although the challenges of increasing opportunity, advancing creative understanding, and promoting useful social contribution are not new, they take on a renewed urgency in today’s climate. Jobs are scarce. The United States is perceived to be declining in global competitiveness. Gridlock besets our political discourse and increasingly seems to define our national sense of purpose as well. In this environment, it behooves us to remind those who would propose to reform higher education by simply removing some or all of it of the apt observation of the Sage of Baltimore, H.L. Mencken: “There is an easy solution to every human problem—neat, plausible, and wrong.”

Many external obstacles to educational and economic opportunity exist in the United States—including poverty, broken families, and cutbacks in public support—which warrant our national attention and, in some instances, urgent action. No one credibly claims that greater access to college education will solve all or even most of these issues. But there is good reason to believe that greater access to high-quality higher education is a vitally important tool in building a more just, prosperous, and successful society. We can, and we must , do a better job in meeting the three fundamental goals of opportunity, creative understanding, and contribution to afford the utmost benefits of higher education for both personal and societal progress. Taking to heart the ethical injunction, “physician heal thyself,” I focus here on what universities themselves can do to better realize their primary aims.

Starting with the first: What can universities do to help increase educational opportunity? For low- and middle-income students, gainful employment itself is likely to be the most basic economic advantage of a college degree. A recent Brookings Institution study found college is “expensive, but a smart choice,” noting that almost 90 percent of young college graduates were employed in 2010, compared with only 64 percent of their peers who did not attend college. Moreover, college graduates are making on average almost double the annual earnings of those with only a high school diploma. And this advantage is likely to stick with them over a lifetime of work. Perhaps most relevant is that even in the depths of the Great Recession, the unemployment rate of college graduates was less than half that of high school graduates, and never exceeded 5.1 percent. Clearly, the more affordable universities make their education to qualified young people from low- and middle-income families, the more we will contribute to both educational and economic opportunity. Other things being equal, universities provide even greater value-added opportunity to low- and middle-income students than to their wealthier peers.

It is especially important to note that opening the door to higher education can have profound effects both on an individual’s lifetime earnings and lifelong satisfaction, regardless of whether or not that door is framed by ivy. Less selective two-year, four-year, and community colleges have an especially important role to play here, as selective universities cannot do everything: their focus on cutting-edge study and discovery limits their ability to engage in compensatory education. (The ability to work with a broad range of student readiness is one of the great advantages of community colleges and some less selective institutions, an advantage we risk forfeiting as an ever-higher percentage of the cost of an education is shifted from state and government support to individual responsibility.) Nonetheless, the available data show that selective universities can provide greater access to qualified students from low- and middle-income families than they have in the past.

My concern for increasing access began with a focus on recruiting qualified students from the lowest income groups. Learning more led to the conclusion that increasing access for middle-income students should also be a high priority. At Penn, we began by asking: What proportion of students on a set of selective university campuses (that included Penn) come from the top 20 percent of American families as measured by income? The answer (as of 2003) was 57 percent.

Since all colleges and universities should admit only students who can succeed once admitted, selective colleges and universities also need to ask: What percent of all students who are well-qualified come from the wealthiest 20 percent? Thirty-six percent of all highly qualified seniors (with high grades and combined SATs over 1,200) come from the top 20 percent, while 57 percent of selective university students come from this group. Thus, the wealthiest 20 percent of American families are overrepresented on our campuses by a margin of 21 percent. All of the other income groups are underrepresented . Students from the lowest 40 percent of income distribution, whose families earn under about $41,000, are underrepresented by 4.3 percent. The middle 20 percent, who come from families earning $41,000 to $61,000, are underrepresented by 8.4 percent. Students from the second highest income group, whose families earn between $62,000 and $94,000, are also underrepresented by 8.4 percent.

Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the Great Recession.

Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the Great Recession. Before the Recession, taking financial aid into account, middle- and low-income families were spending between 25 percent and 55 percent of their annual income to cover the expense of a public four-year college education. That burden has skyrocketed in the past five years, especially for middle-income students who are ineligible for Pell grants and who attend public universities whose public funding (in many cases) has been decimated. This has led to a situation where a student from a typical middle-income family today may pay less to attend Penn than many flagship public universities!

Yet private universities too have experienced a painful financial squeeze. Only by making student aid one of their highest priorities and successfully raising many millions of dollars from generous donors can most private institutions afford to admit students on a need-blind basis and provide financial aid that meets full need. This may be the reason why only about one percent of America’s 4,000 colleges and universities are committed to need-blind admissions and to meeting the full financial need of their undergraduate students. An even smaller group—just a tiny fraction—of universities are committed not only to meeting the full financial need of all students who are admitted on a need-blind basis, but also to providing financial aid exclusively on the basis of need . Those of us in this group thereby maximize the use of scarce aid dollars for students with demonstrated financial need.

At Penn, a focus on need-only aid has enabled us to actually lower our costs to all students from families with demonstrated financial need. Since I became president, we have increased Penn’s financial aid budget by more than 125 percent. And the net annual cost to all aided undergraduates is actually ten percent lower today than it was a decade ago when controlled for inflation. Penn also instituted an all-grant/no-loan policy, substituting cash grants for loans for all undergraduates eligible for financial aid. This policy enables middle- and low-income students to graduate debt-free, and opens up a world of career possibilities to graduates who otherwise would feel far greater pressure to pick the highest paying rather than the most satisfying and promising careers.

Although much more work remains, Penn has significantly increased the proportion of first-generation, low- and middle-income, and underrepresented minority students on our campus. In 2013, one out of eight members of Penn’s freshman class will be—like I was—the first in their family to graduate from college. The percentage of underrepresented minorities at Penn has increased from 15 percent to 22 percent over the past eight years. All minorities account for almost half of Penn’s student body. After they arrive, many campus-wide initiatives enable these students to feel more at home and to succeed. Graduation rates for all groups are above 90 percent.

It is also important to note that the benefit of increasing opportunity extends far beyond the economic advancement of low- and middle-income students who are admitted. Increased socio-economic and racial diversity enriches the educational experience for everyone on a campus. By promoting greater understanding of different life experiences and introducing perspectives that differ profoundly from the prevailing attitudes among the most privileged, a truly diverse educational environment prods all of us to think harder, more deeply, and oftentimes, more daringly.

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So what does this need to cultivate global understanding in the 21st century require of our universities? Among other things, I suggest it demands that we foster intensive learning across academic disciplines within the liberal arts and integrate that knowledge with a much stronger understanding of the role and responsibilities of the professions. Whether the issue is health care or human rights, unemployment or immigration, educational attainment or economic inequality, the big questions cannot be comprehended—let alone effectively addressed—by the tools of only one academic discipline, no matter how masterful its methods or powerful its paradigms.

Consider, for example, the issue of climate change in a world that is both more interconnected and more populous than ever before. To be prepared to make a positive difference in this world, students must understand not only the science of sustainable design and development, but also the economic, political, and other issues in play. In this immensely complex challenge, a good foundation in chemical engineering—which is not a traditional liberal arts discipline nor even conventionally considered part of the liberal arts (engineering is typically classified as “professional or pre-professional education”)—is just as important as an understanding of economics or political science. The key to solving every complex problem—climate change being one among many—will require connecting knowledge across multiple areas of expertise to both broaden and deepen global comprehension and in so doing unleash truly creative and innovative responses.

A liberal arts education is the broadest kind of undergraduate education the modern world has known, and its breadth is an integral part of its power to foster creative understanding. But it is a mistake to accept the conventional boundaries of a liberal arts education as fixed, rather than as a humanly alterable product of particular historical conditions.

In my own field of political philosophy, for example, a scholarly approach centered on intellectual history ceded significant ground in the 1970s to critical analysis of contemporary public affairs, which was a paradigm common to many earlier generations of political philosophers. Were the liberal arts motivated solely by the pursuit of knowledge for its own sake, and not any concern for worldly relevance, then it would be hard to make sense of such shifts. In the case of this important shift in political philosophy, scholars thought it valuable, in the face of ongoing injustice, to revive a tradition of ethical understanding and criticism of society.

A liberal arts degree is a prerequisite to professional education, and most liberal arts universities and their faculties stand firmly on the proposition that the liberal arts should inform the professions. Why then are liberal arts curricula not replete with courses that teach students to think carefully, critically, and creatively about the roles and responsibilities of professionals and the professions? Perhaps we are assuming that students will make these connections for themselves or that it will suffice if professional schools do so later. Neither of these assumptions can be sustained.

For example, we must not assume that students themselves will translate ethics as typically taught in a philosophy curriculum into the roles and responsibilities of the medical, business, and legal professions. The ethical considerations are too complex and profoundly affected by the institutional roles and responsibilities of professionals. Many lawyers, for example, are part of an adversarial system of justice; many doctors are part of a system where they financially benefit from procedures the costs of which are not paid directly by their patients; and many businesspeople operate in what is commonly called a free market, where external interferences are (rightly or wrongly) presumed, prima facie , to be suspect. These and many other contextual considerations profoundly complicate the practical ethics of law, medicine, and business.

My primary point is this: Although the separation of the liberal arts from the subject of professional roles and responsibilities may be taken for granted because it is so conventional, it really should strike us as strange, on both intellectual and educational grounds, that so few courses in the undergraduate curriculum explicitly relate the liberal arts to professional life. This is a puzzle worthy of both intellectual and practical solution.

I propose that we proudly proclaim a liberal arts education, including its focus on basic research, as broadly pre-professional and optimally instrumental in pursuit of real world goals.

This stark separation of the practical and theoretical was neither an inevitable outgrowth of earlier educational efforts, nor has it ever been universally accepted. In fact, it flew in the face of at least one early American effort to integrate the liberal arts and professional education. In his educational blueprint (“Proposals Relating to the Education of Youth in Pensilvania”), which later led to the founding of the University of Pennsylvania, Benjamin Franklin called for students to be taught “every Thing that is useful, and every Thing that is ornamental.” Being a principled pragmatist, Franklin immediately ad dressed an obvious rejoinder, that no educational institution can teach everything. And so he continued: “But Art is long, and their Time is short. It is therefore propos’d that they learn those Things that are likely to be most useful and most ornamental.”

As Franklin’s intellectual heirs, we recognize that something educationally significant is lost if students choose their majors for either purely scholastic or purely professional reasons, rather than because they want to be both well-educated and well-prepared for a likely future career. The introduction of distribution requirements for all majors is one way of responding to this potential problem. The glory and strength of American liberal arts education is its enabling undergraduates to keep their intellectual sights and their career options open, while cultivating intellectual curiosity and creativity that will enhance any of the career paths they later choose to follow. These are among the most eminently defensible aims of a liberal arts education: to broaden rather than narrow the sights of undergraduates, and to strengthen rather than stifle their creative potential.

I propose that we proudly proclaim a liberal arts education, including its focus on basic research, as broadly pre-professional and optimally instrumental in pursuit of real world goals. At its best, a liberal arts education prepares undergraduates for success in whatever profession they choose to pursue, and it does so by virtue of teaching them to think creatively and critically about themselves, their society (including the roles and responsibilities of the professions in their society), and the world.

So what can we do to bolster this optimal educational system, as envisioned by Franklin? As 21st century colleges and universities, we can build more productive intellectual bridges between liberal arts and professional education. We can show how insights of history, philosophy, literature, politics, economics, sociology, and science enrich understandings of law, business, medicine, nursing, engineering, architecture, and education—and how professional understandings in turn can enrich the insights of liberal arts disciplines. We can demonstrate that understanding the roles and responsibilities of professionals in society is an important part of the higher education of democratic citizens.

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These are discoveries such as those made by Dr. Carl June and his team at Penn’s Abramson Cancer Center, with contributions from colleagues at the Children’s Hospital of Philadelphia. Their pioneering research with individualized cancer treatments produced a reengineered T-cell therapy. Just in time, too, for young Emma Whitehead, who was stricken with advanced leukemia when she was just five years old. Under Dr. June’s care, Emma, now seven, has beaten her cancer into remission. She’s back at school, laughing and learning and playing with her friends. Her miraculous recovery not only means a renewed chance at a long, fulfilling life for her and her parents— it promises renewed hope for so many who are ravaged by cancer.

In university classrooms and laboratories across the country, the brightest minds are leveraging research and discovery to contribute to the social good. Most of these stories are not as dramatic as Emma’s, but each in its own way has changed and will continue to change how we live and work and understand our world. The full tale of the benefits that universities bring extends far beyond technological and medical advances. We help governments build good public policy based on robust empirical data, garnered from university research. We build better international cooperation through the study of languages and cultures, economic markets, and political relations. We strengthen economies by fostering scores of newly discovered products, markets, and industries. We safeguard our collective health and well-being with insight into global phenomena and systems such as climate change, shifting sea levels, and food supply and agricultural production. All the vital basic and applied research being conducted by universities cannot be accounted for in any one list—the sum is too vast. What I can sum up here is this: If we do not do this research, no one will. Colleges and universities also contribute to society at the local level by modeling ethical responsibility and social service in their institutional practices and initiatives. Their capital investments in educational facilities contribute to the economic progress of their local communities. Colleges and universities at every level can be institutional models of environmental sustainability in the way they build and maintain their campuses.

While the core social contribution of universities lies in both increasing opportunity for students and cultivating their creative understanding, the analogous core social contributions of universities in the realms of faculty research and clinical service are similarly crucial. And both are only strengthened by better integrating insights across the liberal arts and the professions. An education that cultivates creative understanding enables diverse, talented, hardworking graduates to pursue productive careers, to enjoy the pleasures of lifelong learning, and to reap the satisfactions of creatively contributing to society. The corresponding institutional mission of colleges and universities at all levels is to increase opportunity, to cultivate creative understanding, and— by these and other important means such as innovative research and clinical service—to contribute to society.

At their best, universities recruit hardworking, talented, and diverse student bodies and help them develop the understandings—including the roles and responsibilities of the professions in society—that are needed to address complex social challenges in the 21st century. To the extent that universities do this and do it well, we can confidently say to our students and our society that a university education is a wise investment indeed.

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What’s the Value of Higher Education?

Have political and fiscal debates about higher education lost sight of the value of education for individuals and society? Dr. Johnnetta Cole discusses how universities can inform and inspire.

• Dr. Johnnetta Cole President Emerita, Smithsonian National Museum of African Art; President Emerita, Spelman College and Bennett College

This interview was conducted at the Yale Higher Education Leadership Summit , hosted by Yale SOM’s Chief Executive Leadership Institute on January 30, 2018.

The value of a college degree can be measured in a number of different ways: increased lifetime earnings potential, a network of classmates and fellow alumni, subject-matter expertise, a signal of stick-to-itiveness, potentially a marker of class or the capacity to move across classes. There are also less tangible benefits, like becoming a more well-rounded individual and part of a well-informed public.

Yale Insights recently talked with Dr. Johnnetta Cole about how she measures the value of higher education. Cole is the former president of Spelman College and Bennett College, the only two historically black colleges and universities that are exclusively women’s colleges. After retiring from academia, she served as the director of the Smithsonian’s National Museum of African Art. In addition, she served on the boards of a number of corporations, including Home Depot, Merck, and Coca-Cola. She was the first African-American chair of the board for the United Way of America.

Q: Why does higher education matter?

I would say that we could get widespread agreement on what I’m going to call the first purpose of higher education: through this amazingly powerful process of teaching and learning, students come to better understand the world.

There might be some disagreement on the second purpose. I’d say it is to inspire students to figure out how they can contribute to helping to make the world better. Certainly, higher education is about scholarship, but it’s also about service. It’s about creativity. It’s about matters of the mind, but it’s also, or at least it should be, about matters of the heart and the soul.

Q: Has the public perception of universities changed in recent years?

Throughout the history—and herstory—of higher education, there have been doubters, those who have critiqued it. But I have a concern, and some polls tell us, in this period in which we are living, many people believe that higher education is not contributing in a positive way to American life.

That’s something that we need to work on, those of us who are deeply engaged in and care about higher education, because I think when one looks with as much objectivity as possible, the truth is, and it’s always been, that higher education contributes substantially.

Q: You’ve led two historically black colleges for women. What is the role of special mission institutions?

In my view, we still need special mission institutions. Remember Brandeis, Notre Dame, and Brigham Young are special mission institutions.

With respect to historically black colleges and universities (HBCU), not every African American wants to or does go to an HBCU. The same is true of women and women’s colleges. But for those who wish that kind of education, and if the fit is right, it’s almost magical.

I think it is as basic as having an entire community believe that you can. On these campuses, we believe that black students can do whatever they set their minds to do. On the women’s campuses, we believe that women can reach heights that have not been imagined for women.

HBCUs are not totally free of racism. Women’s colleges are not utopias where there are no expressions of gender inequality or sexism. But they come far closer than at our predominately white and co-ed institutions.

Q: One of the big issues with higher education now is cost. How do we solve the affordability problem?

The affordability question is highly complex and serious. James Baldwin said, “Not everything that is faced can be changed, but nothing can be changed that is not faced.” I believe that this is a perfect example. Colleges and universities are not just raising tuitions so they can make big profits. Pell grants are no longer at least a reasonable response to the affordability question.

We’ve got to figure this out because, in a democracy, accessibility to education is fundamental. The idea that something as precious, as powerful, as a solid education is only accessible to some and not to others, is an assault upon democracy.

Q: You came out of retirement to lead the Smithsonian National Museum of African Art. Why was the draw so strong?

I’ve managed, systematically, to get a failing grade in retirement.

I grew up in the South, in the days of legalized segregation—you could also call it state-sponsored racism. I didn’t have access to symphony halls. I didn’t have access to art museums. I still remember the library that I went to in order to travel the world through books, was the A. L. Lewis Colored Public Library.

As a young girl, I fell in love with the visual arts, especially African and African-American art. I went off to Fisk University at age 15 and began to see the real works of art for which we only had reproductions in my home. From Fisk, I went to Oberlin, where the Allen Memorial Art Gallery was a special place of solace for me

The opportunity with the Smithsonian wasn’t something I sought; I was asked to apply. My doctorate is in anthropology, not art history, so I was reluctant, but they told me they were looking for a leader, not an art historian. It was one of the most extraordinary experiences of my life. The work was an almost indescribable joy.

Generally, our museums across America do not reflect who America is, nor do they reflect how our world looks. They need to be far more diverse in terms of their boards, staff, exhibitions, educational programs, and visitorship.

What the African art museum has is a unique opportunity because it can speak to something that binds us together. If one is human, just go back far enough, I mean way back, and we have all come from a single place. It is called Africa.

Here’s a museum that says to its visitors, “No matter who you are, by race, gender, sexual orientation, religion, age, ability or disability, or nationality, come to a place where the visual arts connect you to the very cradle of humanity.”

During those eight years when I had the joy of being the director of the National Museum of African Art, I would greet our visitors by saying “Welcome home! Welcome to a place that presents the diverse and dynamic, the exquisite arts of Africa, humanity’s original home.”

Q: Do you think that our education and cultural institutions are properly valued in our society?

I have to say no. Because if we did, we would take better care of them. If we did, we would make sure that not some but all of our educational institutions from kindergarten through post-secondary education, into graduate and professional schools, have the means to do what needs to be done.

If we really value all of our cultural expressions, whether it’s dance or music, visual arts, theater, when there is a budget shortfall, we wouldn’t say, “These are the first things to go.” We wouldn’t say, “Kids can do without music in their public school.” It’s one thing to say we love an institution; it’s another to care for and protect an institution. I think we can do far better.

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Guest Essay

The Value of an Education That Never Ends

By Michael S. Roth

Dr. Roth is the president of Wesleyan University and the author of “The Student: A Short History.”

For more than 15 years I have presided over my university’s Arrival Day, the time when families drop off their sons and daughters about to start their college career. Every year some parents will take me aside to say they wish they were starting college, and that they’d get a lot more out of the experience now because they’ve become better learners.

One mother laughingly called herself a “perpetual student.” She meant she pursued learning for the sheer joy of inquiry. But the term is usually one of gentle derision: someone who keeps taking more courses as a way to avoid holding down a job. In other words, a slacker, or a loser. I think that’s wrong. We should begin to see this sort of lifelong learning as a way for individuals to gain not just knowledge, but liberation. In its ideal form, being a perpetual student is not an act of avoidance but rather a path to perpetual self-determination and freedom.

The ideas of “freedom” and “student” were not always linked together. In pre-modern Europe, schools were few and far between, but there was learning nonetheless — learning that aimed at economic independence and integration with a community. Universities were founded in the medieval period, and as literacy became more culturally and economically advantageous, especially after the Protestant Reformation, basic schooling became more common.

For the 18th-century philosopher Immanuel Kant, the student in pursuit of enlightenment was someone in the process of leaving behind “self-imposed immaturity” and learning to think for oneself. Some people, however, were said to exist outside the realm of learning altogether — at least the kind of learning meant to allow one to stand on one’s own feet. With intellectual contortions fueled by racism and economic self-interest, many supposedly enlightened Enlightenment thinkers and writers argued that enslaved people could not be students, that they did not have the potential to be free. States passed laws forbidding the education of enslaved people. Learning became an act of resistance.

Across the West in the 19th century, formal schooling became more widespread, and debates about education centered on preparing independent thinkers who could also be free citizens. But questions quickly arose: Are schools truly helping students think for themselves, or are they only indoctrinating them into the latest conventions? Will advanced learning lead to scientific gains that benefit society, or will it only create self-serving justifications for the inequalities produced by industrialization? By the mid 1800s Ralph Waldo Emerson would call on his fellow citizens to live more independently by being more open and creative. For him, the freedom of a student was not just an intellectual matter. It was bound up with opposing convention — and it shouldn’t end with school.

The connection between learning and freedom is presupposed in many criticisms of students today as censorious or relativist, illiberal or radical, coddled snowflake or warrior for social justice. As the 1990s boogeyman of political correctness has been transformed in the minds of its enemies into woke and cancel culture, one can see more clearly than ever that the idea of the student is a screen onto which folks (themselves long out of school) project their fears for the future and, perhaps, anxieties about themselves.

There are many ways to be a student. Some will strive to find balance and harmony by fitting into their educational context. Others build intellectual muscle by criticizing every move the teacher makes. In daring to be critical and competitive interlocutors with their instructors, they work harder and learn to think more deeply. Some students learn through imitation, eager to follow their classmates as well as their teacher. The core of all these approaches is developing the capacity to think for oneself by learning from others.

Ultimately, the true student learns freedom by developing curiosity, judgment and creativity in the service of one’s own good and the good of their communities. This flourishing is different from being trained by an instructor to do a task or earn a badge, and it is different from the satisfaction one gets through acquiring objects or experiences in the marketplace.

On campus, students do learn specific tasks and they do enjoy experiences, of course, but as students they are doing something more fundamental and more open-ended. They are learning freedom by learning who they are and what they can do (including how they might think). This almost always happens in concert with others. Students flourish in discovering and developing their capacities together.

That’s why it’s such a challenge to be a perpetual student — as our society becomes atomized and polarized, the informal educational spaces for adults to learn from people who have different points of view are fewer and farther between. And it gets harder to exercise the intellectual humility that being a student requires when one is supposed to have the authority, the certainty, of adulthood. Yet some people manage it at various points in their lives by finding fellow learners. This can happen in book clubs, online classes, Bible study or simply in stimulating interactions with co-workers.

There is a hunger for this. Roughly 200 people join my online Great Books humanities class each week on Coursera . During the pandemic, the number was more than 1,000, and millions around the world find other classes via Khan Academy and edX . The desire for learning is also a desire for connecting. It is not just the desire for a prize or a diploma.

For perpetual students, learning (as opposed to training) has no end. As they reach the end of one path of inquiry, they find themselves already on another. These paths develop their capacities and can’t be delimited in advance of the opportunity for exploring them. Every day is Arrival Day.

Perpetual students, like all of us, have the potential for freedom. They embrace this potential, exploring the world, absorbing its lessons and creatively responding to them.

To be a student is to be alive to the world and to oneself. Why would anyone want to graduate from that?

Michael S. Roth is president of Wesleyan University. This essay draws on his forthcoming book “ The Student: A Short History .”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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The Value of a College Education in Society

Table of contents, knowledge acquisition and intellectual growth, skill development and personal growth, economic prospects and career opportunities, enrichment of society and advancement.

• Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Jossey-Bass.
• Carnevale, A. P., & Rose, S. J. (2011). The Undereducated American. Educational Testing Service.
• Caplan, B. (2018). The Case against Education: Why the Education System Is a Waste of Time and Money. Princeton University Press.
• Hossler, D., & Stage, F. K. (1992). Family and High School Experience Influences on the Postsecondary Educational Plans of Ninth-Grade Students. American Educational Research Journal, 29(2), 425-451.
• Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in Global Higher Education: Tracking an Academic Revolution. Brill Sense.

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Table of Contents

• 1. Changes in the American workplace
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An extensive body of research has argued that obtaining a college diploma is a good deal for graduates on almost any measure – from higher earnings to lower unemployment rates. By the same token, those without a college degree can find their upward mobility in the job market limited by a lack of educational credentials: This survey finds that one-third of Americans who lack a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because that job required a bachelor’s degree.

But despite the potential benefits and opportunities available to college graduates – and the potential challenges faced by those who lack a college diploma – Americans have somewhat mixed attitudes about the effectiveness of traditional four-year colleges and other higher education institutions. On a personal level, many college graduates describe their own educational experience as having a generally positive impact on their personal and professional development. Roughly six-in-ten (62%) college graduates with two- or four-year degrees think their degree was very useful for helping them grow personally and intellectually, while roughly half think it was very useful for opening up job opportunities (53%) or for providing them with useful job-related skills and knowledge (49%).

Yet even as many college graduates view their own educational experience in positive terms, the public as a whole – including a substantial share of college graduates – expresses reservations about the extent to which various higher education institutions prepare students for the workforce more generally. Just 16% of Americans think that a four-year degree prepares students very well for a well-paying job in today’s economy, and 51% say this type of degree prepares students “somewhat well” for the workplace. Some 12% think that a two-year associate degree prepares students very well (46% say somewhat well), and 26% feel that certification programs in a professional, technical, or vocational field prepare students very well (52% say somewhat well).

The purpose of college: Americans view workforce-relevant skills and knowledge as more important than personal and intellectual growth

Americans’ views of what a college education should be tend to prioritize specific, workplace-related skills and knowledge rather than general intellectual development and personal growth. Half of Americans say that the main purpose of college should be to teach specific skills and knowledge that can be used in the workplace, while 35% think its main purpose should be to help students grow and develop personally and intellectually and 13% volunteer that these objectives are equally important. The public’s views on this issue have shifted slightly in favor of skills development since the last time Pew Research Center asked this question in 2011. At that point, 47% said main purpose of college should be to teach specific skills and knowledge and 39% said it should be to promote personal and intellectual growth.

Americans who have engaged in additional schooling beyond a bachelor’s degree are especially likely to say that the main purpose of college should be personal and intellectual growth, rather than the acquisition of specific skills and knowledge. Some 47% of those with a postgraduate or professional degree think the main purpose of college should be personal and intellectual growth, while 35% think it should be teaching workplace-relevant skills.

In contrast, those with limited college experience (or no college experience at all) are more likely to prioritize the development of specific skills over general intellectual improvement. For instance, 56% of Americans with a high school diploma or less say college should be primarily a place to develop specific work-oriented knowledge and skills, while just 31% see it primarily as a place for personal and intellectual growth.

There is also a partisan element to these views, with Republicans and Democrats expressing highly differing opinions on the purpose of college. Democrats (including Democratic-leaning independents) are about evenly split on which of these objectives is more important: 42% say colleges should prioritize personal and intellectual growth, while 43% say they should prioritize the development of workforce-relevant skills. But among Republicans and Republican leaners, 58% say that the main purpose of college should be teach specific skills – while just 28% feel that the main purpose should be general personal and intellectual growth.

These partisan differences hold true even after accounting for differences in educational attainment. Democrats and Democratic leaners with high levels of educational attainment are more likely to prioritize personal and intellectual growth relative to Democrats and Democratic leaners with lower levels of educational attainment.

But Democrats and Democratic-leaning independents at all educational levels are more likely than Republicans and Republican-leaning independents with similar levels of education to believe that personal and intellectual growth should be the main purpose of college.

Along with Democrats and those who have progressed beyond a bachelor’s degree, younger adults (those ages 18 to 29) are more likely than older adults to feel that personal and intellectual growth should be the primary purpose of college: some 43% of 18- to 29-year olds feel this way, compared with roughly one-third of those in older age groups.

In addition, Americans who themselves work in the education field tend to place a greater emphasis on personal and intellectual growth as the primary purpose of college: 46% believe that this should be the main purpose of a college degree, while 35% believe that college should mainly be a place to develop specific skills and knowledge (19% of those who work in the education industry consider them equally important).

Most college graduates regard their college experience as very useful for intellectual growth; views are more mixed when it comes to job opportunities and marketable skills

When asked to assess certain aspects of their own educational experience, about six-in-ten (62%) college graduates (including those who graduated from a two-year degree program) feel that their time in college was very useful in helping them grow personally and intellectually. About half say their college experience was very useful in helping them access job opportunities (53%) or in helping them develop skills and knowledge they could use in the workplace (49%).

The further people have progressed in their college career, the more likely they are to consider their experience very useful. Those with a postgraduate or professional degree are more likely to say that their college education was very useful in each of these respects compared with four-year degree holders, who are in turn more likely than those with a two-year associate degree to say that their education was very useful across each of these measures. For example, while two-thirds of those with a postgraduate or professional degree say their college education was very useful in opening doors to job opportunities, 56% of those with a four-year degree, and an even smaller share (40%) among those with a two-year degree, say the same. And while 57% of those with more than a bachelor’s degree say college was very useful in helping them develop marketable skills, about half or a smaller share among those with a four- or two-year degree hold this view (49% and 43%, respectively).

When it comes to helping them grow professionally and intellectually, majorities of those with a postgraduate or professional degree (77%) and those with a bachelor’s degree (64%) say college was very useful, compared with 46% of those with a two-year college degree.

Americans have mixed views about the extent to which college prepares students for a well-paying job in today’s economy

When asked a broader set of questions about the impact of college more generally, the public expresses somewhat mixed views about the extent to which a college education prepares students for success in the workforce.

Two-thirds of Americans (67%) think that a traditional four-year degree prepares students for a well-paying job in today’s economy at least somewhat well, but just 16% think it prepares them very well, and 29% think it does not prepare them well. A somewhat smaller share of Americans (58%) think that a two-year community college degree prepares students for a well-paying job either very (12%) or somewhat (46%) well, while 38% think that these programs do not prepare students well.

Interestingly, Americans with a four-year college degree are generally no more positive – or negative – than those with less education about the relationship between a four-year degree and a well-paying job: 13% of those with a bachelor’s degree or more education say a four-year degree prepares people very well, as do 11% of those with a two-year associate degree, 12% of those with some college experience but no degree, and 17% of those with a high school diploma. Among those who did not complete high school, however, 40% believe that a four-year college degree does a very good job of preparing people for a well-paying job.

When it comes to assessments of a two-year college degree, about one-in-six (16%) Americans who hold this type of degree say it prepares workers very well for a well-paying job. This is considerably larger than the share of those with at least a bachelor’s degree (7%) who say a two-year degree prepares people very well, but not necessarily more positive than the views of those with less education.

Blacks and Hispanics are more likely than whites to say four- and two-year degrees prepare people very well for a job in today’s economy. For example, about three-in-ten (29%) Hispanics and about a quarter (24%) of blacks say this about a four-year degree, compared with 12% of whites. And while about one-in-five blacks and Hispanics (18% each) say a two-year associate degree prepares people very well, one-in-ten whites share this view.

These findings are consistent with previous Pew Research Center surveys that found that black and Latino parents view college as more essential for their children’s success than do white parents.

A substantially larger share of the public has positive attitudes towards certification programs in a professional, technical or vocational field in the context of workforce development. Some 78% of Americans think that these programs prepare students well for a job in today’s economy, including 26% who think they prepare students very well. Just roughly one-in-five (19%) think they do not prepare students well. It is important to note, however, that respondents were not asked about the effectiveness of certification programs instead of a college education.

Positive assessments of certificate programs as a way to prepare workers for jobs in today’s economy are particularly widespread among those who did not complete high school; 44% in this group say these types of programs prepare people very well, compared with about a quarter (27%) of those with a high school diploma and a similar share of those with some college, but no degree (22%), a two-year degree (28%), or a four-year degree or more education (22%). Certificate programs are also particularly well-regarded among Hispanics, 39% of whom say they prepare people very well for a good job in today’s economy. About a quarter of blacks (25%) and whites (23%) say the same.

One-third of Americans without a bachelor’s degree have elected to not apply for a job they felt they were qualified for because it required a four-year degree

Recent research has argued that there is a “ credentials gap ” in today’s workforce, as employers increasingly require a bachelor’s degree for positions that did not demand this level of schooling in the past. And the survey finds that 33% of Americans who do not have a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because it required a bachelor’s degree.

Americans who have engaged in some type of formal education beyond high school (short of obtaining a bachelor’s degree) are particularly likely to believe they’ve been adversely affected by credentialing requirements as they work their way up the educational ladder. Some 25% of Americans with a high school diploma or less and no additional schooling beyond that have not applied for a job because of a bachelor’s degree requirement. But that figure rises to 34% among those with a high school diploma plus additional vocational schooling, to 38% among those with some college experience but no degree, and to 44% among those with a two-year associate degree. Put somewhat differently, as people receive additional formal education without actually obtaining a bachelor’s degree, they may develop relevant skills without the on-paper credentials to match.

In addition, adults younger than 50 are much more likely than older adults to have refrained from applying to a job they felt they were qualified for because they didn’t meet the formal educational requirements. About four-in-ten non-college graduates ages 18 to 29 (41%) and ages 30 to 49 (44%) say this has happened, compared with 31% of those ages 50 to 64 and just 12% of those 65 and older.

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Home — Essay Samples — Education — College Education — Importance Of College Education

Importance of College Education

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Updated: 16 November, 2024

Words: 650 | Page: 1 | 4 min read

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Introduction, the importance of college education, developing problem-solving skills, enhancing communication skills.

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