higher education essays

The Promise of Higher Education

Essays in Honour of 70 Years of IAU

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• Hilligje van't Land 0 ,
• Andreas Corcoran 1 ,
• Diana-Camelia Iancu 2

International Association of Universities, Paris, France

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National University of Political Studies and Public Administration, Bucharest, Romania

• This book is available through open access, which means that you have free and unlimited access
• Highlights the 70-year legacy of the International Association of Universities
• Provides an overview of the higher education landscape, and discusses pertinent, forward-thinking topics
• Gives international coverage as well as regional balance
• Includes supplementary material: sn.pub/extras

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Table of contents (65 chapters)

Front matter, introduction.

• Hilligje van’t Land, Andreas Corcoran, Diana-Camelia Iancu

70 Years of Higher Education Cooperation and Advocacy

To cohere and act as one: iau—the global voice of higher education.

• Pam Fredman

Stepping Up Global Collaboration to Protect Higher Education’s Future

• Stefania Giannini

The IAU and Contemporary Global Challenges: A Latin American Point of View

• Juan Ramón de la Fuente

Drivers of Globalisation of Higher Education over the Last 70 Years

• Andrew J. Deeks

A Personal View on Two Decades of Recent IAU History

• Eva Egron-Polak

IAU President Walter Kamba (1990–1995): A Man of Conscience

• Goolam Mohamedbhai

Between Global Inequalities and World Ethics. Personal Reflections on Internationalisation of Higher Education over the Past Seventy Years

• Pavel Zgaga

Creating Democratic Civic Universities in a Post-COVID-19 World: The IAU and Global Collaboration

• Ira Harkavy
• Remus Pricopie

Facilitating International Cooperation

The role of iau in facilitating international cooperation.

• Ranbir Singh

Universities, Associations, and Internationalization: Powerful Forces for Our Time

• Laura E. Rumbley

A Global View of Internationalisation: What Next?

• Elspeth Jones, Hans de Wit

The Importance of Internationalization Today and the Leadership Role of IAU

• Jocelyne Gacel-Ávila

International Collaboration: Necessary, But Challenging

• Jeroen Huisman

Getting Unstuck with Internationalization at Home: Seizing the Post-pandemic Moment

• Madeleine Green

Levelling up International Higher Education: Universities, Nations and Global Goals

• Open access
• International Association of Universities
• Relevance and value of higher education
• Fundamental principles of higher education
• International co-operation for higher education
• Changing landscape of universities
• IAU principles
• 70 years of IAU

This book is a collection of short essays, accessible through open access, which takes the interested reader on a tour across the global higher education landscape. It addresses pertinent themes and challenges in higher education. To mark the 70 th anniversary of the International Association of Universities (IAU) and its role in higher education since 1950, experts from around the world share their insights into higher education’s recent past, present and future. The book is divided into six parts:

Part I – “70 years of Higher Education Cooperation and Advocacy” looks back at key events in  IAU’s history, its mission and significant activities over time, and remarks on the  current global context informing its quest to promote academic partnerships and solidarity on a global scale.

Part II – “Facilitating International Cooperation” provides for different perspectives on the transformation of the internationalisation of higher education and the contribution of higher education to international cooperation.

Part III – “Coding the Values” debates the values upon which higher education was, is and will have to be built to provide for a democratic and inclusive society.

Part IV – “The Changing Landscape” analyses various aspects of the transformation of higher education in an evolving context across the globe.

Part V – “The Promise of Education” reflects on the role of higher education, its ideals and shortfalls and what it must do to stay true to its promise to help shape our societies.

Part VI – “Opening up – The Future of Higher Education” focuses on future scenarios of higher education and call on the reader to envision a different kind of higher education and reimagine the contribution of higher education to society, as well as future roles for the IAU.

The book will be of interest to higher education policy makers and academics. It is also of interest to the general public, as it provides a comprehensive overview of the challenges higher education institutions currently face and suggests scenarios of what the future of education might look like.

Hilligje van't Land, Andreas Corcoran

Diana-Camelia Iancu

Hilligje van’t Land is Secretary General of the International Association of Universities and Executive Director of the International Universities Bureau. Over the past years, initially as Director and later as Deputy Secretary General, she co-supervised the overall programmatic activities of the IAU and the everyday work of the secretariat, she engaged in developing the IAU Membership base and strengthening the IAU membership development strategy. Prior to joining the IAU, Dr van’t Land taught comparative francophone literature at the Universities of Groningen, Laval (Québec) and Avignon et les Pays du Vaucluse. For five years she also headed the Institute for American Universities in Avignon. She has been very active in the field of Canadian Studies globally, since 1987. Hilligje van’t Land holds a PhD in comparative contemporary francophone literatures from Groningen University, in the Netherlands and completed a post doc research period at Laval University (Québec).

Andreas Corcoran took up the position as Deputy Secretary General of the International Association of Universities in 2019. Prior to joining the IAU, Dr. Corcoran was Director of Higher Education at SOFIA in Rome, in charge of financial, academic and institutional development and governance of a university in Tanzania. Previously, Dr. Corcoran worked for the University of Kent in the UK, the Federal Chancellor Willy Brandt Foundation and the German Historical Museum in Berlin. Dr. Corcoran holds a PhD in History and Civilization from the European University Institute in Florence and a Master’s from Trinity College Dublin.

Diana-Camelia Iancu is senior fellow of the International Association of Universities since 2019 and Dean of public administration, at the National University of Political Studies and Public Administration (Bucharest), since 2012. For the past decade, she has taught comparative public management in Bucharest and Nijmegen (at RadboudUniversity) and assumed different academic assignments in Greece, France, Slovenia, Spain and the US. Her research interests include international development and administrative capacity building in transitional countries, as well as quality assurance in teaching public administration. Dr. Iancu holds a PhD cum laude in public administration from the National University of Political Studies and Public Administration.

Book Title : The Promise of Higher Education

Book Subtitle : Essays in Honour of 70 Years of IAU

Editors : Hilligje van't Land, Andreas Corcoran, Diana-Camelia Iancu

DOI : https://doi.org/10.1007/978-3-030-67245-4

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s) 2021

Hardcover ISBN : 978-3-030-67244-7 Published: 02 September 2021

Softcover ISBN : 978-3-030-67247-8 Published: 02 September 2021

eBook ISBN : 978-3-030-67245-4 Published: 01 September 2021

Edition Number : 1

Number of Pages : XV, 442

Number of Illustrations : 3 b/w illustrations, 4 illustrations in colour

Topics : Higher Education , International and Comparative Education , Educational Policy and Politics

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How to Write the George Mason University Essays 2023-2024

A  relatively young university, George Mason University was established in 1957 as a branch of the University of Virginia, before becoming an independent school in 1972. Today, the Fairfax County, Virginia-based institution has gained recognition as a top research university.

Keep reading to learn all about the George Mason essays and how to tackle them.

George Mason University Supplemental Essay Prompts

All applicants.

Prompt: What is your motivation for pursuing higher education? Why do you believe George Mason University is the right institution for you? (Required for those applying test-optional) (400 words)

Honors Applicants

Prompt: To complete your application to the Honors College, please choose and respond to one (1) of the prompts above in no more than 500 words.

Option 1:  George Mason University is Virginia’s largest public research university. As a Tier-1 research institution, every day, our faculty, staff, and students work to address unanswered questions, unresolved challenges, and problems that impact a wide variety of populations. In the Honors College, you’ll have opportunities to do this sort of work — and maybe even answer questions and solve problems that matter to you. Tell us about one question, challenge, or problem that you’d like to work to better understand or address during your time at Mason. Introduce this issue, and then explain why it matters to you and why it might matter to others. Feel free to be creative- research and inquiry can exist in unlikely places.

Option 2:  The art we see, the stories we read, and the words we hear have the power to move us and to change us. Tell us about a time that you’ve been moved to act by something you read, a speech you heard, or a work of art that you experienced. What was it, and how did it impact you? What did you do — or what will you do — in response?

What is your motivation for pursuing higher education? Why do you believe George Mason University is the right institution for you? (Required for those applying test-optional) (400 words)

While this essay is required for students who are applying test-optional, we recommend that you complete it even if you do submit standardized test scores.

This is a classic “Why Us” prompt, asking you to explain why you’re interested in attending George Mason over other colleges. Remember, however, that it’s not just about the college and the qualities that appeal to you about it — it’s also about you : your personal and professional goals, what you hope to get out of your education, and how George Mason will support you in achieving these goals.

The “Why this college” essay may seem relatively straightforward on the surface, but it requires a certain amount of nuance. It also demands research on your part, in order for you to go beyond surface-level details like George Mason’s proximity to Washington, DC and the opportunities the location provides. It must also go beyond details you can find from a cursory look on the website.

Instead, use specific details, taking a factual approach — which doesn’t mean it should be devoid of feeling — when describing your goals and how George Mason will enhance your journey.

For example, perhaps you plan to pursue conservation as a profession. Because George Mason is home to the Smithsonian-Mason School of Conservation, the only program of its kind in the country, this is an opportunity to describe why this program appeals to you and how your background complements it. 

You might offer anecdotes about your experience working with wildlife — perhaps you volunteered at a zoo in high school or led a fundraiser to support preserving endangered species. Then, draw a connection between your experiences and George Mason’s program, explaining why this is an ideal place to nurture your goals, since you’ll have the opportunity to receive hands-on training from leading Smithsonian scientists toward the goal of supporting a biodiverse planet.

Dig deep, finding specific names of prospective mentors and research or work they’ve done that you admire. Remember to keep connecting your experiences to what George Mason can offer. This essay is about more than why George Mason is the right school for you — it’s also about you .

To complete your application to the Honors College, please choose and respond to one (1) of the prompts above in no more than 500 words.

The selective Honors College at George Mason is a prestigious school designed to promote inquiry and critical thinking. If you are applying to the Honors College, you will be asked to respond to one of the following additional prompts, along with writing the essay above.

Honors Applicants, Option 1

George mason university is virginia’s largest public research university. as a tier-1 research institution, every day, our faculty, staff, and students work to address unanswered questions, unresolved challenges, and problems that impact a wide variety of populations. in the honors college, you’ll have opportunities to do this sort of work — and maybe even answer questions and solve problems that matter to you. tell us about one question, challenge, or problem that you’d like to work to better understand or address during your time at mason. introduce this issue, and then explain why it matters to you and why it might matter to others. feel free to be creative- research and inquiry can exist in unlikely places..

Colleges seek students who will be a credit to their institutions. In other words, they want their graduates to make them look good. This prompt is a version of the archetypal “impact on community” prompt, which asks you to describe how you plan to make a difference to a variety of communities and/or the efforts you’re currently undertaking.

Inquiry is at the heart of the Honors College at George Mason. The school seeks out students who are curious and want to solve problems. This prompt requires real thought and asks that you grapple with the issues that are most important to you. Avoid cliches here — of course you want to solve world hunger and achieve peace in the Middle East. Instead, be specific in pinpointing an issue that really means something to you.

For example, perhaps you’re passionate about children and young adults who attend school while struggling with homelessness. Discuss why this issue is important to you — maybe you volunteered with underserved communities or even have acquaintances struggling with this problem — and why you want to study it further. 

Bear in mind that you don’t have to solve the problem in or with your essay. The adcom doesn’t expect you to have the answers. They want to gain insight into your thought process and how you grapple with particularly challenging scenarios. They also want to see evidence of your own curiosity and desire to work through complex issues.

Discuss some approaches you would take in order to further investigate the problem — the resources you would use, the research you would pursue, and so on.

Again, this is not about answers — it’s about inquiry and curiosity. It’s also about engaging with complex scenarios and the world around you.

Honors Applicants, Option 2

The art we see, the stories we read, and the words we hear have the power to move us and to change us. tell us about a time that you’ve been moved to act by something you read, a speech you heard, or a work of art that you experienced. what was it, and how did it impact you what did you do — or what will you do — in response.

This is another spin on the “impact on community” prompt, one that also asks you to demonstrate your interests and reveal your sources of inspiration. 

One danger with this prompt is choosing something that’s cliche. George Mason will almost certainly receive numerous Black Lives Matter-inspired responses, and while the movement is, of course, important, and might have particular importance to you, you want your essay to be unique. Moreover, the prompt asks you to choose a particular work, something more specific, that has an enormous impact on you.

Think outside the box. This doesn’t have to be a weighty book like Caste , which has obvious implications that might compel you to act. Perhaps, for instance, you saw an episode of Law & Order: SVU about child trafficking, and it inspired you to research and get involved with efforts to combat it. 

Spend less time describing the piece and more time explaining the impact it has on you. A lengthy description of the item will take up too much space, and you only have 500 words. Plus, the goal of the essay is not to give a summary of something that inspires you but to demonstrate how and why you’re inspired by it and how it compels you to act. 

Your essay will most likely take a narrative form and should include plenty of anecdotes to engage the reader and bring authenticity to the story. You should show how you feel, why you feel that way, and what your reaction is, without, of course, telling your reader those things bluntly.

Where to Get Your George Mason Essays Edited

Do you want feedback on your George Mason essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools.  Find the right advisor for you  to improve your chances of getting into your dream school!

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• Knowledge Base
• College essay
• Choosing Your College Essay Topic | Ideas & Examples

Choosing Your College Essay Topic | Ideas & Examples

Published on October 25, 2021 by Kirsten Courault . Revised on July 3, 2023.

A strong essay topic sets you up to write a unique, memorable college application essay . Your topic should be personal, original, and specific. Take time to brainstorm the right topic for you.

Table of contents

What makes a good topic, brainstorming questions to get started, discover the best topic for you, how to make a common topic compelling, frequently asked questions about college application essays, other interesting articles.

Here are some guidelines for a good essay topic:

• It’s focused on you and your experience
• It shares something different from the rest of your application
• It’s specific and original (not many students could write a similar essay)
• It affords the opportunity to share your positive stories and qualities

In most cases, avoid topics that

• Reflect poorly on your character and behavior
• Deal with a challenge or traumatic experience without a lesson learned or positive outlook

Prevent plagiarism. Run a free check.

Spend time reflecting on and writing out answers to the following questions. After doing this exercise, you should be able to identify a few strong topics for your college essay.

Writing about yourself can be difficult. If you’re struggling to identify your topic, try these two strategies.

Start with your qualities

After identifying your positive qualities or values, brainstorm stories that demonstrate these qualities.

Start with a story

If you already have some memorable stories in mind that you’d like to write about, think about which qualities and values you can demonstrate with those stories.

Talk it through

To make sure you choose the right topic, ask for advice from trusted friends or family members who know you well. They can help you brainstorm ideas and remember stories, and they can give you feedback on your potential essay topics.

You can also work with a guidance counselor, teacher, or other mentor to discuss which ideas are most promising. If you plan ahead , you can even workshop multiple draft essays to see which topic works best.

If you do choose a common topic, ensure you have the following to craft a unique essay:

• Surprising or unexpected story arcs
• Interesting insight or connections
• An advanced writing style

Here are a few examples of how to craft strong essays from cliché topics.

Here’s a checklist you can use to confirm that your college essay topic is right for you.

College essay topic checklist

My topic is focused on me, not on someone else.

My topic shares something different from the rest of my application.

My topic is specific and original (not many students could write a similar essay).

My topic reflects positively on my character and behavior.

If I chose to write about a traumatic or challenging experience, my essay will focus on how I overcame it or gained insight.

If I chose a common topic, my essay will have a surprising story arc, interesting insight, and/or an advanced writing style.

Good topic!

It looks like your topic is a good choice. It's specific, it avoids clichés, and it reflects positively on you.

There are no foolproof college essay topics —whatever your topic, the key is to write about it effectively. However, a good topic

• Is meaningful, specific, and personal to you
• Focuses on you and your experiences
• Reveals something beyond your test scores, grades, and extracurriculars
• Is creative and original

Yes—admissions officers don’t expect everyone to have a totally unique college essay topic . But you must differentiate your essay from others by having a surprising story arc, an interesting insight, and/or an advanced writing style .

To decide on a good college essay topic , spend time thoughtfully answering brainstorming questions. If you still have trouble identifying topics, try the following two strategies:

• Identify your qualities → Brainstorm stories that demonstrate these qualities
• Identify memorable stories → Connect your qualities to these stories

You can also ask family, friends, or mentors to help you brainstorm topics, give feedback on your potential essay topics, or recall key stories that showcase your qualities.

Most topics are acceptable for college essays if you can use them to demonstrate personal growth or a lesson learned. However, there are a few difficult topics for college essays that should be avoided. Avoid topics that are:

• Overly personal (e.g. graphic details of illness or injury, romantic or sexual relationships)
• Not personal enough (e.g. broad solutions to world problems, inspiring people or things)
• Too negative (e.g. an in-depth look at your flaws, put-downs of others, criticizing the need for a college essay)
• Too boring (e.g. a resume of your academic achievements and extracurriculars)
• Inappropriate for a college essay (e.g. illegal activities, offensive humor, false accounts of yourself, bragging about privilege)

Here’s a brief list of college essay topics that may be considered cliché:

• Extracurriculars, especially sports
• Role models
• Dealing with a personal tragedy or death in the family
• Struggling with new life situations (immigrant stories, moving homes, parents’ divorce)
• Becoming a better person after community service, traveling, or summer camp
• Overcoming a difficult class
• Using a common object as an extended metaphor

It’s easier to write a standout essay with a unique topic. However, it’s possible to make a common topic compelling with interesting story arcs, uncommon connections, and an advanced writing style.

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

• How to end an email
• Ms, mrs, miss
• How to start an email
• I hope this email finds you well
• Hope you are doing well

 Parts of speech

• Personal pronouns
• Conjunctions

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Higher Education in America Essay

Introduction.

The American higher education has undergone a significant transformation over the past century. This is evident based on the numerous anniversaries that most American colleges and universities have conducted to celebrate the ascent in the education sector at the beginning of the 21st century (Thelin, 2011, p. 363).

However, the emergence of contemporary developments experienced the end of the first decade of the 21st century has dampened these achievements. Some of the challenges that universities and colleges are facing relate to financial constraints, decline in donor funding, and state appropriations. For example, students’ financial programs were caught up in congressional debates with regard to renewal of grants and loans program (Thelin, 2011, p. 363).

Additionally, the American higher education has also experienced a decline in federal support with regard to university-based research and development. This has been worsened by an increment in the intensity of competition for fixed allocation with regard to grants from national agencies for example the National Science Foundation (NSF) and the National Institute for Health (NIH) (Thelin, 2011, p. 364).

The occurrence of the recent global economic recession presents a new set of financial challenges to institutions of higher learning in the US. This paper entails a reflection on various changes that have influenced reconfiguration of American higher education in the 21st century. The paper also considers demographics, diversity, and research in universities to be some of the issues that have had the greatest impact on higher education.

Additionally, an analysis of the influences of past eras on the present-day higher education has also been conducted. To develop a better understanding of the reconfiguration of American higher education, an evaluation of how these issues are affecting higher education today is also taken into account. A number of recommendations to deal with the identified challenges are also outlined.

Several changes are critical when it comes to the American higher education. One of the major changes that have influenced reconfiguration of higher education in the US relates to an increment in the number of initiatives, which aim at stimulating change within the education system.

The initiatives developed are because of the global economic and political transformations. Considering the dynamic nature of the society, there is a high demand for leaders who can effectively deal with the challenges facing the society in different spheres. One of the ways through which economies can achieve this is by ensuring that their higher education system is in line with changes occurring in the society.

The initiatives developed have resulted to significant changes within the American higher education during the 21st century. One of the most notable impacts of these initiatives is the emergence of the national education reform movement during the 1st decade of the 21st century. Examples of these initiatives include the Race to the Top (RTT), Common Core State Standards (CCSS), and the Degree Qualification Profile.

The objective of these initiatives was to stimulate reforms, which would improve the American higher education. Because of the initiatives, the American higher learning education has undergone significant transformation at various levels such as institutional, programmatic, departmental, and classroom levels.

There has also been an increment in the number of partnerships between higher learning institutions in America and other countries. For example, the American government has collaborated with Latin American countries such as Costa Rica in an effort to stimulate economic growth besides nurturing sustainable manufacturing. Despite this, the American higher education system is experiencing an overload because of the numerous initiatives.

As a result, higher learning institutions are not able to effectively analyze the most effective initiatives. If higher learning institutions do not keep up with the changes that are occurring, then there is a high probability of the intended goal not to be achieved. The initiatives are not spread even across the university. This is worsened by an increment in diversity within the higher learning institutions.

Another factor that has influenced reconfiguration of American higher education relates to an increment in the number of new entrants. The new entrants have been motivated by the fact that most individuals perceive higher education as a change for attaining their intended growth. However, most of these institutions are profit oriented. For example, approximately 1.8 million students in the US were enrolled in 2,800 for-profit making higher learning institutions between 2008 and 2009.

This shows that there is a considerable green population in America (Bennett, Lucchesi & Vedder, 2010, p. 3). The third factor that has stimulated reconfiguration of higher learning in America relates to diversity amongst students. Currently, the student profile has increasingly become diverse as students from different cultural backgrounds characterize it.

The US higher education is also facing a significant transformation emanating from the change in the country’s demographic profile. Currently, the US is the third largest populous country globally with 4.5% of the world’s total population living in the US (Shrestha & Heisler, 2011, p. 1).

During the 1st decade of the 21st century, the US higher education sector could best be described as ‘growth industry’ evidenced by the fact that the total student enrollment in approximately 3,000 institutions increased to 16 million. By 2010, it was projected that total student enrolment could be more than 20 million (Thelin, 2011, p.369).

Studies conducted with reference to the US higher education reveal that the sector is experiencing epistemological transformations, increment in innovative ideas and research discoveries. One of the factors that have contributed to this change relates to change in the composition of the student body profile.

Because of the increment in the rate of enrollment, there were significant reconfigurations with regard to the student’s demographic profiles, which ultimately resulted in the reconfiguration of the learning institutions’ administrations and faculties (Thelin, 2011, p. 369). In an effort to ensure that the country’s leaders are well prepared to take care of the responsibilities facing them, the American higher education has since its inception acknowledged the element of social diversity.

Over the past few years, the rate of enrollment of students who were in the past underrepresented in American higher education institutions is increasing at a higher rate compared to that of non-Hispanics (Frazier, Howard, Banks& Kellogg, 2009, p. 4).

Studies conducted reveal that it is inevitable for higher learning institutions in the US to avoid change in the students’ demographics in the future since the inclusion of the element of diversity in the higher learning institutions. According to Frazier, Howard, Banks, and Kellogg (2009, p. 6), there has been a dramatic transformation with regard to undergraduate student profile in America. The student profile has increasingly become ethnically and racially diverse.

For example, the student profile is composed of Hispanics, Latinos, Asians, and African-Americans (Thelin, 2011, p. 369). Considering these demographic changes, the American higher education institutions face a challenge of ensuring that they take into account the change in the students’ demographic profile.

One of the ways through which they can achieve this is by modifying their curricular, developmental, service, and programmatic offering. Additionally, administrations of higher learning institutions have an obligation to ensure that they promote research within their institutions.

Analysis of the main issues influencing higher education and their impact Change in profile of students

The American higher education is also greatly being impacted by change in the student profile. Over the past few years, there has been a rampant increase in the number of minority group enrollment within the higher learning institutions. For example, universities and colleges located in New Mexico, California, Texas, and Arizona have experienced an increment in the rate of Latino and Hispanic undergraduate student enrollment (Thelin, 2011, p. 369).

This means that higher education institutions have undergone cultural, ethnic and racial transformation. These students have become a very vocal and visible constituent of the institutions. One of the factors that have promoted the change in the student profile is growth in the rate of migration across states and increased geographical mobility. The resultant effect is that minority groups have over the recent past ceased to be perceived as being a regional component but rather a core component of student enrollment.

The change in the student profile within the higher education has led to the elimination of some factors that were evident within the higher education system. However, this has occurred because of the increased advocacy by the minority groups (Thelin, 2011, p. 370). This is done in pursuit of equal opportunities within the higher education system.

Because of the increased diversity amongst students, higher education stakeholders such as policy makers face the responsibility of ensuring the necessary curricular advancements and improvement to student services. Additionally, the policymakers face an uphill task of ensuring that they offer progression and professional development that is in line with the students’ needs. This illustrates that change in the student profile will significantly affect the American higher education.

Increased diversity amongst students has also led to significant change of policy with regard to the provision of financial aid to students. One of the ways through which this has occurred is the increased competition between private lenders and the federal government. Competition from private lenders aimed at ensuring that they get a share of the loan market. However, this led to marginalization of students in accessing welfare (Thelin, 2011, p. 270).

For example, during the period ranging between 2006 and 2010, the student financial aid program was characterized by numerous controversies. Some of these controversies arose from a change in national priorities.

For example, many financial institutions that were required to provide financial assistance to students offered lucrative amounts to the federally subsidized students at the expense of ensuring that they made college affordable to a new generation of college-going students of different backgrounds whose families had a modest income (Thelin, 2011, p. 370).

Research in Universities

During the 1970s, different faculties in universities experienced increased pressure to conduct research (Smart & Paulsen, 2011, p. 241). This represented a significant change from mid-1800s whereby universities’ core focus was on instruction. Over the 20th century, universities rapidly shifted towards research. As a result, they would receive substantial funding from the federal government for research purposes (Smart & Paulsen, 2011, p. 241).

During this period, the federal government undertook 95% of research funding in universities. However, this has changed during the 21st century. Currently, universities are facing increased competition for sponsored research grants from the federal government. This holds because of the new entrants into the sector.

In an effort to achieve grants, the new entrants are promoting themselves as research institutes. This represents a new corporate model for higher institutions. According to Thelin (2011, p. 377), one of the main reasons why university administrations are competing for grants is not to promote research but to create a new source of revenue to ensure that their institutions operate smoothly.

As a result, most university faculties are mainly concerned with writing research grant proposals in an effort to increase the volume of their grants (Thelin, 2011, p. 379). Upon receiving the grants, most universities do not commit the funds to their intended function, research, but rather divert the grants to cater for other costs.

For example, substantial proportion of the grants are used to reimburse the institution’s research foundations for their effort drafting the grant proposal, catering for indirect cost incurred, and for adhering to federal and institutional regulations (Thelin, 2011, p. 379). In addition, if the universities do not receive the research grants from the federal agencies, they usually draw from other budgetary lines from within the university in order to cover the cost incurred in preparing the grant proposals.

If this trend is not dealt with, there is a high probability that universities will not achieve their objective of developing a strong human capital. This arises from the fact that they will not be able to transform the university into research-based institutions.

In awarding grants, the federal agencies evaluate the universities success with regard to peer review and assessing universities, which have showed successful record of accomplishment in the past. This presents a major challenge to new universities that apply for grants because it becomes extremely difficult to access the grants to recover their venture cost (Thelin, 2011, p. 379).

Another reason why research in universities is being affected arises from the fact that most federal agencies are changing their priorities. During the 21st century, it has become extremely difficult for universities that had earlier received research grants to renew their contracts in the future.

This means that there is a high probability of research in universities becoming dampened. From 2000 to 2010, there has been an increment in the degree of risk and expenses associated with research grants. This is because of increased innovativeness with regard to competition for grants.

For example, in an effort to access grants, large scale projects such as the science-related ones are stressing on multi-disciplinary cooperation with other faculties such as bioengineering, biochemistry, neurosciences, and biogenetics amongst others. On the other hand, traditional departments such as botany, geology, and chemistry remain uncompetitive.

The multidisciplinary cooperation leads to a rise in the universities administrative cost because they have to put in place new physical and administrative structures. The cost incurred is committed to the institutions recurrent administrative expenses (Thelin, 2011, p. 380).

Studies conducted reveal that it will be relatively difficult for universities to sustain the cost arising from their increased proliferation of their research institutes and centers. The competition for research grants will have adverse impacts on the American higher education (Thelin, 2011, p. 380).

Influences of past eras on present-day higher education

Since its inception, the American higher education has been on growth. Past eras have had significant influences on higher education to date. This is evidenced by the fact that past eras developed a tradition of commitment towards higher education. As a result, there has been both qualitative and quantitative transformation with regard to the higher education. For example, most universities have improved their program offering.

Additionally, the precedents that were set by traditional institutions have significantly transformed the higher education, for example, by ensuring that student enrollment is increased. Past eras also initiated transitions such as ensuring diversity within the learning institutions.

The resultant effect is that higher education in America is characterized by a diverse student profile. Additionally, past eras have also ensured that universities become centers of excellence. One of the ways through which this has been achieved is by promoting research in universities.

Conclusion and recommendation for change

In conclusion, based on the detailed expositions made in the paper, it suffices to declare the American higher education as one that has encountered the inevitable change. The paper has sought to unravel the mystery behind the evident changes besides giving a detailed analysis of how the changes have influenced the entire American system since its inception.

For example, the growth in the student profile means that universities will have to adjust their programs in order to cater for the students’ needs. Additionally, the decline and increased competition for grants means that universities have to cater for research cost from other avenues. Considering the challenges affecting higher education, it is paramount for universities to ensure that they remain as institutions of excellence.

There are a number of issues, which they should take into consideration. To ensure that initiatives developed result to the attainment of the intended goal, university policymakers should enhance their initiatives so that they can be well understood by all the parties. One of the ways through which this can be achieved is by organizing seminars. It is also important for policymakers to include community role models who are successful in their careers.

This will aid in motivating students to excel in their faculties. To sustain such initiatives, it is paramount for universities to fund the role models. Universities should also ensure that they utilize research grants for the purpose they are intended. Additionally for research in universities to be successful, it is critical to include the concept of teamwork. The teams should be derived from different departments and disciplines.

Reflective Journal

From the coursework undertaken, the most engaging assignment was on the changes occurring within the American higher education specifically with regard to the trend in research. Currently, universities within the American higher education are experiencing a challenge in an effort of becoming centers of excellence. This is due to the financial constraints that institutions of higher learning are facing. The financial constraints arise from a decline in research grants from both the federal government and other agencies.

The course has been very enlightening especially with regard to the growth of the American higher education. Additionally, I have also learnt that investing in research is vital for the success of higher education and hence the country’s economy. From the knowledge gained, I will be able to advocate for proper use of research grants in higher learning institutions. This will result to proper utilization of research grants by universities.

Reference List

Bennett, D., Lucchesi, A., & Vedder, R. (2010). For-profit higher education: Growth innovation and regulation. Washington: Center for College Affordability and Productivity.

Frazier, C., Howard, R., Banks, B., & Kellogg, J. (2009). Shifting students demographics and their impact on a Midwestern higher education institutions’ transformation: Preparing for change. Minnesota: University of Minnesota.

Shrestha, L., & Heisler, E. (2011). The changing demographic profile of the United States. New York: Congressional Research Service.

Smart, J., & Paulsen, M. (2011). Higher education: Handbook of theory and research. Dordrecht: Springer Science.

Thelin, J. (2011). A history of American higher education. Baltimore: Johns Hopkins University Press.

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Home — Essay Samples — Education — College Education — The Multifaceted Importance of College Education in the 21st Century

The Multifaceted Importance of College Education in The 21st Century

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Published: Mar 8, 2024

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Intellectual empowerment, experiential learning, social integration, career development.

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From the Heart to Higher Education: The 2021 College Essays on Money

Each year, we ask high school seniors to send us college application essays that touch on money, work or social class. Here are five from this year’s incoming college freshmen.

Credit... Robert Neubecker

Supported by

By Ron Lieber

• June 18, 2021

When the most selective — or, even better, rejective — schools in the United States are accepting under 10 percent of the people pleading for a spot in the next freshman class, it eventually becomes impossible to know why any one person receives an offer, or why a student chooses a particular school.

So in this particularly unpredictable season — as we publish a selection of application essays about money, work or social class for the ninth time — we’ve made one small but permanent change: We (and they) are going to tell you where the writers come from, but not where they are headed.

Our overarching point in publishing their essays isn’t to crack the code on writing one’s way into Yale or Michigan, as if that were even possible. Instead, it’s to celebrate how meaningful it can be to talk openly about money and write about it in a way that makes a reader stop and wonder about someone else’s life and, just maybe, offers a momentary bit of enlightenment and delight.

One writer this year helps her mother find a new way of bringing joy into the world, while another discovers the cost of merely showing up if you’re a female employee. A young man reflects on his own thrift, while a young woman accepts a gift of ice cream and pays a price for it. Finally, caregiving becomes a source of pride for someone young enough to need supervision herself.

Each of the writers will make you smile, eventually. And this year in particular, we — and they — deserve to.

“She began to cry and told me it was too late for her. I could not bear to watch her struggle between ambition and doubt.”

New York — Bronx High School of Science

My mom finds a baffling delight from drinking from glass, hotel-grade water dispensers. Even when three-day-old lemon rinds float in stale water, drinking from the dispenser remains luxurious. Last year for her birthday, I saved enough to buy a water dispenser for our kitchen counter. However, instead of water, I filled it with handwritten notes encouraging her to chase her dreams of a career.

As I grew older, I noticed that my mom yearned to pursue her passions and to make her own money. She spent years as a stay-at-home mom and limited our household chores as much as she could, taking the burden upon herself so that my brothers and I could focus on our education. However, I could tell from her curiosity of and attitudes toward working women that she envied their financial freedom and the self-esteem that must come with it. When I asked her about working again, she would tell me to focus on achieving the American dream that I knew she had once dreamed for herself.

For years, I watched her effortlessly light up conversations with both strangers and family. Her empathy and ability to understand the needs, wants and struggles of a diverse group of people empowered her to reach the hearts of every person at a dinner table, even when the story itself did not apply to them at all. She could make anyone laugh, and I wanted her to be paid for it. “Mom, have you ever thought about being a stand-up comedian?”

She laughed at the idea, but then she started wondering aloud about what she would joke about and how comedy shows were booked. As she began dreaming of a comedy career, the reality of her current life as a stay-at-home mom sank in. She began to cry and told me it was too late for her. I could not bear to watch her struggle between ambition and doubt.

Her birthday was coming up. Although I had already bought her a present, I realized what I actually wanted to give her was the strength to finally put herself first and to take a chance. I placed little notes of encouragement inside the water dispenser. I asked my family and her closest friends to do the same. These friends told her other friends, and eventually I had grown a network of supporters who emailed me their admiration for my mom. From these emails, I hand wrote 146 notes, crediting all of these supporters that also believed in my mom. Some provided me with sentences, others with five-paragraph-long essays. Yet, each note was an iteration of the same sentiment: “You are hilarious, full of life, and ready to take on the stage.”

On the day of her birthday, my mom unwrapped my oddly shaped present and saw the water dispenser I bought her. She was not surprised, as she had hinted at it for many years. But then as she kept unwrapping, she saw that inside the dispenser there were these little notes that filled the whole thing. As she kept picking out and reading the notes, I could tell she was starting to believe what they said. She started to weep with her hands full of notes. She could not believe the support was real, that everyone knew she had a special gift and believed in her.

Within two months, my mom performed her first set in a New York comedy club. Within a year, my mom booked a monthly headlining show at the nation’s premier comedy club.

I am not sure what happened to the water dispenser. But I have read the notes with my mom countless times. They are framed and line the walls of her new office space that she rented with the profits she made from working as a professional comedian . For many parents, their children’s careers are their greatest accomplishment, but for me my mom’s is mine.

Adrienne Coleman

“The intense Saturday night crucible of the restaurant, with all the unwanted phone numbers, catcalls and wandering hands, jolted me into an unavoidable reckoning with feminism in a professional world.”

Locust Valley, N.Y. — Friends Academy

“Pull down your mask, sweetheart, so I can see that pretty smile.”

I returned a well-practiced smile with just my eyes, as the eight guys started their sixth bottle of Brunello di Montalcino. Their carefree banter bordered on heckling. Ignoring their comments, I stacked dishes heavy with half-eaten rib-eye steaks and truffle risotto. As I brought their plates to the dish pit, I warned my female co-workers about the increasingly drunken rowdiness at Table 44.

This was not the first time I’d felt uncomfortable at work. When I initially presented my résumé to the restaurant manager, he scanned me up and down, barely glancing at the piece of paper. “Well, you’ve got no restaurant experience, but you know, you package well. When can you start?” I felt his eyes burn through me. That’s it? No pretense of a proper interview? “Great,” I said, thrilled at the prospect of earning good money. At the same time, reduced to the way I “package,” I felt degraded.

I thought back to my impassioned feminist speech that won the eighth-grade speech contest. I lingered on the moments that, as the leader of my high school’s F-Word Club, I had redefined feminism for my friends who initially rejected the word as radical. But in these instances, I realized how my notions of equality had been somewhat theoretical — a passion inspired by the words of Malala and R.B.G. — but not yet lived or compromised.

The restaurant has become my real-world classroom, the pecking order transparent and immutable. All the managers, the decision makers, are men. They set the schedules, determine the tip pool, hire pretty young women to serve and hostess, and brazenly berate those below them. The V.I.P. customers are overwhelmingly men, the high rollers who drop thousands of dollars on drinks, and feel entitled to palm me, a 17-year-old, their phone numbers rolled inside a wad of cash.

Angry customers, furious they had mistakenly received penne instead of pane, initially rattled me. I have since learned to assuage and soothe. I’ve developed the confidence to be firm with those who won’t wear a mask or are breathtakingly rude. I take pride in controlling my tables, working 13-hour shifts and earning my own money. At the same time, I’ve struggled to navigate the boundaries of what to accept and where to draw the line. When a staff member continued to inappropriately touch me, I had to summon the courage to address the issue with my male supervisor. Then, it took weeks for the harasser to get fired, only to return to his job a few days later.

When I received my first paycheck, accompanied by a stack of cash tips, I questioned the compromises I was making. In this physical and mental space, I searched for my identity. It was simple to explore gender roles in a classroom or through complex characters in a Kate Chopin novel. My heroes, trailblazing women such as Simone de Beauvoir and Gloria Steinem, had paved the road for me. In my textbooks, their crusading is history. But the intense Saturday night crucible of the restaurant, with all the unwanted phone numbers, catcalls and wandering hands, jolted me into an unavoidable reckoning with feminism in a professional world.

Often, I’ve felt shame; shame that I wasn’t as vocal as my heroes; shame that I feigned smiles and silently pocketed the cash handed to me. Yet, these experiences have been a catalyst for personal and intellectual growth. I am learning how to set boundaries and to use my professional skills as a means of empowerment.

Constantly re-evaluating my definition of feminism, I am inspired to dive deeply into gender studies and philosophy to better pursue social justice. I want to use politics as a forum for activism. Like my female icons, I want to stop the burden of sexism from falling on young women. In this way, I will smile fully — for myself.

Hoseong Nam

“I feel haunted, cursed by the compulsion to diligently subtract pennies from purchases hoping it will eventually pile up into a mere dollar.”

Hanoi, Vietnam — British Vietnamese International School

Despite the loud busking music, arcade lights and swarms of people, it was hard to be distracted from the corner street stall serving steaming cupfuls of tteokbokki — a medley of rice cake and fish cake covered in a concoction of hot sweet sauce. I gulped when I felt my friend tugging on the sleeve of my jacket, anticipating that he wanted to try it. After all, I promised to treat him out if he visited me in Korea over winter break.

The cups of tteokbokki, garnished with sesame leaves and tempura, was a high-end variant of the street food, nothing like the kind from my childhood. Its price of 3,500 Korean won was also nothing like I recalled, either, simply charged more for being sold on a busy street. If I denied the purchase, I could console my friend and brother by purchasing more substantial meals elsewhere. Or we could spend on overpriced food now to indulge in the immediate gratification of a convenient but ephemeral snack.

At every seemingly inconsequential expenditure, I weigh the pros and cons of possible purchases as if I held my entire fate in my hands. To be generously hospitable, but recklessly drain the travel allowance we needed to stretch across two weeks? Or to be budgetarily shrewd, but possibly risk being classified as stingy? That is the question, and a calculus I so dearly detest.

Unable to secure subsequent employment and saddled by alimony complications, there was no room in my dad’s household to be embarrassed by austerity or scraping for crumbs. Ever since I was taught to dilute shampoo with water, I’ve revised my formula to reduce irritation to the eye. Every visit to a fast-food chain included asking for a sheet of discount coupons — the parameters of all future menu choice — and a past receipt containing the code of a completed survey to redeem for a free cheeseburger. Exploiting combinations of multiple promotions to maximize savings at such establishments felt as thrilling as cracking war cryptography, critical for minimizing cash casualties.

However, while disciplined restriction of expenses may be virtuous in private, at outings, even those amongst friends, spending less — when it comes to status — paradoxically costs more. In Asian family-style eating customs, a dish ordered is typically available to everyone, and the total bill, regardless of what you did or did not consume, is divided evenly. Too ashamed to ask for myself to be excluded from paying for dishes I did not order or partake in, I’ve opted out of invitations to meals altogether. I am wary even of meals where the inviting host has offered to treat everyone, fearful that if I only attended “free meals” I would be pinned as a parasite.

Although I can now conduct t-tests to extract correlations between multiple variables, calculate marginal propensities to import and assess whether a developing country elsewhere in the world is at risk of becoming stuck in the middle-income trap, my day-to-day decisions still revolve around elementary arithmetic. I feel haunted, cursed by the compulsion to diligently subtract pennies from purchases hoping it will eventually pile up into a mere dollar, as if the slightest misjudgment in a single buy would tip my family’s balance sheet into irrecoverable poverty.

Will I ever stop stressing over overspending?

I’m not sure I ever will.

But I do know this. As I handed over 7,000 won in exchange for two cups of tteokbokki to share amongst the three of us — my friend, my brother and myself — I am reminded that even if we are not swimming in splendor, we can still uphold our dignity through the generosity of sharing. Restricting one’s conscience only around ruminating which roads will lead to riches risks blindness toward rarer wealth: friends and family who do not measure one’s worth based on their net worth. Maybe one day, such rigorous monitoring of financial activity won’t be necessary, but even if not, this is still enough.

Neeya Hamed

“In America, we possess all the tangible resources. Why is it, then, that we fruitlessly struggle to connect with one another?”

New York — Brooklyn Friends School

Sitting on monobloc chairs of various colors, the Tea Ladies offer healing. Henna-garnished hands deliver four cups of tea, each selling for no more than 10 cents. You may see them as refugees who fled the conflict in western Sudan, passionately working to make ends meet by selling tea. I see them as messengers bearing the secret ingredients necessary to truly welcome others.

On virtually every corner in Sudan, you can find these Tea Ladies. They greet you with open hearts and colorful traditional Sudanese robes while incense fills the air, singing songs of ancient ritual. Their dexterous ability to touch people’s lives starts with the ingredients behind the tea stand: homegrown cardamom, mint and cloves. As they skillfully prepare the best handmade tea in the world, I look around me. Melodies of spirited laughter embrace me, smiles as bright as the afternoon sun. They have a superpower. They create a naturally inviting space where boundless hospitality thrives.

These humble spaces are created by people who do not have much. Meanwhile, in America, we possess all the tangible resources. Why is it, then, that we fruitlessly struggle to connect with one another? On some corners of Mill Basin, Brooklyn, I discovered that some people don’t lead their lives as selflessly.

I never imagined that the monobloc chair in my very own neighborhood would be pulled out from under me. Behind this stand, the ingredients necessary to touch my life were none but one: a friendly encounter gone wrong. While waiting for ice cream, a neighbor offered to pay for me. This deeply offended the shop owner glaring behind the glass; he resented my neighbor’s compassion because his kindness is reserved for those who do not look like me. The encounter was potent enough to extract the resentment brewing within him and compelled him to project that onto me.

“I guess Black lives do matter then,” he snarked.

His unmistakably self-righteous smirk was enough to deny my place in my community. It was enough to turn a beautiful sentiment of kindness into a painfully retentive memory; a constant reminder of what is to come.

Six thousand three hundred and fifty-eight miles away, Sudan suddenly felt closer to me than the ice cream shop around the corner. As I walked home, completely shaken and wondering what I did to provoke him, I struggled to conceptualize the seemingly irrelevant comment. When I walk into spaces, be it my school, the bodega or an ice cream shop, I am conscious of the cardamom mint, and cloves that reside within me; the ingredients, traits and culmination of thoughts that make up who I am, not what I was reduced to by that man. I learned, however, that sometimes the color of my skin speaks before I can.

I realized that the connotations of ignorance in his words weren’t what solely bothered me. My confusion stemmed more from the complete lack of care toward others in his community, a notion completely detached from everything I believe in. For the Tea Ladies and the Sudanese people, it isn’t about whether or not people know their story. It isn’t about solidarity in uniformity, but rather seeing others for who they truly are.

Back in Khartoum, Sudan, I looked at the talents of the Tea Ladies in awe. They didn’t necessarily transform people with their tea, they did something better. Every cup was a silent nod to each person’s dignity.

To the left of me sat a husband and father, complaining about the ridiculous bread prices. To the right of me sat a younger worker who spent his days sweeping the quarters of the water company next door. Independent of who you were or what you knew before you got there, their tea was bridging the gap between lives and empowering true companionship, all within the setting of four chairs and a small plastic table.

Sometimes, that is all it takes.

“I was the memory keeper, privy to the smallest snippets that go forgotten in a lifetime.”

Lafayette, Calif. — Miramonte High School

I was the ultimate day care kid — I never left.

From before I could walk to the start of middle school, Kimmy’s day care was my second home. While my classmates at school went home with stay-at-home moms to swim team and Girl Scouts, I traveled to the town next door where the houses are smaller, the parched lawns crunchy under my feet from the drought.

At school, I stuck out. I was one of the few brown kids on campus. Both of my parents worked full time. We didn’t spend money on tutors when I got a poor test score. I’d never owned a pair of Lululemon leggings, and my mom was not versed in the art of Zumba, Jazzercise or goat yoga. At school, I was a blade of green grass in a California lawn, but at day care, I blended in.

The kids ranged from infants to toddlers. I was the oldest by a long shot, but I liked it that way. As an only child, this was my window into a sibling relationship — well, seven sibling relationships. I played with them till we dropped, held them when they cried, got annoyed when they took my things. And the kids did the same for me. They helped as I sat at the counter drawing, and starred in every play I put on. They watched enviously as I climbed to the top of the plum tree in the backyard.

Kimmy called herself “the substitute mother,” but she never gave herself enough credit. She listened while I gushed about my day, held me when I had a fever and came running when I fell out of the tree. From her, I learned to feed a baby a bottle, and recognize when a child was about to walk. I saw dozens of first steps, heard hundreds of first words, celebrated countless birthdays. Most importantly, I learned to let the bottle go when the baby could feed herself.

And I collected all the firsts, all the memories and stories of each kid, spinning elaborate tales to the parents who walked through the door at the end of the day. I was the memory keeper, privy to the smallest snippets that go forgotten in a lifetime.

I remember when Alyssa asked me to put plum tree flowers in her pigtails, and the time Arlo fell into the toilet. I remember the babies we bathed in the kitchen sink, and how Kimmy saved Gussie’s life with the Heimlich maneuver. I remember the tears at “graduation,” when children left for preschool, and each time our broken family mended itself when new kids arrived.

When I got home, I wrote everything down in my pink notebook. Jackson’s first words, the time Lolly fell off the couch belting “Let It Go.” Each page titled with a child’s name and the moments I was afraid they wouldn’t remember.

I don’t go to day care anymore. Children don’t hide under the table, keeping me company while I do homework. Nursing a baby to sleep is no longer part of my everyday routine, and running feet don’t greet me when I return from school. But day care is infused in me. I can clean a room in five minutes, and whip up lunch for seven. I remain calm in the midst of chaos. After taming countless temper tantrums, I can work with anyone. I continue to be a storyteller.

When I look back, I remember peering down from the top of the plum tree. I see a tiny backyard with patches of dead grass. But I also see Kimmy and my seven “siblings.” I see the beginnings of lives, and a place that quietly shapes the children who run across the lawn below. The baby stares curiously up at me from the patio, bouncing in her seat. She will be walking soon, Kimmy says. As will I.

Ron Lieber has been the Your Money columnist since 2008 and has written five books, most recently “The Price You Pay for College.” More about Ron Lieber

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Love matters: embracing love as the heart of higher education provisionally accepted.

• 1 Connecticut College, United States

The final, formatted version of the article will be published soon.

This reflective essay explores the role of love in higher education through the lens of personal experiences, including confronting situations of tragedy and hopelessness as an educator.Drawing on the philosophies of Dr. Martin Luther King Jr. and James Baldwin, as well as insights from colleagues and students, I argue that love is not simply an emotional state but a transformative force capable of effecting meaningful, sustainable change. Love can serve as a vital element in pedagogical settings, providing a framework for justice, equity, and communal wellbeing. I offer several practical recommendations for educators to intentionally cultivate a culture of love in their interactions with students and colleagues. These range from self-care and setting boundaries to integrating love into course design and community building. The essay suggests that embracing love as an active force can provide a renewed sense of purpose, particularly in times of collective trauma and uncertainty. Further, it highlights that love can be the necessary counterforce to the challenges affecting both educators and students, ultimately serving as the cornerstone for transformative education. By fostering love in academic settings, we enable both individual and communal healing, enriching the overall educational experience.In the wake of global crises like pandemics, genocides, climate disaster, and political divisiveness, the essay asserts that love remains the enduring force that can empower us to build a more just and resilient community in higher education.

Keywords: Trauma, Transcending Higher Education, Equity & Justice, Action Love, Renewed Purpose, intergenerational healing, transformative education

Received: 30 Aug 2023; Accepted: 03 Apr 2024.

Copyright: © 2024 Imad. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Mays Imad, Connecticut College, New London, United States

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The Challenges Facing America and Higher Education

David Rubenstein, Fareed Zakaria address elites and populists in a fast-changing world

America remains the world’s super power.

But unlike previous eras, fewer countries are now likely to do what Uncle Sam demands. That was one takeaway from a wide-ranging discussion Tuesday night in Page Auditorium, featuring foreign affairs commentator Fareed Zakaria and businessman/philanthropist David Rubenstein .

The Ambassador Dave and Kay Phillips Family International  Lecture Series  brings prominent figures in international security, foreign policy and diplomacy to Duke to engage with students, faculty and the broader Duke community about issues of international importance. Tuesday’s version focused on global elites, populism and the role of higher education.

“The West rose for 300 years, and now you have the rise of the rest,” Zakaria said. “It's not that America has been supplanted by China, we're not going from an American century to a Chinese century; America is still very, very powerful. The U.S. is still 25% of global GDP, which is the same it was in 1980 when Ronald Reagan was elected.

“But what has happened is … everyone has been learning from the best practices. … And so what you have is a world in which it's a lot of these middle powers who are much more unwilling to simply take directions from Washington.” The United States knows how to handle China and Russia, he said, but countries including India, Brazil, Turkey and Indonesia are “no longer are willing to play the role …,” said Zakaria, who cited his new book, “Age of Revolutions: Progress and Backlash from 1600 to the Present.”

Rubenstein added that the spread of technology has helped empower more countries, and that events such as the Jan. 6 insurrection erode the United States’ reputation among other nations.

“It's not that America has been supplanted by China, we're not going from an American century to a Chinese century; America is still very, very powerful. … What you have is a world in which it’s a lot of these middle powers who are much more unwilling to simply take directions from Washington.”  Fareed Zakaria

“There’s nothing in the Constitution or any other document that says the United States has to be the most important country in the world forever,” Rubenstein said.

Moderator Peter Feaver , a Duke professor of political science and director of event organizer the Duke Program in American Grand Strategy , asked Rubenstein and Zakaria about how challenges facing higher education are affecting public trust. “Almost anybody can get a college education if they really want one, and get a very good one if they really work hard … and I think that's one of the reasons why our education system, while it’s criticized, is still the envy of the world,” said Rubenstein, who estimated that he’s served a combined 50 years on university boards, including at Duke and Harvard.

“The crises we have on universities, they're significant but I don't think they're gonna destroy the universities. The only thing that could destroy the universities is the people on Capitol Hill trying to do something that destroys them. But I think it's a temporary kind of thing. In the end these universities are going to survive most members of Congress.”

Zakaria agreed with Rubenstein on the excellence of U.S. higher education, but he believes universities here “have gone astray.”

“There’s nothing in the Constitution or any other document that says the United States has to be the most important country in the world forever.”  David Rubenstein

“This happens often with … this kind of liberal democracy and freedom of speech, which is motivated for very good reasons to address problems of people being excluded or not equally or fairly represented.

“But the result has been that I think universities have lost their focus on excellence and education and have spent a little bit too much time worrying about solving every social problem in the world. And in doing that, they tie themselves up into knots.” Zakaria added: “People have to be allowed to speak freely their political views even if their views are repugnant or offensive to others. The whole point of going to universities is to confront views you disagree with you find offensive. And we live in a society where those kinds of diverse views have always been tolerated.”

On politics, they said changes in the demographic makeup of the U.S. -- such as the rise in non-white citizens -- and the increase in tech-based jobs have left many Americans feeling left behind. Former President Donald Trump has tapped into that despair, Rubenstein said. “Many people feel disenfranchised, and they have less power, their children are gonna be less likely to get to the top (positions),” Rubenstein said. “(They feel) our country isn't really doing what we want to help ourselves. They’re helping the elites in New York, the elites in Los Angeles, the people with fancy college degrees from Yale or Duke or places like that. And these people have been captured in a way by Donald Trump, in a way that I don't think many politicians thought could be done.”

Busting the Myth that Affordable Higher Education is an Impossible Dream 

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We all know untenable student loan debt has been commanding the news since the last election cycle. Politicians are driven by the reality that an astounding percentage of Americans feel access to quality, affordable higher education is simply out of reach.

According to a national survey by the 2022 Lumina-Gallup State of Higher Education Study , fewer than 10% of Americans not in college believe that quality, affordable higher education is available to those who want it.

A similar 9% of young people – whether enrolled in community colleges or post-secondary institutions – also feel that quality, affordable higher education is readily available to those who want it. The percentage remains the same with those who are not currently enrolled in such programs, showing that the affordability of higher education is not just experiencing a perception problem but is in the midst of a full-blown crisis of confidence.

The same study found that nearly 60% of students currently enrolled in college feel that a two-year or four-year degree is more critical for their careers than it was 20 years ago, while 30% believe it holds the same value as it did in the past. More than three-quarters of those not enrolled in school believe attaining a higher education degree is as important or more important than ever. The value of higher education has not diminished in the minds of American students and non-students.

So, given how vital education and attaining a degree are to the success and prosperity of Americans, what are universities and colleges doing to make access and affordability a priority? From the looks of it, not much.

“According to the researchers’ analysis of U.S. Census, Bureau of Labor Statistics, and National Center for Education Statistics data for the years 1980 to 2019, college costs have increased by 169% over the past four decades – while earnings for workers between the ages of 22 and 27 have increased by just 19%.”

Simply put, leading educational institutions are often out of reach due to the high costs. A June 2023 statewide poll suggests many Californians believe the University of California and California State University are unaffordable and that community colleges and vocational training are alternative paths to career success.

Delivering Affordable Higher Education is Feasible Delivering affordable higher education is not only feasible, but it’s also available today. At UWLA, our vision is “democratization of education,” part of our mission is to make quality higher and post-graduate education affordable and accessible to those who might not otherwise have the opportunity- especially those who must work full-time and study part-time.

As president of UWLA, I am working to bring this reality to our diverse student base in many ways.

First, we formed a for-profit organization that runs the business of education for UWLA. As such, we work continuously to keep our overhead down while providing personalized student services and high-quality faculty using a modern curriculum. We are private which allows our incentives to be focused around quality education and student success. We don’t have sports teams, nor the expensive facilities and salaries to support them.

We focus on practical, outcome-oriented education taught by esteemed faculty who are also practitioners in their field. With a student body that includes many working students, we ensure that the education provided at UWLA is more than theoretical; it’s useful.

As I often say, our UWLA students can use what they learn on Thursday at their work on Monday.

So, what have we created? With the hard work of dedicated administrators, an exceptional professional staff, and outstanding faculty members, we deliver a streamlined, high-touch learning experience that rivals institutions many times our size and cost.

We know our strengths as an educational institution, and we focus on the most meaningful things to our students. That means adding only a few extraneous studies or programs. Our students come to pursue degree completion of a Bachelor of Science in Business Administration or return to school to secure a Master of Science in Leadership, Management and Technology to advance or catalyze their career in business.

Are our programs affordable? I challenge anyone to compare our costs against a comparable education. We will show we are markedly less, even before factoring in scholarship opportunities and access to Federal Financial Aid, which we can help with. UWLA is proof positive that the myth of affordable higher education is busted. Our graduates’ continuing success proves that our approach is making a real and impactful difference in the lives of so many who wish to better themselves personally and professionally.

Since 1966, UWLA has been privileged to help launch or enhance the careers of thousands of its graduates.

– Robert Brown, Esq., President, UWLA

Essay on Higher Education in India

In India, higher education is an important aspect in anyone’s life it gives students to learn more about anything and to pursue in that field. However, there are some challenges that Higher Education in Indi is facing and it need to be discussed. Since, India has one of the oldest education systems and is considered to be the pioneer in higher education in the world as it had Nalanda University.

Short and Long Essay on Status of Higher Education in India in English

Here is a long essay mentioned which tells about Higher education system in India including good, bad and what needs to focused to improve and other aspects.

10 Lines Essay on Higher Education in India (100-120 Words)

1) Higher education is considered the last stage of academic learning.

2) Higher studies are done after the successful completion of secondary education.

3) Colleges and universities are responsible for providing higher education.

4) India possesses a low level of about 23.6% higher education.

5) Many universities in India are unable to fulfill the criteria set by UGC.

6) Central, State, deemed, and private universities are the four higher education sectors in India.

7) Associate, bachelor’s, master’s, and doctoral are the four higher education degrees in India.

8) India stands 59 th among 64 countries in terms of the education system.

9) Political interference, unavailability of facilities, lack of faculties, etc are the barriers to higher education in India.

10) India’s higher education condition can be improved by setting up good private institutions or through a partnership with foreign countries.

Long Essay on Higher Education in India – 1500 Words

Introduction

Higher Education for any student in the world are as important as basic important. It not only gives student to learn more about any specialization, but also makes understand student the practicality of that subject. Higher education in India means a degree learning and understanding more about a particular subject. Higher education in India includes Bachelors, Masters, Diploma and Doctorate program in a particular discipline.

Various institutes offer higher education in India and they are called Colleges and Universities. A record of 2015 mentions there are 760 universities and 38,498 colleges in India. These colleges provide education in various fields and works on practical development of students.

National Education Policy and Higher Education

To increase the GER to half continuously by 2035, NEP 2020 wants to make it continuous for half a century. It’s estimated that 3.5 crore or significantly more spots can be allocated to higher education organizations to make this agreement a reality.

A multi-disciplinary curriculum can be combined with courses in professional fields. One or both of the UG projects may last 3 or 4 years. There will be a variety of leave alternate options, and appropriate “certificates” will be issued to the understudies during their residency. The first year of study will conclude with a certificate, the second year with a preliminary confirmation, the third year with a Bachelor’s degree and the last year ending with a degree that demonstrates research insight at the end of the fourth year. A credit bank for academic development will be set up to track credits students acquire over the length of their academic journey.

Different classes of colleges will appear in accordance with the vision and mission of instructional organizations, such as educating serious colleges, research-centered colleges, and universities that grant degrees autonomously. Organizations will be granted independence in 15 years as the school association methodology is gradually eliminated.

Higher Education versus Skill Acquisition

Generally we don’t consider on skill acquisition in India. We are totally focused on theoretical part of education. This has been an issue. This issue causes a lot of students to be inferior while telling about their SWOT (Strengths, Weaknesses, Opportunities, and Threats).

Skill acquisition means to accomplish any specialty. It can be in studies or in any field. But, when we put the skills in front of higher education, things seem to be little bit different. People are busy with their curriculum so that they cannot find what their skills are. This disturbs them while choosing a job or figuring out their career field.

Studies that require skill development are not generally conducted by institutes. Finding and incorporating skills can provide chances of discovering yourself in your field. Even, in engineering people need to focus on presentation and speaking but they are not part of their curriculum. This leads to people doing jobs in a call centre and it discourages many students to stop themselves from growing.

Apart from all these, Indian education system is quite different especially in North India. The roots of this starts from class 10 th , parents decide student’s future and tells them what to do. If they score well in class 10 th then they are asked to either go with science. If their marks are average then they are asked to go for commerce and below average students are supposed to go with humanities stream. Sometimes these streams feel like a caste system in India. Parents never give time to understand what students want to do, what is their hobby and what do they want to pursue.

During the time of placements or job interview, people do not know what a SWOT analysis is. SWOT denotes Strength Weaknesses Opportunities and Threats. It allows any person to identify their negative and positive parts and work on it so that they can deliver their work. Many institutions don’t do that ultimately leads to drastic failure of students.

Skill acquisition and know strengths are important part of life. In the higher education field we should not study only getting a degree or to get a job but we should look completely over the skills so that we can utilize our strengths into what it suits us.

Higher Education Issues and Challenges in India

In India, Higher Education faces some challenges and issues that need to be seen by government. When compared with other agricultural nations, India has a very low level of advanced education, which is just 26.3%. In India, many schools and colleges do not meet the basic requirements set by the UGC, which renders them unable to position themselves from among top colleges around the globe.

• Enrollment and Faculties

More than 670 colleges exist in India today, no less than 38,000 universities, 817000 instructors and educators, and more than 28000000 understudies registered. School, college, student, and instructor numbers keep developing every year. The courses available to understudies are diverse. The number of students applying for master’s programs across the country exceeds 140,000,000. More than 20490000 understudies are enrolled in post-graduate programs. The year 2014 was selected for both research and confirmation to cover around 1370000 understudies.

• Quality Education

Attempting to expand new universities requires swindling money from understudies and their families. Long-term problems with quality training have been caused by deficiencies in staff and the inability of the state educational framework to draw in and retain good educators. Despite the abundance of job opportunities in advanced education, a large number of NET/PhD competitors are unemployed. Due to market opportunities and pioneering enthusiasm, numerous establishments are utilizing the carelessness of the administrative climate to offer ‘degrees’ not verified by Indian specialists, and a lot of foundations are obtaining funds by creating fake NGOs. Understudies from rural and semi-urban foundations regularly enroll in these organizations and universities.

However, in India, numerous colleges and schools have not met the UGC’s low standards. Consequently, we are not in position to place among the top universities in the world. Furthermore, reduced administrative financial assistance negatively impacts small and rural educational institutions. Thus, only a small number of first-class students can attend advanced education, reducing general access.

Higher Education as an agent of change

Higher education’s mission is to address large challenges and lead exploration in areas that are in need throughout the world, thereby supporting social values like welfare and social commitment. It is possible to be surprised to discover you are naturally talented in a certain area of math, to have a particular preference for moving, or to find a particular creator you enjoy more than others. Their time should be managed well, they should step up, and they should stay on top of things. It is these skills that can be applied to everyday concerns, from maintaining one’s living space to being a strong person to dominating at one’s job.

Today’s marketplace requires business people to have administration skills, progressive theoretical aptitudes, and development-improved learning abilities. Not just a couple of high school and college graduates are required. By doing this, it will enable schools to make the changes in curricular content, instructional methods, and task plans needed to ensure an undeniably strong link between what students in their institutions are learning and what graduates are reasonably expected to do. As a result, all understudies will have a better educational experience and prepare to function as managers with their multicultural smoothness.

Ideally, the new hire will possess the relevant experience, knowledge, and affiliations; this will allow him/her to stay on the cutting edge of the industry and interface such cutting edge practices to the development of the association. Aware of complex authoritative construction and implementing that information with discernment abilities and higher-request thinking, the hiring manager additionally expects that the new hire will develop a strong, encompassing, and flexible grasp of the organization.

Importance of Higher Education

Institutions today provide their students with various programs that prepare them to enter different economic areas, assist them with remaining in the work market for long, and keep pace with the changes in the worldwide economy and changes in technological advancements. Innovation and development are driven by advanced education. The majority of enormous universities suggest that students not settle on a space of focus until after their first year, or maybe even their sophomore year. While you might not be sure which employment you are interested in pursuing, you should remain mindful that academic environments are probably the best grounds to examine your options and settle on your choice.

Having the ability to distinguish and deal with issues in an appropriate way is beneficial for both personal and professional activities. This course teaches you basic reasoning skills no matter what you’re learning, from how to approach a scholarly thesis to how to operate a motor.

Higher Education in India needs to be emphasized in a good way. The matter is that it should not be limited to only getting a degree and getting a job. Institutes providing higher education should ensure that focusing on practical and skill based knowledge are quite important in the field. If this can be achieved then we won’t be having corporate slaves, rather than we would be having great leaders and productive candidates who would be delivering their best in their respective fields.

FAQs: Frequently Asked Questions

Ans. GB Pant University is the biggest university in India.

Ans. Jawaharlal Nehru University was the first to receive A++ NAAC.

Ans. UGC stands for University Grants Commission.

Ans. Nalanda is considered to be the first University in the world.

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Moscow, like other international urban areas , is decentralizing, despite considerable barriers. The expansion will lead to even more decentralization, which is likely to lead to less time "stuck in traffic" and more comfortable lifestyles. Let's hope that Russia's urban development policies, along with its plans to restore population growth, will lead to higher household incomes and much improved economic performance.

Wendell Cox is a Visiting Professor, Conservatoire National des Arts et Metiers, Paris and the author of “ War on the Dream: How Anti-Sprawl Policy Threatens the Quality of Life ”

Note 1: The 23 ward (ku) area of Tokyo is the geography of the former city of Tokyo, which was abolished in the 1940s. There is considerable confusion about the geography of Tokyo. For example, the 23 ward area is a part of the prefecture of Tokyo, which is also called the Tokyo Metropolis, which has led some analysts to think of it as the Tokyo metropolitan area (labor market area). In fact, the Tokyo metropolitan area, variously defined, includes, at a minimum the prefectures of Tokyo, Kanagawa, Chiba and Saitama with some municipalities in Gunma, Ibaraki and Tochigi. The metropolitan area contains nearly three times the population of the "Tokyo Metropolis."

Note 2: The expansion area (556 square miles or 1,440 square kilometers) has a current population of 250,000.

Note 3: Includes all residents in suburban districts with at least part of their population in the urban area.

Note 4: Urban area data not yet available.

Photo: St. Basil's Cathedral (all photos by author)

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Moscow is bursting Noblesse

Moscow is bursting Noblesse at the seams. The core city covers more than 420 square miles (1,090 kilometers), and has a population of approximately 11.5 million people. With 27,300 residents per square mile (10,500 per square kilometer), Moscow is one percent more dense than the bleach anime watch city of New York, though Moscow covers 30 percent more land. The 23 ward area of Tokyo (see Note) is at least a third more dense, though Moscow's land area is at least half again as large as Tokyo. All three core areas rely

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Russians seeing the light while Western elites are bickering?

What an extremely interesting analysis - well done, Wendell.

It is also extremely interesting that the Russian leadership is reasonably pragmatic about urban form, in contrast to the "planners" of the post-rational West.

An acquaintance recently sent me an article from "The New Yorker", re Moscow's traffic problems.

The article "abstract" is HERE (but access to the full article requires subscription)

http://www.newyorker.com/reporting/2010/08/02/100802fa_fact_gessen

One classic quote worth taking from it, is: "People will endure all manner of humiliation to keep driving".

I do find it odd that the "New Yorker" article author says nothing at all about the rail transit system Moscow had, on which everyone was obliged to travel, under Communism. It can't surely have vaporised into thin air?

Moscow is a classic illustration of just how outmoded rails are, and how important "automobility" is, when the auto supplants rails so rapidly than even when everybody did travel on rails up to a certain date, and the road network dates to that era, when nobody was allowed to own a car; an article written just 2 decades later does not even mention the rail transit system, other than to criticise the mayor for "failing to invest in a transit system".......!!!!!!!!

This is also a give-away of "The New Yorker's" inability to shake off the modern PC ideology on rails vs cars.

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