Miguel Llovera Da Corte Discussion Question: Week 1 - Projected Changes in Higher Education EPSY 5473 September 29, 2012

PROJECTED CHANGES IN HIGHER EDUCATION

According to Frank Newman (1999) higher education in this country is in a period of change and turbulence that is likely to bring about substantial transformation of the system of higher education and, for many students, the nature of going to college. The projected changes in the higher educational environment for the 21st century can be explained by a continuous shift in demographics, a new pattern of expectations established by instructors and students, and the existence of new delivery systems that make education accessible for those that need to respond to the needs of todays global era. Individuals that have been in the working field for more than 10 years, have realized that in order to remain competitive they must go back to school. A vast majority of these individuals have decided to attend community colleges for two main reasons. First, community colleges are more affordable than private or semi-private four-year colleges. Second, individuals are not willing to spend four plus years going to school; they are only interested in getting a certification in their area of expertise or an associates degree. With the decline in birth rates, particularly in the United States, it is evident that older people are willing to further their education as a means of remaining employed. Some higher educational institutions have gone from the rigidity and methodology of the traditional academy to a new system that has lowered its standards to satisfy the needs of a target

population. Instead of having students adapt to traditional teaching practices, these practices have become less rigorous because of the demands of the new global era. To support this claim, Canja (2002) believes that lifelong learning has become an economic necessity for national and global productivity. The increase in the number of individuals that are neither willing to devote a considerable amount of time in the traditional classroom nor eager to interact with an instructor that is going to tell them how to think and how to interpret information, has caused adult education to be perceived as too marginal and not mainstream enough when compared to services and support offered to full-time students between the ages of 18 and 22. (Sissel, Hansman, & Kasworm, p. 21, 2001). A substantial proliferation in the number of online programs designed for working adults, who are willing to teach themselves how to apply knowledge to real life, practical situations, has forced many institutions to dilute the curriculum of their programs. As a result of this dilution, higher educational institutions credibility and brand reputation has been reduced. Undoubtedly, changes in the traditional higher educational environment appear to be dramatic. Our society is moving towards a trend that deviates from the traditional promotion of quality education. The actual higher educational system displays inconsistencies in the responsibilities among institutions for inculcating skills and promoting learning. As future leaders in educational settings, our efforts should be oriented to the promotion of accessible learning and greater efficiency in the use of resources meant to produce quality educated professionals.

References: Canja, E.T. (2002, Spring). Lifelong learning: Challenges & opportunities. CAEL Forum and News, 26-29. Newman, E (1999, March 5). The transformation of American higher education. Retrieved from http://www.futuresproject.org/publications/american_education.pdf Sheared, V. (1994). Giving voice: A womanist construction. In E. Hayes & S. A. J. Collin III (Eds.) Confronting racism and sexism in adult continuing education. San Francisco, CA: JosseyBass. Sissel, P.A., Hansman, C.A., & Kasworm, C.E. (2001, Fall) The politics of neglect: Adult learners in higher education. New Directions for Adult and Continuing Education, 91 -17-27.