Higher Education Trends in the 21st Century by Adrian Blight

Introduction As higher education moves into the 21st century, there are a variety of factors or trends that are affecting institutions of higher education. How these institutions approach these changes will determine whether they remain competitive in the future, or if they will cease to exist. These new concerns are forcing universities to think more along corporate lines than ever before. "Presidents have become corporate managers, and management has become increasingly focused on accountability." (Kezar) This has caused many of them to model themselves after corporations in relation to cost efficiency, calculability, and predictability. While all of this is not negative in itself, it has the effect of shifting the focus from the true purpose of education - the student. It will become increasingly difficult to balance these two as a more sophisticated public demands more quality options and accountability for less cost. Collaboration In order to meet these new trends and to become more competitive as they enter new markets, higher education has increased offerings in vocational certification and distance education programs. In doing so, they are also adopting a more business-like model that emphasizes the bottom line by focusing on collaboration. "There is increased interest in partnerships - between the business world and the academy." (Kovel-Jarboe) This has led to many corporate-college and other similar alliances. As colleges struggle to meet these fiscal changes with ever-decreasing funds, another area of collaboration has been between secondary schools and universities, as well as among universities themselves. "Collaboration among different higher education institutions is also a major trend, especially around issues such as technology, where resource constraints encourage this type of complex collaboration." (Kezar) Although these types of alliances have occurred to some extent in the past, they are becoming more widespread than ever before. Funding Shifts Public funding is always a concern in higher education. "Federal financial aid has undergone two major changes: it has shifted overwhelmingly toward loans, rising from abut half to about three-quarters of all federal aid." (Zusman) This has a negative effect on those of low income because they are unwilling to go into heavy debt to pay for a college education. At the state level, there is better news. "A national study found that state appropriations to higher education reached $52.8 billion in fiscal year 1999, an increase of 6.5 percent over the previous year. In addition, higher education's share of state general fund budgets increased in 1999 for the first time in over a decade." (Kezar) As the role of corporations expands and public funding continues to decrease, there will be an increased dependence on private funds. The good news is that some states are following California's lead and offering grants to all students who choose to go to college. These grants are based on family income and size as well as tuition costs, but they are very generous. The result is that those who previously would not have considered going to college because of the cost now have the opportunity to do so. Changing Demographics Another major shift is the changing demographics of the student population in higher education. As the population of traditional college-age youth and corresponding high school graduates began to decline in the 1980s, they were replaced by an older population seeking a college education. At the start of the 1970s, this population was 48%; by 1980 it was 63%. (Cohen) By 1986, women comprised 30% of the students, and this has increased steadily ever since, and now they now make up a majority in many colleges (at our local community college, women make up over 63% of the student body). Nearly 40% of ethnic minorities were enrolled by the 1970s, and by 1977, they were "more than 60% of the enrollment in the Los Angeles Community College District." (Cohen) These trends are being felt across the country at all levels of higher education. This growing adult-student population cannot be ignored. "The average worklife [sic] in the future will consist of six or seven different careers carried out sequentially. Life-long learning is becoming a necessity rather than the enrichment opportunity it may have been in the past." (Kovel-Jarboe) As employers cut back and offer fewer opportunities for training and advancement, adult learners will be looking to those institutions that can meet their needs, both academically and financially (since they will more likely be paying for this out of their own pockets). Colleges that heed this trend and offer what these students require will be the ones that endure Student Needs These trends have resulted in a major rethinking of student needs. "Many higher educators are considering what this change in the student body means for student services. New technology providers can be models and leaders for higher education instituitions [sic] in the development of student services for adult and continuing students." (Kezar) Adult students are more sophisticated consumers, and will look to those institutions that can offer the education that fits their academic needs as conveniently and inexpensively as possible. "In addition to the traditional classroom instruction, students can easily take courses from other 'approved' institutions in real time or asynchronously through the use of various mediating technologies." (Kovel-Jarboe) Schools that address these trends by improving their academic and vocational offerings, both in traditional classes and at a distance - and improve their student services - will be the ones that survive the inevitable shakeout that is to come. Paradigm Shift This growing diversity among students is also affecting educational planning and practice. "The growth of adult students and the rise of lifelong learning have resulted in a major rethinking of student needs." (Kezar) Universities must now assess how they will ensure the success of these diverse students. "The social, technological, ecological, economic, and information challenges of our time require a whole new approach to education." (Dickinson) This has caused an increasing shift away from the Instructional Paradigm toward the Learning Paradigm. This paradigm focuses more on how students learn by looking at the various learning styles and multiple intelligences, and then designing learning environments based on these principles. As more and more in academia realize the need to do this, they are seeing that teachers need to assume increased roles in providing these learning opportunities. "Schools are beginning to recognize that teachers, who ultimately have the responsibility of educating students, must have the power, knowledge, and expertise to make decisions regarding the best way to help students learn." (Dickinson) Because of this, an increasing number of schools are implementing a wider variety of optional faculty development programs, both face-to-face and online, that will assist faculty in tackling these new opportunities in order to meet the educational objectives of the institution and students. Faculty who take advantage of these programs will move into the future with their institutions; those who don't will be left behind. Conclusion These are a few of the trends that must be addressed if schools are going to restructure successfully to meet the demands of their communities as well as the needs of faculty for adequate professional development. By forming partnerships with businesses and other schools and by using technology more efficiently there will be many positive outcomes for everyone involved. Colleges must offer better student services, more learning options (both in the classroom and online), at a cost that the student can afford. If universities keep their finger on the pulse of change and remain flexible enough to meet these ever-changing demands imposed upon them, it appears that the results can be a win-win situation for all concerned. These results include: increased student enrollment, higher retention rates, improved institutional reputation, better academic advising and counseling, and, of course, a faculty that will be better prepared to meet these new demands. The alternative for those who ignore these signs is to go the way of the dinosaur because students, who are becoming more astute consumers, will select those institutions that give them what they want - "the most bang for the buck."