Running head: VALUE AND QUALITY IN A COLLEGE EDUCATION

Expectations for Value and Quality in a College Education:

Institutions Must Rise to the Challenge
Lena M. Friend
Wright State University
SAA7620, Spring 2014




VALUE AND QUALITY IN A COLLEGE EDUCATION 2

When asked about what value and quality in a higher education meant to them, student
affairs pupils agreed that affordability, inclusiveness, availability of desired programs, good
geographic location, branding, attention to diversity, and transparency were important values to
consider in a college education. Quality of ones college education and experience will be
evidenced after graduation by way of employability and good wages. Porter (2002) posits that
graduates can also experience greater work productivity, increased workforce flexibility,
decreased prejudice, enhanced knowledge of world affairs, and greater social status. Studies have
shown a strong correlation overall between possessing a college degree and the higher quality of
ones life, such as with cultural and family values and in economic growth (Porter, 2002).
The Student Learning Imperative asserts that student learning and personal development
are the most important goals of an undergraduate education (American College Personnel
Association, 1994). Student Affairs professionals need to do their part to enhance student
learning and personal development by:
Aligning with the institutional missionguided by process values and desired outcomes
Allocating resourcesreward processes that produce desired student outcomes
Collaborate with other institutional agentsbe learning-oriented
Become experts on studentsenvironments, teaching, and learning processes
Base policies and programs on promising practicesverified by research and data
assessment
According to Astin, Pascarella & Terenzini (as cited in Chambers, 2010) research studies
have shown that the time and energy students commit to academically focused activities is the
number one predictor of his or her learning and their personal development. According to
Chambers (2010) quality institutions of higher education are those that provide opportunity for
VALUE AND QUALITY IN A COLLEGE EDUCATION 3

varied educational activities which lead to valued and meaningful academic outcomes. To
measure these outcomes institutions must collect an assortment of information that will provide
data on student educational experiences that are considered meaningful and the academic settings
in which the activity was delivered (Chambers, 2010).
A learning environment that is guided by Chickering & Gamsons (1987) Seven
Principles for good Practices in Undergraduate Education can also enhance a students
learning experience.
It lists good practices in undergraduate education as:
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
According to Chambers (2010) students want more interaction with their instructors.
Studies have shown that students learn directly from their instructors on how to think about and
solve problems from this direct interaction, both from inside and outside the classrooms.
Students view faculty as more than just an instructor, they see them as role models, mentors, and
guides for lifelong learning.
Student affairs professionals should create programs and activities that promote student
interaction within peer groups as well. Kuh (as cited in Chambers, 2010) propones that peer
groups enhance student engagement and a students learning experience. Research proves that
VALUE AND QUALITY IN A COLLEGE EDUCATION 4

campus environments have a powerful impact on students success, for both those living in the
residence halls and for commuters. The studies support enhancing a campus environment with
large dining halls and gathering places for students, as well as spaces for quiet study and small
group work to improve students learning and personal development (Chambers, 2010).
With tuition costs on the rise, many have questioned the value of continuing an education
beyond high school. This is especially true for low-income families who already struggle to
balance their budgets before adding college expenses. However it may seem, there are extensive
data to support the view that the extra financial burden associated with pursuing a college degree
is worth it. The earnings difference between high school graduates and college graduates vary
over time, but overall college graduates earn more. Over the working life of a high school
graduate they will earn on an average of $1.2 million; those with an Associates degree an
average of $1.6 million; and college graduates with a Bachelors degree will earn an average of
$2.1 million over his or her lifetime. The average cost to attend a public 4-year university is
around $9,000 per year. A sizeable difference when you weight in the many benefits a college
degree can bring to ones life overall versus the cost to attain it (Porter, 2002).
Besides income, other benefits should be considered. The Institute for Higher Education
Policy reports that college graduates also realize higher levels of savings, increased personal
and professional mobility, improved quality of life for their offspring, better consumer decision
making, and more hobbies and leisure activities (as cited in Porter, 2002, p. 2). Research has
also consistently shown a positive correlation between obtaining a college degree and good
health and lower mortality rates for graduates and their children (Porter, 2002).
While most people believe that getting a college education will lead to success, many do
not believe it is attainable because of the soaring cost. Those who can afford it are asking
VALUE AND QUALITY IN A COLLEGE EDUCATION 5

themselves Is it worth it? Studies show that 57% of Americans have said colleges in the United
States have failed to prove their value for the money (Adam, 2012). Institutions will need to
prepare for student consumers as they bring higher demands for more value for their education
dollars. Students want proof that institutions are making the grade through the use of
measureable outcomes. As students grow more increasingly responsible for paying larger
portions of their own college expenses, the more important the quality of an educational
experience and the perceived return on investment (ROI) have become to them (Scholder & Cox,
2009). Universities have to be ready to make a case for the value of their institution, as this is the
most influential tactic for garnering the attention of prospective students and their parents.
Hesket, Sasser Jr. and Schlesinger (as cited in Scholder & Cox, 2009, p.2) stated that
Customers today are strongly value-oriented. They seek results and service process quality that
far exceeds the price and acquisition costs they incur for a service.
By garnering student opinions, institutions can better monitor student satisfaction as well
as acquire useful data to inform decisions about areas of student life worth investing institutional
resources in. According to Scholder and Cox (2009) common objectives for pursuing this type of
research are to:
Identify institutional features that are important to students
Compare the identified features with student satisfaction or dissatisfaction to determine
how it relates to retention
Make decisions about where to invest institutional resources to improve student
satisfaction with their overall educational experience and therefore raise completion rates
In conclusion, not every college student's experience is the same and their experiences
change over time. No educational experience is stationary, nor is it removed from other factors
VALUE AND QUALITY IN A COLLEGE EDUCATION 6

happening in students' lives. Institutional leaders need to take student concerns about their
educational experiences seriously, because whether their views are positive or negative, they are
real and can ultimately impact a students persistence, performance and degree completion
(Chambers, 2010).

VALUE AND QUALITY IN A COLLEGE EDUCATION 7

References
Adam, M. (2012). Is college worth it?: Essential Readings Condensed for Quick Review.
Retrieved from ERIC Database. EJ978323.

American College Personnel Association (ACAP). (1994). The student learning imperative.
Washington, DC: Author.

Chambers, T. (2010). What I hear you saying is; Analysis of student comments from the
NSSE. College Student Journal, 44(1), 3-24. Retrieved from:
http://ezproxy.lib.indiana.edu/login?url=http:
//search.ebscohost.com.ezproxy.lib.indiana.edu/login.aspx?direct=true&db=crh&AN=48
646424& site=ehost-live

Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate
education. AAHE Bulletin, 39(1), 3-7.
Porter, K. (2002). The value of a college degree. (ERIC Digest). Retrieved from ERIC database.
(ED470038)

Scholder, T., & Cox, L. (2009, September). Student Experience Assessments: Best Practices in
Student Satisfaction and Retention Research. Paper presented at the 2009 AIR Forum,
Atlanta, GA.