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What’s the Value of Higher Education?

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

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

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

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

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

Q: Why does higher education matter?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

By amy gutmann, president, university of pennsylvania.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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What you need to know about higher education

UNESCO, as the only United Nations agency with a mandate in higher education, works with countries to ensure all students have equal opportunities to access and complete good quality higher education with internationally recognized qualifications. It places special focus on developing countries, notably Africa. 

Why does higher education matter?  

Higher education is a rich cultural and scientific asset which enables personal development and promotes economic, technological and social change. It promotes the exchange of knowledge, research and innovation and equips students with the skills needed to meet ever changing labour markets. For students in vulnerable circumstances, it is a passport to economic security and a stable future. 

What is the current situation? 

Higher education has changed dramatically over the past decades with increasing enrolment, student mobility, diversity of provision, research dynamics and technology. Some 254 million students are enrolled in universities around the world – a number that has more than doubled in the last 20 years and is set to expand. Yet despite the boom in demand, the overall enrolment ratio is 42% with large differences between countries and regions. More than 6.4 million students are pursuing their further education abroad. And among the world’s more than 82 million refugees, only 7% of eligible youth are enrolled in higher education, whereas comparative figures for primary and secondary education are 68% and 34%, respectively ( UNHCR) . The COVID-19 pandemic further disrupted the way higher education was provided.

What does UNESCO do to ensure access for everyone to higher education? 

UNESCO's work is aligned with Target 4.3 of SDG 4 which aims, by 2030, “to ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university”. To achieve this, UNESCO supports countries by providing knowledge, evidence-based information and technical assistance in the development of higher education systems and policies based on the equal distribution of opportunities for all students. 

UNESCO supports countries to enhance recognition, mobility and inter-university cooperation through the ratification and implementation of the Global Convention on the Recognition of Qualifications concerning Higher Education and regional recognition conventions . To tackle the low rate of refugee youth in higher education UNESCO has developed the UNESCO Qualifications Passport for Refugees and Vulnerable Migrants , a tool which makes it easier for those groups with qualifications to move between countries. The passport brings together information on educational and other qualifications, language, work history. UNESCO places a special focus on Africa with projects such as the Higher Technical Education in Africa for a technical and innovative workforce supported by China Funds-in-Trust.  

​​​​​​​How does UNESCO ensure the quality of higher education? 

The explosion in demand for higher education and increasing internationalization means UNESCO is expanding its work on quality assurance, helping Member States countries to establish their own agencies and mechanisms to enhance quality and develop policies particularly in developing countries and based on the Conventions. Such bodies are absent in many countries, making learners more vulnerable to exploitative providers.  

It also facilitates the sharing of good practices and innovative approaches to widen inclusion in higher education. As part of this work, it collaborates with the International Association of Universities to produce the World Higher Education Database which provides information on higher education systems, credentials and institutions worldwide. 

​​​​​​​How does UNESCO keep pace with digital change?  

The expansion of connectivity worldwide has boosted the growth of online and blended learning, and revealed the importance of digital services, such as Artificial Intelligence, Big Data and Higher Education Management Information Systems in helping higher education institutions utilize data for better planning, financing and quality. 

The COVID-19 pandemic has accelerated this transformation and increased the number of providers and the range of degree offerings from cross-border to offshore education.  The Organization provides technical support and policy advice on innovative approaches to widening access and inclusion including through the use of ICTs and by developing new types of learning opportunities both on-campus and online. 

How does UNESCO address the needs of a changing job market?

Labour markets are experiencing rapid changes, with increased digitization and greening of economies, but also the rising internationalization of higher education. UNESCO places a strong emphasis on developing science, technology, engineering and mathematics (STEM) education, indispensable to sustainable development and innovation. It aims to strengthen skills development for youth and adults, particularly literacy, TVET, STEM and higher education to meet individual, labour market and societal demands.  

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Top 10 Reasons Why Is Education Important

Updated: June 19, 2024

Published: April 15, 2020

Most of us have grown up being taught the importance of education. But why is education important? Through your frustrating school years, you may have thought that it was a waste of time, or was just something that you needed to do in order to get a job. Truth be told, however, education goes so much beyond just getting a job and making your parents happy. In fact, it’s one of the most powerful tools out there.

What Is Education?

Education means studying in order to obtain a deeper knowledge and understanding of a variety of subjects to be applied to daily life. Education is not limited to just knowledge from books, but can also be obtained through practical experiences outside of the classroom.

Top 10 Reasons: Why Is Education Important?

There are many different understandings and definitions of what education is, but one thing can be universally agreed upon, which is the importance of education — and here’s why.

1. Provides Stability

Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree , you increase your chances for better career opportunities and open up new doors for yourself.

2. Provides Financial Security

On top of stability, education also provides financial security, especially in today’s society. A good education tends to lead to a higher paying job, as well as provide you with the skills needed to get there.

3. Needed For Equality

In order for the entire world to really become equal, it needs to start with education. If everyone was provided with the same opportunities to education , then there would be less gaps between social classes. Everyone would be able to have an equal chance at higher paying jobs — not just those that are already well-off.

4. Allows For Self-Dependency

The importance of education is evident when it comes to being self-dependent. If we are we educated, then it’s something that belongs to us, and only us, allowing us to rely on no one else other than ourselves. It can allow you to not only be financially independent, but also to make your own choices.

5. Make Your Dreams Come True

If you can dream it, you can achieve it. An education is the most powerful weapon you can possibly have, and with it, you can make all of your dreams come true. There are of course certain exceptions, depending on what you’re aiming for, but generally an education will take you as far as you’re willing to go.

6. A Safer World

Education is something that’s not only needed on a personal level, but also on a global level, as it’s something that keeps our world safe and makes it a more peaceful place. Education tends to teach people the difference between right and wrong, and can help people stay out of risky situations.

7. Confidence

Being self-confident is a major part of being successful in life. And what better way to gain that confidence than with an education? Your level of education is often considered a way to prove your knowledge, and it can give you the confidence to express your opinions and speak your mind.

8. A Part Of Society

In today’s society, having an education is considered a vital part of being accepted by those around you. Having an education is believed to make you a useful part of society, and can make you feel like a contributing member as well.

9. Economic Growth On A National Level

An educated society is crucial for economic growth. We need people to continue to learn and research in order to constantly stay innovative. Countries with higher literacy rates also tend to be in better economic situations. With a more educated population, more employment opportunities are opened.

10. Can Protect You

Education can protect you more than you know, not only on a financial level, but it can help prevent you from being taken advantage of by knowing how to read and write, such as knowing not to sign any bogus documents.

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Education is important for children.

Children are the future of our world, making education crucial for them. Their knowledge is what’s going to keep our world alive and flourishing.

At Childhood

During the childhood development stages, the importance of education is stronger than ever. It’s a time for children to learn social and mental skills that will be crucial for their growth and success in the future. Education at childhood also offers a chance for self-discovery and to learn about their unique interests.

The importance of education in our lives goes far beyond what we can read in a textbook. Education also provides childhood with knowledge such as how to produce artwork and make music. Education allows us to analyze what’s in front of us, and even learn from our mistakes.

Goal Building

By learning from a young age, children are given the chance to start building goals for themselves. Education means having the logic to set your mind to something and achieve it.

Importance Of Education In Society

For a modern society, education is of utmost importance. There are so many influences coming from all directions, and education can help us decipher what we should take as true, and what we should take with a grain of salt. Education can mold people into functional members of society with the right kinds of values.

Productivity

Education is needed for a productive society. Our population only continues to increase, and in turn, so do our needs. We need a strong and efficient workforce of educated people to provide us with the services we need for everyday life.

The Impact Education Has On The World

With education, people can become better citizens, knowing right from wrong, allowing for a better society where laws are followed. An educated nation knows about the importance of voting, doing so with the knowledge not blindly, but also having an understanding of what their party truly stands for. Education can also help people get jobs, which is what a nation thrives on.

Inspiring Quotes On What Education Truly Is

Why is education important, and what is it exactly? While every person has a different understanding of its true meaning, here are some of the most inspiring quotes by some legendary people.

• “Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela
• “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” — Malcolm X
• “An investment in knowledge pays the best interest.” — Benjamin Franklin
• “Education is not preparation for life; education is life itself.” — John Dewey

What Are Some Other Reasons Why Education Is Important?

There are endless reasons why education is so important, especially since it also has endless connotations and meanings.

Mind And Body

Our mind and bodies are connected more than we know. With a powerful, well-educated mind, so too are our bodies.

Education helps us understand how to best take care of ourselves, boosting our confidence and overall well-being. Studies have shown that each additional year of education can add up to 1.7 years to our lifespan at the age of 35.

The importance of education also extends to personal growth. By constantly learning, asking questions, and seeking knowledge, we can achieve things we never imagined before. Education helps us get to know ourselves better, whether through books, courses, or professional consultations.

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Worldwide value.

Education is the best way to ensure a positive global perspective. Without proper education, it is difficult to understand what is considered appropriate and how to behave.

Education brings us closer to the goal of world peace by teaching us about our place in the world and our responsibilities to humanity. It instills values far beyond the classroom, encompassing lessons learned at home and through interactions with others. These teachings are essential aspects of what education entails, guiding our behavior and understanding of the world.

Sharpens Your Thinking

Education is essential for sharp and clear thinking. It keeps you informed about the world, making you aware of current events and the people around you. Education helps you understand your strengths and weaknesses, guiding you to focus on the right areas.

It enhances logical reasoning, enabling you to argue effectively with accurate facts and work through situations logically. Education keeps you focused and on track, knowing the right path for you.

It also promotes innovation and creativity, allowing your mind to reach its full potential. Education develops basic life skills and street smarts, teaching us how to best conduct ourselves daily.

Education can be the most freeing and empowering thing in the world. It enables you to live life to the fullest by gaining a vast amount of knowledge about the world. Education ensures continual learning from various sources, whether through people, newspapers, experiences, research, or traditional classes.

It breaks barriers, empowering people globally and offering equal opportunities for all socio-economic backgrounds. University of the People, a tuition-free, online university, exemplifies this by providing accessible higher education to everyone.

Education allows you to become the best version of yourself, discovering your interests, strengths, and place in the world, making you feel complete and self-aware.

Education In The Modern World

Education today is more important than ever before, and has reached new heights with new understandings of what it truly entails. Ask yourself “Why is education important?” and it will surely not be the same as anyone else’s answer.

While in modern society, holding a college degree is considered to be highly beneficial for a successful career and to be socially accepted, it is not the only means of education. Education is all around us in everything that we do, so use it wisely!

FAQ Section

What are the primary goals of education.

The primary goals of education are to impart knowledge, develop critical thinking, and foster personal and social growth. It aims to prepare individuals for the workforce, promote civic responsibility, and encourage lifelong learning.

How does education influence future opportunities?

Education enhances future opportunities by increasing employability, boosting earning potential, and providing a foundation for personal and professional growth. It opens doors to higher-paying jobs and further educational pursuits.

How does education vary across different countries?

Education varies globally in structure, quality, and accessibility due to differences in economic development, cultural values, and government policies. Some countries focus on standardized testing, while others emphasize holistic or experiential learning.

What is the role of technology in education?

Technology enhances education by providing access to online learning, digital resources, and interactive tools. It supports personalized learning, enables innovative teaching methods, and makes education more accessible and engaging.

How does education contribute to personal growth?

Education promotes personal growth by expanding knowledge, improving cognitive abilities, and fostering critical thinking. It helps develop self-awareness, emotional intelligence, and effective communication skills.

How does education address societal issues like discrimination?

Education combats discrimination by promoting inclusivity and awareness. It teaches about diversity, tolerance, and human rights, helping to break down prejudices and empower marginalized communities.

What are the economic benefits of investing in education?

Investing in education leads to higher productivity, increased innovation, and a more skilled workforce. It reduces poverty, boosts economic growth, and lowers reliance on social welfare programs.

Can education foster innovation and entrepreneurship?

Yes, education fosters innovation and entrepreneurship by encouraging creative thinking and problem-solving. It provides the skills and knowledge necessary for developing new ideas and launching successful businesses.

What role do educators play in shaping the educational experience?

Educators shape the educational experience by creating engaging learning environments, guiding students, and adapting teaching methods to meet diverse needs. They mentor and inspire students to achieve their full potential.

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

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What Is the Purpose and Future of Higher Education?

A sociologist explores the history and future of higher education..

Posted February 18, 2019 | Reviewed by Jessica Schrader

A recent story asked, “ Can small liberal arts colleges survive the next decade? ” This question is important as we see the closure of some small schools, mostly in areas away from big cities. Yet, as University of California Riverside sociology and public policy distinguished professor Steven G. Brint notes based on his new book Two Cheers for Higher Education , “There’s always been a small number of colleges that close every year—usually fewer than a dozen—and more are opened for the first time than closed.” This illustrates, among other things, why it is important to consider a historical perspective on higher education to place recent individual news stories in context. That’s exactly what his latest book does: It explores the rich history of higher education, leading him to argue that overall higher education appears to be doing quite well, but also that there remain important concerns for higher education on the horizon.

I asked Steven questions about the purpose of higher education, why he argues higher education is doing quite well, and what his concerns are for its future. Anyone interested in the rich history of higher education and how that informs the future of higher education should read this book. Going to college or university is increasingly a fixture and perhaps even an obsession for parents and students, and understanding the history of that industry is useful to help us think about why we encourage students to go to college in the first place.

What, in your view, is the purpose of higher education?

The aims of higher education change over time. In the United States, the original purposes were to prepare students for a few “learned professions,” especially the clergy, and to provide a strong, religiously tinged moral education. Many of the activities that we now associate with higher education—extra-curricular clubs, majoring in a defined specialization, faculty research, access for socioeconomically disadvantaged students—came later.

Today, we would have to start by recognizing the fundamental fact that the purposes of higher education are highly differentiated by the stratum in the system institutions occupy. The aims of community colleges are very different from those of research universities. I do not talk about community colleges in the book, though I did write a book on community colleges early in my career . The great majority of the 3,000 or so four-year colleges and universities are primarily devoted to teaching students, mainly in occupational fields that in theory equip graduates to obtain jobs. Students will receive a smattering of general education in lower-division and will have opportunities to participate in extra-curricular activities. The latter are more important for many students than classroom studies. Students hone interpersonal skills on campus, make contacts that can be useful for instrumental purposes as well as ends in themselves. For those who finish, their diplomas do provide a boost in the labor market, more for quantitative fields than for other fields.

Research universities are of course the most complex environments and the range of their activities is difficult to catalog in a short answer. In addition to providing instruction in hundreds of programs, they run hundreds of student clubs and organizations, contribute to the selection of high achieving students for graduate degrees, train and mentor graduate and professional students, produce thousands or tens of thousands of research papers annually, reach out to industrial partners, field semi-professional athletic teams, solve community problems, run tertiary care hospitals, patent new discoveries and attempt to create environments conducive to learning for a very wide variety of students. One could say that these activities, taken together, constitute the enacted purposes of research universities.

However, when you look at their activities from the perspective of public policy, the focus will tend to be on three main purposes: (1) human capital development (in other words, improving the cognitive and non-cognitive skills of students), (2) basic research and research in the national interest, and (3) the provision of access for students from lower-income and under-represented minority backgrounds. Implicitly, Two Cheers for Higher Education focuses more on these primary aims of public policy than on some of the ancillary activities of universities. Of course, some of the activities that could be considered ancillary—such as student clubs and the patenting of new discoveries—are clearly related to these public policy aims. For that reason, I do also discuss them at some length in the book.

At a time when we see stories of colleges closing, why is it that you argue that higher education is doing quite well?

We do see some colleges closing and more colleges merging. There’s always been a small number of colleges that close every year—usually fewer than a dozen—and more are opened for the first time than closed. We do hear a lot of talk about mergers in recent years, and some of the regional public universities in rural areas are definitely struggling. Where population is declining steadily, it becomes harder to make the case for the local college. But population is not declining in urban areas or in suburban areas around big cities. Here we see new colleges rising or existing colleges growing larger. Higher education is doing quite well in the parts of the country that are seeing growth in population and wealth. Sometimes higher education has been an important influence in attracting employers, new jobs, and new wealth. The state of Georgia is an interesting example. It now has the 10th largest economy of the 50 states, and the investments that state leaders and donors have made in Georgia Tech, Emory, the University of Georgia, and Georgia State University have played an important role in the state’s impressive development.

Though your book is largely positive about higher education, you note some concerns about the future of higher education. What are those?

According to public opinion surveys, the major concerns of Americans have to do with cost, the quality of undergraduate education, and liberal bias in the classroom. I address each of these issues in the book. One hopes that criminal justice reform may allow most of the 50 states to invest more heavily in higher education, reducing family’s burdens. I also advocate a universal, income-contingent loan repayment policy similar to the ones that already exist in England, Australia and several other countries. My research has led me to agree with the critics that the quality of undergraduate education is too low for too many. I show in the book how the lessons of the sciences of learning can be embedded without much more than forethought in even large lecture classes. The evidence on liberal bias is mixed. Clearly, minorities remain subject to many discriminatory and wounding acts on college campuses. At the same time, where we find a liberal orthodoxy there’s a risk that assumptions and commitments will substitute for evidence and reasoning. We do need more spaces on campus where contemporary social and political issues can be discussed and debated.

I also discuss what academic and political leaders can do about the threat to the physical campus represented by online competition , by the tremendous growth of campus administrative staff (compared to the slow growth of faculty), and the deplorable increase in poorly-paid and sometimes poorly-prepared adjunct instructors.

I hope that the evidence and recommendations that I provide will stimulate new thinking and action in each of these areas of concern. The U.S. is fortunate to have the strongest system of higher education in the world, but many problems arose during the period I cover. It will be important to address these problems before they undermine public support for institutions that are now central to the country’s future well-being.

Brint, S. G. (2018). Two cheers for higher education: Why American universities are stronger than ever--and how to meet the challenges they face . Princeton, NJ: Princeton University Press.

Jonathan Wai, Ph.D. , is Assistant Professor of Education Policy and Psychology and the 21st Century Endowed Chair in Education Policy at the University of Arkansas.

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What role should universities play in today’s society?

Policy Program Director, Mitchell Institute, Victoria University

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Megan O'Connell is employed by Mitchell Institute, which is part funded by Victoria University. Victoria University receives public funding.

Victoria University provides funding as a member of The Conversation AU.

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Universities historically exist as institutions for the creation and dispersion of knowledge. But today, many young people enter university solely to prepare for careers.

In an era of demand-driven funding – where universities have the option to recruit as many students as they wish – is it beneficial for most young people to hold a university degree? Or is the benefit of a university education overstated, setting some young people up to fail?

Arguably, the higher the skill level of our workforce, the higher our country’s productivity .

But the nature of Australia’s workforce is changing.

Young people need to be prepared for a variety of roles in a future that will be transformed by automation and digitisation.

The CSIRO paints a picture that if institutions and modes of employment do not change, Australia will fail to compete with the world.

Where are the jobs of the future?

It is difficult to make accurate predictions about jobs of the future.

As the growth and subsequent decline in mining industry jobs show, industries can grow and contract faster than universities can supply graduates.

But we can look at current trends and predict the type of skills young people will need.

Occupations that rely on people skills have increased faster than average – for example, employment in health care and social assistance increased by over 20% in five years.

And as some occupations decline in job opportunities, others are transformed.

Online share trading platforms have driven a 20% decrease over five years in employment of financial dealers, as people can track share prices directly.

Jobs requiring high-level expertise – financial investment advisers and portfolio managers – have increased by nearly 40% in the same timeframe.

These roles draw on similar skillsets but at a higher level and across a range of functions, pointing to the need for young people to engage in cross-disciplinary deep learning.

These types of shifts in employment patterns and job descriptions are evident across industries, signalling that young people today will need to be more flexible and more entrepreneurial than in the past.

They need broad capabilities, while at the same time some roles are being transformed to require even deeper knowledge.

What is the role of higher education?

Higher education once represented a secure pathway to high-skill, high-wage jobs. But this pathway does not eventuate for over one in five young people who enter university but fail to complete their degrees.

We need to ensure young people are well informed about their course selection and are supported to complete their degrees.

Labour market outcomes for tertiary educated young people are far better than those without qualifications or who leave school early, but many still often struggle to gain a secure foothold in the labour market.

Data from the Longitudinal Surveys of Australian Youth reveal that graduate employment rates increase steadily upon bachelor course completion, rising to more than 90% by around 24 years of age. However, around one-quarter of those employed can only find part-time work.

What needs to be done?

Universities are not now, nor have ever been, solely focused on preparing young people for the workforce.

A broad general education, such as an arts or commerce degree, provides young people with a range of capabilities that may be as, or more, relevant to the changing economy than some occupationally specific degrees.

Young people need career advice and workplace experience to develop and apply their skills in an occupational context.

Entrepreneurial skills will be needed if young people are to create their own jobs in the future.

We need to ensure we have the right models of education to suit a range of interests and career aspirations.

Universities often have an edge on enabling students to develop deep knowledge, while developing capabilities in a workplace context that is often better suited to vocational education and training providers.

Even so, enrolments of domestic undergraduates have escalated while government funded enrolments in vocational education and training have declined by nearly 9% between 2014 and 2015.

Some existing university courses, like medicine and dentistry, are applied in their very nature, while other courses including public policy and planning are adopting internships to bridge the gap.

These pathways are particularly important for generalist degree graduates, as the link between knowledge gained and workplace capabilities is more tenuous, and graduate outcomes tend to be lower.

For courses more tightly linked to vocational outcomes, the degree apprenticeship path, as adopted in the UK, could provide an additional pathway to ensure skills learned in university can be applied to the workplace.

Both universities and vocational education providers have a shared role in securing the future labour force by fostering knowledge, analytic thinking, broad capabilities and technical skills in our young people.

A key priority should be ensuring young people are equipped and supported to make the choices that work for them and to choose a pathway that holds value in a rapidly changing economy.

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Achala Gupta

January 21st, 2021, what’s the purpose of university your answer may depend on how much it costs you.

3 comments | 70 shares

Estimated reading time: 7 minutes

Achala Gupta discusses findings from the Eurostudents project in this repost , detailing how student perceptions of the value and purpose of higher education reflect levels of marketisation in different European higher education systems.

The COVID-19 pandemic has brought the university sector under greater scrutiny. In some cases, this has prompted new conversations about the purpose of higher education. These have included the extent to which universities are upholding their commitment to public service , and whether the current institutional adjustments in universities will change the way higher education is delivered .

But what do students themselves think about what university is for? In 2017-18, my colleagues and I asked 295 students across six European countries – Denmark, England, Germany, Ireland, Poland and Spain – about what they believed to be the purpose of university study. Their responses shed light on the possible future of higher education in Europe.

This research , which forms part of the Eurostudents project , investigates how undergraduate students understand the purpose of higher education. We found that for many students, it serves three particular functions: to gain decent employment, to achieve personal growth, and to contribute to improvement in society.

But there were interesting variations in students’ views, which often corresponded to how much they had to pay for their studies.

The career ladder

The most common purpose of higher education that students spoke about was to prepare themselves for the labour market. Some students stated that a degree was essential to avoid having to take up a low-skilled job. However, many students believed that an undergraduate degree was insufficient for highly skilled or professional employment.

Here, we see a shift from a conception of higher education as an investment to help move up a social class to viewing it as insurance against downward social mobility .

As a student in England said:

“I don’t really think there’s much of an option. If you want to get a decent job these days, you’ve got to go to university because people won’t look at you if you haven’t been.”

There were some differences across countries. Emphasis on the purpose of university education being preparation for the job market was strongest in the three countries in our sample where students had to make greater personal financial contributions : England, Ireland and Spain.

Personal growth

The students in our study also discussed ideas of personal growth and enrichment. This was the case in all six countries, including in England where the higher education sector is highly marketised . This means it is set up as a competitive market, where students pay tuition fees and are protected by consumer rights legislation, while metrics such as league tables encourage competition among institutions.

Some students emphasised how they were “growing” through the knowledge they were gaining. Others placed more emphasis on aspects of wider learning that they had experienced since embarking upon their degree. This included interacting with a more diverse group of people than they had previously, and having to be more independent.

Students in Denmark, Germany and Poland talked about this kind of growth – which happened outside formal classes – more frequently than students in the other three nations. Notably, in these countries, students make less of a personal financial contribution to the cost of their university study. When this purpose was mentioned by English students, it was associated particularly with learning how to live independently.

Societal development

Students in all six countries talked about how higher education could improve society. This was brought up most frequently in Denmark, Germany and Poland – where students receive greater support from the government and make less of a personal financial investment to their university education than in the other countries in our sample.

Students tended to talk about their contribution to society by attending university in one of three ways: by contributing to a more enlightened society, by creating a more critical and reflective society, and by helping their country to be viewed more competitively worldwide.

A Polish student said:

“[University education is critical to] shaping a responsible and wise society …  one which is not blind, which will do as it is told.”

Meanwhile, a Danish student commented:

“We’re such a small country, we have to do well  … we have to do better because there are so many people around the world … we have to work even harder to compete with them.”

Only Danish and Irish students spoke about national competitiveness in this way. This is likely to be linked to specific geo-political and economic factors, particularly the relatively small size of both nations when compared to some of their European neighbours and the structure of their labour markets.

It is unsurprising to find that many students across Europe believe that a key purpose of university study is to equip them for the job market, as this is often the common message given by governments .

Nevertheless, as shown here, many students have broader views. They see the value of higher education in promoting democratic and critical engagement, while also furthering collective, rather than solely individual, ends.

The national variation we found also suggests that the enduring differences in funding across the continent may affect on how higher education is understood by students.

This post draws on the author’s co-authored article, Students’ views about the purpose of higher education: a comparative analysis of six European countries, published in Higher Education Research and Development . 

This article is republished from The Conversation under a Creative Commons license. Read the original article .

We are grateful to all students who gave up their time to participate in our focus groups. We would also like to thank the European Research Council for awarding Professor Rachel Brooks a Consolidator Grant, which funded this study (EUROSTUDENTS_681018).

Note: This article gives the views of the author, and not the position of the Impact of Social Science blog, nor of the London School of Economics. Please review our  Comments Policy  if you have any concerns on posting a comment below.

In text image, published with permission of the author. Featured Image Credit: Brooke Cagle via Unsplash.

About the author

Achala Gupta is a Research Fellow in Sociology at the University of Surrey

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Very interesting read. I find it facinating how in this study and from anecdotal evidence most study are looking to enter the labour force in markets rather than continuing on the doctorate level studies. In this way, it seems as though there should be more focus on funding institutions which help students prepare for life outside of academia rather than providing them which narrowly focused theoretical knowledge.

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What are The Benefits of University Education?

17 Jan 2023

10 Mins Read

“Education is for improving the lives of others and for leaving your community and world better than you found it.”  - Marian Wright Edelman                                   Whether you are considering a university education, currently enrolled in a course of study, or received your degree ages ago, you would have weighed the cost of your university studies against the benefits it will offer you throughout your lifetime. It’s a personal decision, a personal commitment and most of all, a personal investment.

In exchange for your hard work, you will benefit from the many rewards of a university education. Let’s review what you can look forward to (or are already enjoying).

Personal Benefits of a University Education

  1. Career Preparation

Some people know exactly what they want to do once they enter the workforce, and some people may need a tertiary education to get to where they need to be. A university degree remains a mandatory prerequisite for many careers. Even if you aren’t sure what you want to do after graduation, it is still worthwhile to go to university. Higher education will help narrow your interests and refine your skill sets, thus allowing you to zoom in on fields in which you are most adept.

Some have skills they haven’t yet discovered or haven’t had the opportunity to develop. Education stretches the mind, exposes students to new topics and pushes them to improve. As a result, students may discover skills they didn’t even know they possessed.

It’s a well-known fact that degree holders have access to more jobs. The unemployment rate is cut in half for graduates of bachelor’s programmes or higher.

2. Income Advantages

Getting a university education will improve your earning potential. When you look at income research, the evidence is clear that university graduates earn more than their counterparts without a degree.

A 2022 study has shown that in Singapore, those with a degree or post-graduate degree  can earn a median monthly salary of $4,200, more than double as compared to those with a secondary and lower education. This median monthly salary is also 62% per cent higher than the $2,600 median monthly salary for those with diploma or A-Level qualitifications 1 .

3. Personal Development

Students will experience personal development while in university. Things such as critical thinking skills, time management, perseverance, communication, and presentation skills are all great assets not only for future work but for personal life as well. University graduates get further in life, not just because of the degree they’ve earned, but the experiences they’ve gone through .

Students are required to go through many types of assignments, discussions, courses, and more during their time in education. Therefore, they end up with a wonderful skill set that is enabling.

A personal benefit to getting an education is the opportunity to grow as an individual, experiment with what you are passionate about, and finding yourself. You will be exposed to a diverse set of people and ideas which expand your mind.

Students are given increasing amounts of responsibility with each year of education they complete. It is the student’s job to manage their time and create their own success, leading to self-discipline abilities for those who succeed.

In addition, from extracurriculars, students learn arts, sports, and more that help them personally in life and to connect with others.

4. Pursuing a Passion and Desired Field

Pursuing your personal passion in the form of a university degree is the path that some people take and it’s a wonderful way to marry passion with profession. If you really love music, study music, then find a way to make a career out of it. With university studies, it will help you get a deeper and more theoretical understanding of your passions and ultimately, the possible career paths and mentors.

5. Cognitive and Communication Skills

University students study hard, and they study often. They are taught to think alternatively and creatively to solve a problem. As a result, university students have high cognitive abilities. Courses often require group work and presentations, resulting in better interpersonal communication skills for grads.

Students are required to submit written assignments, work in groups, participate in discussions, and present in front of others. This leads to excellent written communication, speaking skills, and group communication.

6. Social Experiences

Don’t forget that university life isn’t all about studying. The friends you make during your time in school may be the friends you have for life. They can also act as a social net, lifting you up when you are down and encouraging you to do your best in your studies, your profession, and in your life. Learning to live with others and work well with others enhances your social skills as well.

7. Sense of Accomplishment

Finishing any degree is an accomplishment. Graduating gives students a huge sense of accomplishment and gives them the confidence needed to go out into the world and make something of themselves.

Feeling convinced? There are so much more than just these personal benefits of education we have listed.

Not only will you personally benefit from receiving education when it comes to income, career advancement, skill development, and employment opportunities, your society and community will also benefit from your education.

A society that is well educated feels a higher sense of unity and trust within the community. Educated societies create a feeling of togetherness among all citizens. Societies with higher rates of degree completion and levels of education tend to be healthier, have higher rates of economic stability, and have greater equality.

For more surprising societal benefits of education, read on.

Societal Benefits of a University Education:

There is a distinct relationship between education and poverty. Countries that enjoy a strong education system and a higher percentage of their population with university degrees see a far lower number of people in poverty. Access to education can mean getting out of that vicious cycle. The poverty rate for those with no secondary education diploma is 29%; for those holding a bachelor’s degree or higher, it falls dramatically to 5% 2 .

The new world of digital education is helping those who get an education to connect across the globe with people from other cultures. Students can collaborate across borders, increasing the cultural awareness and worldliness of the individuals. Education offers a global perspective on the world that is not possible to attain elsewhere.

Those receiving an education would have to learn how to manage their time and talents and be productive. After graduation, students will need to carry that productive energy into the workforce and learn how to thrive amidst various challenges.

In Singapore, changes in the education attainment of workers have been the most significant factor in the growth of labour quality over the past 50 years 3 .

4. Critical Thinking Skills Education equips people with critical thinking skills. They are taught to ask questions, reflect, and analyse. These skills will help their local and global communities solve civic, economic, and social challenges. LinkedIn lists Leadership, Business Development Communication, Problem Solving, Management, Strategy, and Time Management as 7 of the 20 most in-demand skills in 2022.

5. Economic Growth When an entire society is educated, productivity increases, average income increases, and unemployment decreases. This leads to the economic growth and stability of a society as a whole. It starts with education.

If one country’s math and science test-score performance was 0.5 standard deviations higher than another country during the 1960s, the first country’s GDP growth rate was, on average, one full percentage point higher annually over the following 40-year period than the second country’s growth rate 4 .

6. Healthier Society

University grads tend to be healthier as well, with a 30% lower risk of heart disease, a tendency towards healthy eating and exercise, smoking less, and living longer. University graduates also tend to have higher rates of participation in political and community affairs, volunteerism, and charitable donations. Not only do healthier lifestyles drive a more ready-to-work labor force, it also reduces the cost of a city or country’s healthcare infrastructure. More resources can then be invested in infrastructure, technology, and poverty alleviation as a result.

7. Environmental Benefits

Climate change is a large part of the conversation today, and society needs to work together to find ways to reduce its impact on the earth. Educated individuals that enter the workforce will put their knowledge of climate change into company policies, leading to increased sustainability. People with degrees are 25% more likely, on average than people with no education qualifications, to adopt pro-environmental behaviours, such as paying more for environmentally friendly products 5 .

Professor Peter Lynn at the Institute of Social and Economic Research (ISER) notes, “more highly-educated people may be more willing to take environmentally-motivated principled actions such as buying recycled paper products or avoiding the purchase of over-packaged products.”

8. Reduces Crime

Education teaches people the difference between right and wrong and exposes children and young adults to the experiences of others. Understanding right and wrong and having empathy reduces the tendency to commit crimes. A higher level of education in society decreases overall arrests – just one year increase in average education levels of a state decreases state-wide arrests by 11% 6 .

9. Promotes Equality and Empowerment

Education provides everyone with a sense of empowerment, the idea that they have the choice to change their own lives and choose their path.

Gender-based violence is lower in communities with high education rates for all genders. Educated persons are more likely to support gender equality and are more likely to make efforts to stop and prevent gender-based or domestic violence.

A good education has considerable power to increase equality between women and men. Education can help tackle gender disparities in wages, poverty, reproductive autonomy, and political power while dramatically improving the health outcomes for women and their children.

The more educated women are, the closer their earnings are to men’s. In Pakistan, women with only a primary education earn around 50% of men’s wages. Women with secondary education earn 70% of men’s wages – still unacceptable, but a far narrower gap 7 .

10. Promotes Good Citizenship and Civic Involvement

Those with an education tend to be more aware of current political issues and are more likely to vote. University degree holders are twice as likely to volunteer and 3.5 times more likely to donate money than high school graduates 8 .

The practical side of good citizenship is developed most successfully in school. It requires an elevated level of teaching where the professor does not merely teach a subject but is always conscious of the subject’s relation to the larger purpose of learning to live.

Singapore University of Social Sciences (SUSS) views good citizenship and active community involvement of its students and alumni as a core mission. Its motto, Make Your Mark for the Greater Good , encapsulates SUSS’ heartbeat in holistically developing learners so that they can go on to impact the world around them. The university’s unique, interdisciplinary education is designed to impart professional knowledge and a passion for society. When SUSS students graduate, they are inspired to make a mark in their careers, life and community.

While it is understandable for you to consider the personal gains you will realise from a university education, do stop and consider the societal impacts that your university education and that of thousands of others can have on the society in which you live.

So, prepare yourself, prosper in your profession, and pay it forward to your community.

• Tan, T. (2022, December 5). University Grads' median pay is $4.2K, double the $2K of those with ITE, secondary education: Study. The Straits Times. Retrieved January 11, 2023, from https://www.straitstimes.com/singapore/community/university-grads-median-pay-is-42k-double-the-2k-of-those-with-ite-secondary-education-study
• DeNavas-Walt, C., & Proctor, B. D. (2015). Income and Poverty in the United States: 2014. Centre for Poverty & Inequality Research . Retrieved January 9, 2023, from https://poverty.ucdavis.edu/faq/how-does-level-education-relate-poverty
• Nomura, K., & Amano, T. (2012). Labor Productivity and Quality Change in Singapore: Achievements in 1974–2011 and Prospects for the Next Two Decades. Sanken KEO Discussion Paper. Retrieved January 6, 2023, from https://www.sanken.keio.ac.jp/publication/KEO-dp/129/KEO-DP129.pdf
• Hanushek , E. A., Jamison, D. T., Jamison, E. A., & Woessmann, L. (2008). Education and Economic Growth: It’s not just going to school, but learning something while there that matters. Education and Economic Growth: It’s Not Just Going to School but Learning That Matters. Retrieved January 6, 2023, from http://hanushek.stanford.edu
• Economic and Social Research Council (ESRC). (2011, March 21). When it comes to the environment, education affects our actions. ScienceDaily. Retrieved January 6, 2023, from https://www.sciencedaily.com/releases/2011/03/110321093843.htm
• Hjalmarsson, R., Holmlund, H., & Lindquist, M. J. (2014, October 29). The Effect of Education on Criminal Convictions and Incarceration: Causal Evidence from Micro-data. Wiley Online Library. Retrieved January 9, 2023, from https://onlinelibrary.wiley.com/doi/full/10.1111/ecoj.12204
• UNESCO. (2013). October 2013 girls’ education – the facts - UNESCO. UNESCO. Retrieved January 6, 2023, from https://en.unesco.org/gem-report/sites/default/files/Girls_fact_sheet.pdf
•   Trostel, P. (n.d.). IT’S NOT JUST THE MONEY. Lumina Foundation. Retrieved January 9, 2023, from https://www.luminafoundation.org/files/resources/its-not-just-the-money.pdf

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Why College Or University Education is Important

While lots of people see a University or College Education as essential and necessary to be successful in life,

many believe it is a waste of time and resources.

The necessity or importance of getting the University or College Education has sparked worldwide debate, and we have done some in-depth research into both sides of the coin. The choice of getting or not getting a College or University education will determine the path you will move towards for the rest of your life. 

Before we go further, let's understand the word's College and University. To start with, the word college differs in meaning from country to country; in some countries, a college is a secondary or high school. However, in this context, a college is a higher institution of learning, which is usually small in size, while just like the college, the university is also a higher institution of learning designed for a higher or what we called advanced education. It is usually big and has the capacity of awarding degrees (bachelor's degree, master's degree, and doctorate) to students.

No matter the differences in meaning, one thing is sure that both colleges and universities are higher education learning institutions. Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the world." It is essential throughout one's sojourn in life, lasting through various stages, from the least to the pick of it all. As you edge towards finishing the secondary or high school stage, it begins to dawn on you that choosing the way forward is not as easy as it looks.

Attending the college or university is the next level in the learning process after going through High or Secondary school; it is an essential phase of human development academically worldwide. It not only provides high-level skills and workforce necessary for every labor market but also the needed training required for entrepreneurs, teachers, doctors, nurses, civil servants, engineers, scientists and a good number of other personnel are in different works of life.

In any society, an educated populace plays a vital role because of the increasing importance of acquiring knowledge is the primary driver of growth and development in various fields today. Knowledge acquisition and its application has become one of the major factors in economic development, increase economically, and competitive advantage on the global economy scene.

Education is excellence, but it is not excellence in its entirety. The immediate impact of tertiary education globally is indeed not open to debate in any serious-minded economy. An educated and excellent society is looked upon by every other country, basically because of how flourishing it has turned out to be.  Have you for once wondered why some developed countries in the world like Canada, France, Australia, Germany, the United Kingdom, and the USA are consistently reaping the gains of their substantial investments in education? It's almost like putting money in a fixed deposit account, and you endure the pains to create room for long-lasting comfort and ease in the long run.

Looking through history, you get to see that many innovations like the internet, computer and a host of others got the ideas together in a school environment through researches conducted, this is the primary reason why so many countries have also followed suit to invest in the education sector in other to improve productivity.

Importance of College and University education Looking critically into the importance of college and university education, you will find out that countless advantages.  

The following are the importance of college and university education in no particular order;

1. skills necessary for to reaching financial goals:.

Do you have the aspirations to reach a financial goal that you have set for yourself? Then higher education through a college or the university is necessary for preparing you for challenges after school. For any individual who wishes to have a change in their standard of living, which directs them towards gaining financial freedom, this should be your consideration. It is through financial freedom that you get to do great things that you have always imagined to do.

2. Learning how to bring about a desired change in the world:

A college and university is an environment where great minds converge to carry out research, and this has a significant impact on students through a wide variety of courses. Attending a College or University will help mold critical thinking individuals who can proffer solutions to the society and world now and in the future. Through learning, the minds of future leaders are formed to create communities that will be conducive and comfortable for everyone.

3. Person to person network:

College or university certificate/degree allows an individual the opportunity to expand their circle through interactions with people from all works of life. Making bonds with individuals of different backgrounds helps you widen your network, and college/university is the right place for building a good network of friends. Through the networks developed, one can also go across the world and see the possible ways of bringing change based on the level of exposure. 

4. Meaning and purpose in life:

Most of the activities carried out in colleges and universities are responsible for the journey of self-discovery, it helps give meaning and in redefining purpose in an individual's life. Many people are still confused about what they want to become in the future or what areas they want to explore. A university or College environment opens you up to so many things and so many people who might help in the discovery of passion.  Counseling programs on campuses can also help.

5. Award of Certificate or Degree:

One of the reasons why a college or university education is essential is because of the award of a certificate to certify that you participated in the given program, it also proves that you have achieved a level of proficiency in a chosen field of study. The certificate also comes in handy, when it comes to looking for employment because people with certificates or degrees are considered before individuals without any in many organizations.

6. Experience:

It is impossible to attend a college or university without acquiring experience of responsibility, independence, and life as a whole. Skills gained during research and other activities through an individual's time of studies will go a long way in making choices. Attending a college or university avails you the opportunity to see life from a different angle and viewpoint. Real-life experiences help you go through real-life challenges and come out of it a refined individual.

These benefits are for an individual's personal development and career opportunities. So are you still in confusion as to the path to take? Staying put and doing nothing could be detrimental; going backward is dangerous. You left with the choice of moving forward. Why not take a bold step today towards securing your future. You will be glad you did.

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The Role of Higher Education Institutions in the Transformation of Future-Fit Education

Education is a critical driver of the 2030 Agenda . Higher Education Institutions (HEIs) including universities and colleges worldwide are preparing future professionals, conducting meaningful research, and engaging with the community and stakeholders to tackle local, national, regional, and global challenges. These HEIs are at the forefront of the solutions required to advance the Sustainable Development Goals, which underscores the fundamental role of education in creating healthy and inclusive societies as envisioned in the 2030 Agenda. 

The role of HEIs is not confined to that exclusively of higher education per se. In practice, the contribution of HEIs is quite significant to creating a continuum between all levels of education while training future and current teachers, making curricula adjustments and developing new curricula, nurturing ideas and new pedagogical approaches, instilling fundamental values through various learning methods and platforms, and cultivating innovations -including technological ones- to improve the educational experience and educational outcomes.

The debate about the education we need for the future largely depends on the complexities we face and the several conflicting crises and emergencies around us. In this sense, universities and colleges are very well placed to assess such challenges and how they can be addressed. To analyze this, the  United Nations Academic Impact (UNAI)  within the context of the Transforming Education Summit convened by the United Nations, co-organized this event to be hosted by the Center for Global Affairs of New York University , a UNAI member institution in the United States:

Topic: THE ROLE OF HIGHER EDUCATION INSTITUTIONS IN THE TRANSFORMATION OF FUTURE-FIT EDUCATION

Date:  Thursday, 22 September 2022

Time:  10am - 12:30pm (EDT/New York time)

Venue: New York University (United States), with broadcast (further details to be announced prior to the event)

RSVP/Registration form:   Click here

Those who would like to attend this event in-person will need to upload proof of vaccination and booster if eligible to the New York University (NYU) portal and show a "Green" Daily Screener pass upon entry to the campus. Attendees will also be required to follow any mask requirements or COVID-19-related protocols in place. Attendees will receive more information via e-mail about accessing the campus 1-2 weeks before the event.

As of now, registrations for attending in-person are no longer possible.

Please note that UNAI cannot cover travel-related expenses to attend this event, if you decide to do so in-person. 

No certificate of attendance or participation will be provided.

**************************************************************************************************************************************

First panel:   The role of higher education in the transformation of education for the realization of the SDGs

• Mr. Robert Skinner , Deputy Director and Chief of Partnerships and Global Engagement at the Outreach Division of the United Nations Department for Global Communications

Presenters:

• Dr. Carolyn Kissane , Clinical Professor, Academic Director of the graduate programs in Global Affairs and Global Security, Conflict and Cybercrime at the Center for Global Affairs, and Director of the SPS Energy, Climate Justice and Sustainability Lab of New York University (United States)
• Mr. Sarmad Khan , Board Director of the Academic Council on the United Nations System. Co-author of the upcoming book The Sustainable University of the Future: Reimagining Higher Education and Research . Former Head and Senior Policy Adviser of the Resident Coordinator System Leadership Branch at the United Nations Development Operations Coordination Office.  
• Dr. Patrick Paul Walsh , Vice President of Education and Director of the SDG Academy at the Sustainable Development Solutions Network. Professor of International Development Studies and Director of the Centre for Sustainable Development Studies at the University College Dublin (Ireland)
• Dr. Mette Morsing , Head of Principles for Responsible Management Education - PRME) at the United Nations Global Compact. Previous Professor, Misum Chair and Executive Director of the Misum Center for Sustainable Markets, Stockholm School of Economics (Sweden)
• Dr. Priyadarshani Joshi , Senior Research Officer at the Global Education Monitoring Report of the United Nations Educational, Scientific and Cultural Organization – UNESCO. Specialist on Non-State Actors in Education and Education’s Role in the Sustainable Development Goals

Second panel:   Best practices and case studies from the UNAI SDG Hubs

• Dr. Waheguru Pal Singh , Clinical Professor and Director of the United Nations Specialization at the Center for Global Affairs of New York University (United States). Co-Author of the book The Future of Global Affairs Managing Discontinuity, Disruption and Destruction [2021]
• Prof. Juan José Vásquez , Legal Advisor and Professor of Conflict Resolution, Peace and Mediation at the University for Peace (Costa Rica) / SDG Hub for Goal 12
• Prof. Katja Enberg , Professor at the Department of Biological Sciences of the University of Bergen (Norway) / SDG Hub for Goal 14
• Prof. Sheryl Hendriks , Professor and Head of the Department of Agricultural Economics, Extension and Rural Development at the University of Pretoria (South Africa) / SDG Hub for Goal 2
• Dr. Jonas Richard , Professor and Head of the Department of Social Work at Kristu Jayanti College (India) / SDG Hub for Goal 1

Students from De Montfort University mark World Refugee Day

Students from De Montfort University (DMU) marked World Refugee Day (20 June) by volunteering at a home supporting people who have experienced forced migration. The group were part of a delegation learning the principles of United Nations Sustainable Development Goal 16 during an intense week of activities in Berlin, Germany. DMU is the United Nations Academic Impact (UNAI) Hub for Sustainable Development Goal 16 , Peace, Justice and Strong Institutions, and runs an annual trip to Berlin to teach the importance of working to the targets and indicators of the goal.

Manchester Metropolitan University launches new Sustainability Hub

Sustainability is at the core of the work of  Manchester Met  and part of their strategy is to offer a wide range of opportunities for staff and students to get involved with and make meaningful change. Their new Sustainability Hub was recently launched to facilitate collaboration, enhance practice, drive inter-disciplinary research and innovation. Further information is available about all of Manchester Met's  SDG-related work .

Goal of the Month | June 2024: Goals 13, 14 & 15 - Special Focus - Environment

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What is the purpose of a university education?

Sun Kwok says it isn’t just about enhancing one’s career prospects. At its best, a university should broaden students’ minds and horizons, allowing then to discern connections and analyse problems successfully, thus empowering them to change the world

In the past, we emphasised computational techniques and demanded that our students calculate answers quickly and accurately. But such technical tasks are being taken over by machines

The purpose of institutions of higher learning has evolved over the past millennium: from praising the glory of God, to self-fulfilment, to the search for truth. The 20th century saw the gradual introduction of agriculture and mining schools, teacher colleges and business schools to serve practical needs. In the 21st century, even the world’s leading universities use a mixed model. In addition to arts and science, most include professional disciplines such as architecture, business, engineering, law and medicine, where students train for professional qualifications to practise. I should note, however, that most professional programmes in North America require a four-year general degree as an entrance requirement.

Our world is changing quickly. We cannot expect the material we learn in a professional discipline to remain relevant for the rest of our career. Just look at the hi-tech industry: most of the technical skills needed today were not part of engineering school curriculums a few years ago. Technology and artificial intelligence are also rapidly making certain routine human enterprises obsolete. A successful university education must therefore provide students with fundamental skills and help them learn on their own and adapt to evolving circumstances.

READ MORE: A university degree in Hong Kong is no longer worth what it once was

What are these fundamentals? Language skills, including comprehension, expression and communication, will always be needed. Quantitative skills, such as the ability to analyse a problem, see hidden patterns, identify relevant variables and formulate solutions, are crucial to many jobs in society.

In the past, we emphasised computational techniques and demanded that our students calculate answers quickly and accurately. But such technical tasks are being taken over by machines.

I took four years of mathematics in university. But after I obtained my PhD, I never performed an integration, inverted a matrix, found the root of a non-linear equation or derived solutions to a differential equation by hand. If I need to perform these tasks, I use a calculator or computer. Possessing such technical abilities is far less important than my ability to know what kind of mathematics to apply and how to formulate equations to solve a real-life problem.

A good university education should train a student as a person, to broaden their mind and horizons, to allow them to see the relationships of apparently disparate phenomena, to acquire knowledge independently and to develop the confidence to challenge authority or dogma. These are the qualities that will make them leaders of the future. Such training requires a very different set-up from the current discipline-specific, narrowly focused subject learning that was popular in the old days of the British empire or the Soviet Union.

At the University of Hong Kong, we have taken the first steps in this direction. All incoming students in science are required to take one year of science foundation courses. In the first course in quantitative reasoning, they are introduced to the many branches of modern maths. Instead of computation, they are exposed to examples of real-life problems and shown how different kinds of mathematics can solve these problems. In the second course, instead of taking separate physics, chemistry and biology courses, they learn science in an integrated manner and are shown how nature, from the smallest atoms, to living cells, to the earth and the universe, are connected by principles of physics, chemistry and biology. They are encouraged to see our world in a broad context with a global view.

A student trained with a narrow and specific skill is a tool, to be manipulated and used by others

The common core requirement introduced by the university in 2010 also furthers these new educational objectives. Many of the courses are interdisciplinary and multidisciplinary. The goals are to elevate the visions of students from a narrow perspective to a higher platform where they can see a bigger picture. My colleague, Dr Patrick T.W. Ng, designed a course called “Hidden Order in Daily Life” to show that maths is everywhere in our lives, even in social and political structures. Dr Tim Wotherspoon created a course called “Simplifying Complexity” to illustrate that order exists in the most complex phenomena, including social networks and ecology. I developed a common core course called “Our Place in the Universe” in which I used 5,000 years of the history of astronomy to illustrate how scientific progress led to changes in philosophy, religion and social structure.

READ MORE: Blind pursuit of university degrees taking Hong Kong down the wrong path

Recently, I have seen calls by community leaders for students to focus on their subject studies. I take exception to this view. A student trained with a narrow and specific skill is a tool, to be manipulated and used by others. A broadly educated student is empowered to change the world, make a difference to an enterprise or an organisation, and at the same time lead a personally intellectually fulfilling life. What kind of education do you want you and your children to have?

Sun Kwok is dean of science at the University of Hong Kong and author of many books, including the bestselling “Cosmic Butterflies" and "Stardust: the cosmic seeds of life”

Meaning, Purpose & Objectives of of Higher Education

Introduction:  Higher education, often regarded as the pinnacle of academic pursuit, represents a transformative phase in the educational journey of individuals. Beyond elementary and secondary schooling, higher education encompasses specialized and advanced learning, nurturing intellect, critical thinking, and personal growth. Through a diverse array of disciplines and fields, higher education is a gateway to knowledge, expertise, and innovation, empowering students to become specialists in their chosen areas. As an integral part of societal progress, it fosters a culture of research and intellectual curiosity, shaping well-rounded individuals poised to make meaningful contributions to their communities and the world. At its core, higher education embodies the pursuit of excellence and self-discovery, preparing learners for future challenges while enriching their lives with the transformative power of education.

1.1 What is Higher Education ?

Higher education refers to the advanced level beyond the primary and secondary levels. It typically includes education provided by universities, colleges, professional schools, and other institutions that offer specialized academic and vocational programs. Higher education focuses on in-depth learning in specific fields of study, enabling individuals to develop expertise and advanced knowledge in their chosen areas.

At the higher education level, students pursue undergraduate and graduate degrees, such as Bachelor’s, Master’s, and Doctorate degrees, depending on their academic and career aspirations. The curriculum is more specialized and research-oriented than earlier education stages, encouraging critical thinking, analytical skills, and independent research.

Higher education serves various purposes, including:

• Specialization: It allows students to focus on their areas of interest and expertise, preparing them for careers in specific industries or professions.
• Research and Innovation: Higher education institutions are centers of research and development, contributing to the advancement of knowledge and the development of new technologies, ideas, and solutions.
• Personal Growth: Beyond academic knowledge, higher education fosters personal development, character building, and a sense of social responsibility.
• Career Advancement: Higher education equips individuals with the necessary skills and qualifications to pursue higher-level positions and leadership roles in their fields.
• Lifelong Learning: It instills a love for learning beyond graduation, encouraging continuous education and personal growth.

Higher education is a key driver of societal progress and economic development. Nations with well-developed higher education systems tend to have a more skilled and innovative workforce, contributing to overall prosperity and competitiveness in the global market. It plays a crucial role in shaping the future of individuals and society, empowering learners to become responsible and contributing members of their communities.

1.2 The Objectives of Higher Education

The objectives of higher education encompass a profound and multi-faceted purpose, elevating the pursuit of knowledge beyond mere academic instruction. At the heart of this noble endeavor lies the mission to equip learners with the tools to thrive in their chosen professions and as responsible and compassionate members of society. Higher education is a bastion of academic excellence, fostering critical thinking, innovation, and research that push the boundaries of human knowledge. Beyond specialization and career preparation, it seeks to nurture holistic personal development, cultivating ethical values, leadership qualities, and a global perspective. Higher education empowers individuals to adapt to evolving challenges, contribute meaningfully to their communities, and champion progress in a rapidly changing world by instilling a love for lifelong learning.

The objectives of higher education encompass a wide range of goals that aim to fulfill various roles in individuals’ personal, academic, and societal development. These objectives include:

• Academic Excellence: One of the primary objectives of higher education is to provide rigorous and comprehensive academic programs that promote excellence in learning. Institutions strive to maintain high education standards and ensure that students understand their chosen disciplines deeply.
• Specialization: Higher education allows students to specialize in specific fields of study, enabling them to acquire advanced knowledge and expertise in their areas of interest. The specialization prepares individuals for specialized careers and positions in their respective industries.
• Critical Thinking and Problem-Solving: Higher education fosters critical thinking skills, encouraging students to analyze and evaluate information critically. It cultivates problem-solving abilities that empower graduates to address complex challenges in their professional and personal lives.
• Research and Innovation: Higher education institutions are hubs of research and innovation. Encouraging students and faculty to engage in research contributes to advancing knowledge, technological breakthroughs, and developing solutions to real-world problems.
• Personal Development: Higher education aims to nurture holistic personal growth in students. It focuses on character building, ethical values, leadership qualities, and a sense of social responsibility, preparing individuals to be responsible and compassionate citizens.
• Global Awareness and Cultural Understanding: Higher education encourages exposure to diverse perspectives, cultures, and ideas. Promoting global awareness and cultural understanding helps students develop a more inclusive and open-minded worldview.
• Lifelong Learning: Instilling a love for learning that extends beyond graduation is an essential objective of higher education. Graduates are encouraged to embrace lifelong learning to adapt to changing circumstances, pursue professional development, and stay relevant in a rapidly evolving world.
• Employment and Career Preparation: Higher education equips students with the skills and qualifications to enter the workforce and pursue successful careers. It provides internships, practical experiences, and networking opportunities, enhancing graduates’ employability.
• Social and Economic Mobility: Higher education has the potential to uplift individuals from disadvantaged backgrounds, providing opportunities for social and economic mobility. It can break barriers and open doors to better opportunities and improved quality of life.
• Contribution to Society: A significant objective of higher education is to foster a sense of civic responsibility and encourage graduates to contribute positively to their communities. Higher education is crucial in producing responsible and active citizens committed to making a difference in society.

Higher education institutions aim to empower individuals with the knowledge, skills, and values needed to lead fulfilling lives, positively impact society, and advance knowledge and human progress by pursuing these objectives.

The Radhakrishnan Commission 3 presented a comprehensive set of objectives and purposes for higher education, acknowledging the evolving political, social, and economic landscape. These aims are as follows:

• The Commission emphasized the development of an intellectual attitude among university students, fostering a thirst for knowledge and critical thinking.
• Higher education was seen as a means to create visionary and courageous leaders who would champion social reform, addressing societal challenges with intelligence and insight.
• The universities were encouraged to assume a pivotal role as cultural organs and intellectual leaders, guiding civilization’s progress and promoting scholarly pursuits.
• Higher education was envisioned as a catalyst for the success of democracy, nurturing informed and engaged citizens who actively participate in the democratic process.
• The Commission advocated for discovering and enhancing individuals’ innate qualities through suitable training, empowering them to realize their potential.
• Higher education aims to instill sentiments of national discipline, international awareness, justice, freedom, equality, and brotherhood, nurturing global citizens committed to ethical values and unity.

The Kothari Commission has articulated its vision for the objectives and ideals of higher education as follows:

• Pursuit of Knowledge and Truth: Higher _ education aims to seek knowledge within the framework of truth, blending tradition with new insights to adapt to changing circumstances.
• Contribution to Society: The commission stresses on producing educated and skilled individuals who can serve society in various domains such as arts, sciences, agriculture, medicine, and industries.
• Leadership Development: Higher _ education strives to nurture leadership qualities in students, empowering them to excel and take charge in every sphere of life.
• Promotion of Social Justice: The commission advocates for higher _ education to encourage social justice, fostering a more equitable and inclusive society.
• Nurturing Values: Higher _ education seeks to instill the correct values among students and teachers, promoting ethical behavior and a sense of responsibility towards society.
• Reducing Disparities: Addressing social and cultural disparities is an essential objective, ensuring that education becomes a pathway for bridging gaps and promoting equality.
• National Consciousness: Higher _ education is a means to develop a sense of national consciousness, nurturing a deep understanding of one’s cultural identity and contributing to the nation’s growth and unity.
• Adult Education Program: The commission emphasizes the development of programs for adult education, recognizing the importance of learning opportunities for individuals beyond traditional schooling age.

Through these multifaceted objectives, the Kothari Commission envisions higher education as a transformative force that enriches individuals, empowers society, and fosters a better future for the nation.

1.3 The Purpose of Higher Education:

The purpose of higher education is multifaceted and encompasses a broad range of objectives aimed at intellectual, personal, and societal development. While the specific goals and emphasis may vary among institutions, cultures, and individuals, the overarching purposes of higher _ education include:

• Knowledge Acquisition: Higher _ education is fundamentally about acquiring and deepening knowledge in various fields of study. It allows students to delve into subjects of interest, develop critical thinking skills, and gain expertise in specific disciplines.
• Critical Thinking and Problem-Solving: Higher _ education fosters critical thinking and problem-solving skills, encouraging students to analyze information, evaluate arguments, and develop creative solutions to complex problems.
• Personal Growth: College experiences contribute to personal growth and self-discovery. Students often better understand their values, beliefs, and identities, preparing them for a more meaningful and purposeful life.
• Professional Skills: Higher _ education equips students with the practical skills and knowledge needed for specific careers and professions. This preparation includes internships, hands-on experiences, and exposure to industry-relevant practices.
• Career Advancement: A college degree is often a key factor in career advancement. Higher education provides the qualifications and credentials necessary for entry into many professions and can enhance job opportunities and earning potential.
• Global Citizenship: Higher _ education promotes a sense of global citizenship by fostering an awareness of global issues, cultural diversity, and interconnectedness. It encourages students to engage in social and civic activities to contribute positively to their communities and the world.
• Ethical Decision-Making: Through exposure to ethical theories and discussions, higher _ education helps students develop a strong sense of ethics and integrity, preparing them to make principled decisions in their personal and professional lives.
• Advancement of Knowledge: Higher _ education institutions contribute to advancing knowledge through research and innovation. Faculty and students engage in cutting-edge research that expands the boundaries of human understanding in various fields.
• Technology and Discovery: Colleges and universities drive technological advancements and scientific discoveries. Research conducted in higher education institutions often leads to breakthroughs with broad societal impact.
• Artistic and Cultural Appreciation: Higher _ education encourages an appreciation for the arts, literature, and cultural diversity. Exposure to different perspectives fosters creativity, cultural competence, and a deeper world understanding.
• Intellectual Dialogue: Colleges and universities are hubs for intellectual dialogue and academic discourse. Students engage with diverse ideas, challenge assumptions, and participate in conversations that broaden their intellectual horizons.
• Adaptability and Lifelong Learning: Higher _ education instills a commitment to lifelong learning. It equips individuals with the skills to adapt to a rapidly changing world, fostering a mindset of continuous education and personal development.

In essence, the purpose of higher _ education extends beyond acquiring degrees and credentials. It seeks to cultivate well-rounded individuals who are intellectually curious, socially responsible, and equipped to contribute meaningfully to their communities and the broader global society. Higher education serves as a transformative journey that prepares individuals for the challenges and opportunities of the future.

Reference Articles:

• 1. Hijam, R. D. (2012). Management of the higher education in Manipur since 1972.  http://hdl.handle.net/10603/39238
• 2. Rao, M. S., & V, K. V. (2011). Quality management in higher education: A case study of MBA colleges in select districts coastal Andhra Pradesh, India. http://hdl.handle.net/10603/8364
• 3. Barnet.R. 1992 Bernett R. (1992). Learning to Effect. Buckingham: Society for Research into Higher Education and Open University Press.
• 4. Bhatnagar Suresh: Modern Indian Education & its Problems, Surya Publication, Meerut, 1996.p/223

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Home  /  News  /  Why Is Education Important? The Power Of An Educated Society

Why Is Education Important? The Power Of An Educated Society

Looking for an answer to the question of why is education important? We address this query with a focus on how education can transform society through the way we interact with our environment. 

Whether you are a student, a parent, or someone who values educational attainment, you may be wondering how education can provide quality life to a society beyond the obvious answer of acquiring knowledge and economic growth. Continue reading as we discuss the importance of education not just for individuals but for society as a whole. 

Harness the power of education to build a more sustainable modern society with a degree from  Unity Environmental University .

How Education Is Power: The Importance Of Education In Society

Why is education so important? Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” An educated society is better equipped to tackle the challenges that face modern America, including:

• Climate change
• Social justice
• Economic inequality

Education is not just about learning to read and do math operations. Of course, gaining knowledge and practical skills is part of it, but education is also about values and critical thinking. It’s about finding our place in society in a meaningful way. 

Environmental Stewardship

A  study from 2022 found that people who belong to an environmental stewardship organization, such as the Leave No Trace Center for Outdoor Ethics, are likely to have a higher education level than those who do not. This suggests that quality education can foster a sense of responsibility towards the environment.

With the effects of climate change becoming increasingly alarming, this particular importance of education is vital to the health, safety, and longevity of our society. Higher learning institutions can further encourage environmental stewardship by adopting a  framework of sustainability science .

The Economic Benefits Of Education

Higher education can lead to better job opportunities and higher income. On average, a  person with a bachelor’s degree will make $765,000 more  in their lifetime than someone with no degree. Even with the rising costs of tuition, investment in higher education pays off in the long run. In 2020, the return on investment (ROI) for a college degree was estimated to be  13.5% to 35.9% . 

Green jobs  like environmental science technicians and solar panel installers  have high demand projections for the next decade. Therefore, degrees that will prepare you for one of these careers will likely yield a high ROI. And, many of these jobs only require an  associate’s degree or certificate , which means lower overall education costs. 

Unity  helps students maximize their ROI with real-world experience in the field as an integral part of every degree program. 

10 Reasons Why School Is Important

Education is not just an individual pursuit but also a societal one.  In compiling these reasons, we focused on the question, “How does education benefit society?” Overall, higher education has the power to transform:

• Individuals’ sense of self
• Interpersonal relationships
• Social communities
• Professional communities

Cognitive Development

Neuroscience research  has proven that the brain is a muscle that can retain its neuroplasticity throughout life. However, like other muscles, it must receive continual exercise to remain strong. Higher education allows people of any age to improve their higher-level cognitive abilities like problem-solving and decision-making. This can make many parts of life feel more manageable and help society run smoothly. 

Emotional Intelligence

Emotional intelligence is key to workplace success.  Studies  show that people with emotional intelligence exhibit more:

• Self-awareness
• Willingness to try new things
• Innovative thinking
• Active listening
• Collaboration skills
• Problem-solving abilities

By attending higher education institutions that value these soft skills, students can improve their emotional intelligence as part of their career development in college.

Technological Literacy

Many careers in today’s job market use advanced technology. To prepare for these jobs, young people likely won’t have access to these technologies to practice on their own. That’s part of why so many STEM career paths require degrees. It’s essential to gain technical knowledge and skills through a certified program to safely use certain technologies. And, educated scientists are  more likely to make new technological discoveries .

Cultural Awareness

Education exposes individuals to different cultures and perspectives. Being around people who are different has the powerful ability to foster acceptance. Acceptance benefits society as a whole. It increases innovation and empathy. 

College also gives students an opportunity to practice feeling comfortable in situations where there are people of different races, genders, sexualities, and abilities. Students can gain an understanding of how to act respectfully among different types of people, which is an important skill for the workplace. This will only become more vital as our world continues to become more globalized.

Ethical and Moral Development

Another reason why school is important is that it promotes ethical and moral development. Many schools require students to take an ethics course in their general education curriculum. However, schools can also encourage character development throughout their programs by using effective pedagogical strategies including:

• Class debates and discussions
• Historical case studies
• Group projects

Unity’s distance learning programs  include an ethical decision-making class in our core curriculum. 

Ready To Learn More About Unity Environmental University?

Communication Skills

Effective written and verbal communication skills are key for personal and professional success. Higher education programs usually include at least one communication course in their general education requirements. Often the focus in these classes is on writing skills, but students can also use college as an opportunity to hone their presentation and public speaking skills. Courses such as  Multimedia Communication for Environmental Professionals  provide many opportunities for this. 

Civic Engagement

According to a  Gallup survey , people with higher education degrees are:

• More likely to participate in civic activities such as voting and volunteering
• Less likely to commit crimes
• More likely to get involved in their local communities

All these individual acts add up to make a big difference in society. An educated electorate is less likely to be swayed by unethical politicians and, instead, make choices that benefit themselves and their community. Because they are more involved, they are also more likely to hold elected officials accountable.

Financial Stability

The right degree can significantly expand your career opportunities and improve your long-term earning potential. Not all degrees provide the same level of financial stability, so it’s important to research expected salary offers after graduation and job demand outlook predictions for your desired field. Consider the return on investment for a degree from an affordable private school such as  Unity Environmental University .

Environmental Awareness

We have already discussed why education is important for environmental stewardship. Education can also lead to better environmental practices in the business world. By building empathy through character education and ethics courses, institutions can train future business leaders to emphasize human rights and sustainability over profits. All types and sizes of businesses can incorporate sustainable practices, but awareness of the issues and solutions is the first step.

Lifelong Learning

The reasons why education is important discussed so far focus on institutional education. However, education can happen anywhere. Attending a university that values all kinds of learning will set students up with the foundation to become lifelong learners.  Research  demonstrates that lifelong learners tend to be healthier and more fulfilled throughout their lives. When societies emphasize the importance of education, they can boost their overall prosperity.

The Role Of Unity Environmental University In Society

Environmentally conscious education is extremely valuable and should be accessible to all.   Unity Environmental University  offers tuition prices that are comparable to public universities, and financial aid is available to those who qualify. Courses last five weeks so that students can focus on only one class at a time. This ensures all learners are set up for academic success. 

Unity believes in supporting students holistically to maximize the power of education. This includes mental health services,  experiential learning opportunities , and  job placement assistance . Students in our  hybrid programs  can take classes at several field stations throughout Maine and enjoy the beautiful nature surrounding the campus for outdoor recreation.

Sustainable Initiatives

Some highlights from Unity Environmental University’s many sustainable initiatives:

• All programs include at least one sustainability learning outcome
• All research courses are focused on sustainability research
• Reduced building energy use by 25% across campus
• 100% of food waste is recycled into energy 
• Campus features a  net-zero LEED Platinum-certified classroom/office building

While many schools value sustainability, Unity stands out because  everything  we do is about sustainability. We also recognize our responsibility to model how a sustainable business can operate in a manner that’s fiscally viable and socially responsible.

Make An Impact At Unity Environmental University

While the phrase ‘education is power’ may sound cliche, it is also resoundingly true. Higher education has the power to transform individuals and societies. Unity Environmental University understands its power to make a positive impact on the world. That’s why we were the first university to divest from fossil fuels. 

This year, we celebrated our  largest incoming class ever , showing that students want an education system that aligns with their values. In addition to our commitment to sustainability, we offer flexibility to students with start dates all year round for our  online degree programs .

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Early universities

Impact of the protestant reformation and the counter-reformation on european universities.

• First universities in the Western Hemisphere
• Reorganization, secularization, and modernization from the 19th century
• Modern universities

What is a university?

Should university student loan debt be eliminated via forgiveness or bankruptcy, should universities pay college athletes, is a university education worth it.

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A university is an institution of higher education , usually comprising a college of liberal arts and sciences and graduate and professional schools and having the authority to confer degrees in various fields of study. A university differs from a college in that it is usually larger, has a broader curriculum, and offers graduate and professional degrees in addition to undergraduate degrees. Although universities did not arise in the West until the Middle Ages in Europe, they existed in some parts of Asia and Africa in ancient times.

Whether university student loan debt should be eliminated via forgiveness or bankruptcy is widely debated. Some argue forgiveness would boost the economy, help rectify racial inequity, and foster a healthier citizenry, while denying student loan debtors the benefits of bankruptcy--benefits that other debtors have access to--is unfair. Others argue that people must be held responsible for their personal economic choices, that forgiveness would disproportionately help more financially secure university graduates and would only be a temporary bandage for the much larger problem of inflated university costs, while bankruptcy would allow borrowers to abuse the loan system and encourage universities to increase tuition. For more on the student loan debt debate, visit ProCon.org .

Whether university athletes should be paid is widely debated. Some argue the NCAA, colleges, and universities profit unfairly and exorbitantly from the work and likenesses of college athletes, who are risking their bodies as well as their future careers and earning potential while often living below the poverty line. Others argue that the scholarships given to student athletes are fair compensation for their services, especially since so few college athletes actually "go pro," and that the real problem is not greater compensation for student-athletes but an incompetent amateur sports system for feeding talent to professional sports leagues. For more on the debate over paying college athletes, visit ProCon.org .

Whether a university education is worth it is widely debated. Some say college graduates make more money and jobs increasingly require college degrees. Others say student loan debt is crippling for college graduates and forces students to delay adult milestones like marriage. For more on the college worth debate, visit ProCon.org .

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university , institution of higher education , usually comprising a college of liberal arts and sciences and graduate and professional schools and having the authority to confer degrees in various fields of study. A university differs from a college in that it is usually larger, has a broader curriculum, and offers graduate and professional degrees ( master’s and doctorates ), professional degrees, in addition to undergraduate degrees (such as the bachelor’s degree ). Although universities did not arise in the West until the Middle Ages in Europe , they existed in some parts of Asia and Africa in ancient times.

The modern Western university evolved from the medieval schools known as studia generalia ; they were generally recognized places of study open to students from all parts of Europe . The earliest studia arose out of efforts to educate clerks and monks beyond the level of the cathedral and monastic schools. The inclusion of scholars from foreign countries constituted the primary difference between the studia and the schools from which they grew.

The earliest Western institution that can be called a university was a famous medical school that arose at Salerno , Italy , in the 9th century and drew students from all over Europe. It remained merely a medical school, however. The first true university in the West was founded at Bologna late in the 11th century. It became a widely respected school of canon and civil law . The first university to arise in northern Europe was the University of Paris , founded between 1150 and 1170. It became noted for its teaching of theology , and it served as a model for other universities in northern Europe such as the University of Oxford in England, which was well established by the end of the 12th century. The Universities of Paris and Oxford were composed of colleges, which were actually endowed residence halls for scholars.

These early universities were corporations of students and masters, and they eventually received their charters from popes , emperors , and kings . The University of Naples , founded by Emperor Frederick II (1224), was the first to be established under imperial authority, while the University of Toulouse, founded by Pope Gregory IX (1229), was the first to be established by papal decree. These universities were free to govern themselves, provided they taught neither atheism nor heresy . Students and masters together elected their own rectors (presidents). As the price of independence, however, universities had to finance themselves. So teachers charged fees, and, to assure themselves of a livelihood, they had to please their students. These early universities had no permanent buildings and little corporate property , and they were subject to the loss of dissatisfied students and masters who could migrate to another city and establish a place of study there. The history of the University of Cambridge began in 1209 when a number of disaffected students moved there from Oxford, and 20 years later Oxford profited by a migration of students from the University of Paris.

From the 13th century on, universities were established in many of the principal cities of Europe. Universities were founded at Montpellier (beginning of the 13th century) and Aix-en-Provence (1409) in France , at Padua (1222), Rome (1303), and Florence (1321) in Italy, at Salamanca (1218) in Spain , at Prague (1348) and Vienna (1365) in central Europe, at Heidelberg (1386), Leipzig (1409), Freiburg (1457), and Tübingen (1477) in what is now Germany , at Louvain (1425) in present-day Belgium , and at Saint Andrews (1411) and Glasgow (1451) in Scotland.

Until the end of the 18th century, most Western universities offered a core curriculum based on the seven liberal arts: grammar , logic , rhetoric , geometry , arithmetic , astronomy , and music . Students then proceeded to study under one of the professional faculties of medicine , law , and theology. Final examinations were grueling, and many students failed.

The Protestant Reformation of the 16th century and the ensuing Counter-Reformation affected the universities of Europe in different ways. In the German states, new Protestant universities were founded and older schools were taken over by Protestants, while many Roman Catholic universities became staunch defenders of the traditional learning associated with the Catholic church. By the 17th century, both Protestant and Catholic universities had become overly devoted to defending correct religious doctrines and hence remained resistant to the new interest in science that had begun to sweep through Europe. The new learning was discouraged, and thus many universities underwent a period of relative decline. New schools continued to be founded during this time, however, including ones at Edinburgh (1583), Leiden (1575), and Strasbourg (university status, 1621).

The first modern university in Europe was that of Halle , founded by Lutherans in 1694. This school was one of the first to renounce religious orthodoxy of any kind in favour of rational and objective intellectual inquiry, and it was the first where teachers lectured in German (i.e., a vernacular language) rather than in Latin . Halle’s innovations were adopted by the University of Göttingen (founded 1737) a generation later and subsequently by most German and many American universities.

In the later 18th and 19th centuries religion was gradually displaced as the dominant force as European universities became institutions of modern learning and research and were secularized in their curriculum and administration. These trends were typified by the University of Berlin (1809), in which laboratory experimentation replaced conjecture; theological, philosophical, and other traditional doctrines were examined with a new rigour and objectivity; and modern standards of academic freedom were pioneered. The German model of the university as a complex of graduate schools performing advanced research and experimentation proved to have a worldwide influence.

The Role of the University in Society

• First Online: 27 August 2021

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This chapter develops the focus on the reciprocal role of the universities and the SDGs as both process and outcome (i.e. means AND ends) in the age of disruption, crisis and change. Moving beyond the nationalistic and individualistic competitor mindset, the SDGs encourage universities to acknowledge their ongoing contribution to unsustainability and heed the global call to action. We argue that despite their paradoxes and tensions, universities are vital to progressing the SDG agenda—both as large organisations in their own right and as enablers of others. They have a fundamental role to play across all four of their functions: learning and teaching, research impact, external leadership and internal operations. This goes beyond mapping existing SDG capabilities, to embedding sustainability vertically and horizontally across diverse communities of practice. For universities to perform their unique function as enablers of change, they need to simultaneously embrace their role as targets for and enablers of change, ensuring that they are role modelling the sort of approaches and impacts they want to engender.

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See for example https://sdg.iisd.org/news/universities-declare-climate-emergency-ahead-of-climate-action-summit/ On the SDG Accord, see https://www.sdgaccord.org/

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Wynes, S., S. D. Donner, S. Tannason and N. Nabors (2019). “Academic air travel has a limited influence on professional success.” Journal of Cleaner Production 226: 959–967. See also Shields, R. (2019). “The sustainability of international higher education: Student mobility and global climate change.” Journal of Cleaner Production 217: 594–602. Higham, J. and X. Font (2020). “Decarbonising academia: confronting our climate hypocrisy.” Journal of Sustainable Tourism 28(1): 1–9.

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Patel, R. and J. W. Moore (2017). A history of the world in seven cheap things: A guide to capitalism, nature, and the future of the planet, Univ of California Press.

Plumwood, V. (2008). Shadow places and the politics of dwelling. Australian Humanities Review 44, p. 139–150.

Goddard, J. (2018). The civic university and the city. Geographies of the University , Springer, Cham : 355–373. p. 363.

Rickards et al. (2019).

Erdem, E. 2020. “Free Universities as Commons”. J.K. Gibson-Graham and Kelly Dombroski (Eds.). The Handbook of Diverse Economies . Edward Elgar Publishing, 316–322.

Westendorf, J., A. Mondon and G. Hofstaedter ‘ How to start a free university: A guide by the Melbourne Free University’ , accessed at http://freeuniversitybrighton.org/wp-content/uploads/2014/05/How_to_Start_a_Free_University.pdf , p. 4–5.

Marx, Karl (1993 [1953]), Grundrisse, trans. M. Nicolaus, London: Penguin Books.

See Hess, C. and E. Ostrom (eds) (2007), Understanding Knowledge as a Commons, Cambridge, MA and London: MIT Press; Federici, S. (2009), ‘Education and the enclosure of knowledge in the global university’, ACME , 8 (3), 454–61.

Cameron, J. and K. Gibson (2001), Shifting Focus: Alternative Pathways for Communities and Economies, Traralgon and Melbourne: Latrobe City and Monash University.

Gibson-Graham, J.K., J. Cameron, and S. Healy (2016), ‘Commoning as a postcapitalist politics’, in A. Amin and P. Howell (eds), Releasing the Commons: Rethinking the Futures of the Commons , London and New York: Routledge, pp. 192–212; Neary, M. and J. Winn (2017), ‘ Beyond public and private: A framework for co-operative higher education’ , Open Library of Humanities, 3 (2), 1–36G.

See Gibson-Graham, J.K. (2006), A Postcapitalist Politics, Minneapolis, MN: University of Minnesota Press.

Esteva, G. (2006), ‘Universidad de la Tierra (Unitierra), the freedom to learn’, Pimparé and C. Salzano (eds), Emerging and Re-Emerging Learning Communities: Old Wisdoms and New Initiatives from around the World, Paris: UNESCO, pp. 12–16.

Collins, M. and H. Woodhouse (2015), ‘The people’s free university: Alternative to the corporate campus and model for emancipatory learning’, Journal of Educational Thought, 48 (3), 117–44.

Erdem, E. and K. Akın (2019), ‘Emergent repertoires of resistance and commoning in higher education: The Solidarity Academies Movement in Turkey’, South Atlantic Quarterly, 118 (1), 154–64.

See Erdem, E. 2020. “Free Universities as Commons”. J.K. Gibson-Graham and Kelly Dombroski (Eds.). The Handbook of Diverse Economies . Edward Elgar Publishing, 316–322.

De Angelis, M. (2017), Omnia Sunt Communia , London: Zed Books.

Connell, R (2019) The Good University: What universities actually do and why it’s time for radical change, Melbourne, Monash University Press.

Treanor, B (2006) Slow University: a Manifesto, accessed on http://faculty.lmu.edu/briantreanor/slow-university-a-manifesto/

Steele, W (2012) Do we need a “slow housing” movement? Housing Theory and Society, 29(2), p. 172–189.

Brown, E and McGowan, T (2018) Buen vivir—Reimagining education and shifting paradigms, Compare 48(2), p. 317–323.

Ibid., p. 317.

Ibid., p. 321–22.

Campaign for a Global Curriculum of Social Solidarity Economy , accessed online at https://curriculumglobaleconomiasolidaria.com/english/letter-of-principles/

Ibid. , n. p.

Kamola (2016).

Brennan, J. and A. Cochrane (2019). “Universities: in, of, and beyond their cities.” Oxford Review of Education 45 (2): 188–203. p. 188.

Marginson, S. (2004). “University Futures.” Policy Futures in Education 2 (2): 159–174. p. 167.

Ibid., p. 168.

Little, B., Abbas, A., Singh, M., (2016) Changing Practices, Changing Values?: A Bernsteinian Analysis of Knowledge Production and Knowledge Exchange in Two UK Universities, RE-BECOMING UNIVERSITIES ? Springer, pp. 201–222. p. 198.

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Steele, W., Rickards, L. (2021). The Role of the University in Society. In: The Sustainable Development Goals in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-73575-3_3

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University Education and Its Purpose Essay

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Introduction

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

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

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

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

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

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5 Important Takeaways From The 2024–2025 U.S. News And World Report Best Global University Rankings

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Harvard University

This morning, U.S. News and World Report released their much-anticipated 2024-2025 Best Global University Rankings. These annual rankings are a cornerstone in the field, influencing decisions that range from student applications to institutional funding and providing a glimpse into the current state of affairs in the world of higher education. This list can provide helpful insights into the relative merits of the schools students may be considering adding to their college lists. In order to use this list effectively, however, it is important to understand the nuances of the ranking system and the factors considered therein.

Here is a breakdown of the rankings’ methodology, as well as key takeaways from this year’s list:

Methodology

The U.S. News and World Report Best Global University Rankings are based on a comprehensive methodology that evaluates colleges and universities across thirteen key metrics. These include:

• Global research reputation (12.5%)
• Regional research reputation (12.5%)
• Publications (10%)
• Books (2.5%)
• Conferences (2.5%)
• Normalized citation impact (10%)
• Total citations (7.5%)
• Number of publications that are among the 10% most cited (12.5%)
• Percentage of total publications that are among the 10% most cited (10%)
• International collaboration – relative to country (5%)
• International collaboration (5%)
• Number of highly cited papers that are among the top 1% most cited in their respective field 5%
• Percentage of total publications that are among the top 1% most highly cited papers 5%

In addition to the overall global rankings and country-specific rankings, U.S. News and World Report published a subject-specific ranking list , evaluating schools’ global positions in over 50 individual disciplines.

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These rankings offer quantitative data students can consider when building their college lists, providing a fairly comprehensive picture of universities’ academic prowess and institutional reach. That being said, students using the rankings to build their college lists should note that many of these factors do not capture the qualitative aspects of students’ experiences.

Key Takeaways from the 2024–25 Rankings

1. The number of universities considered rose by more than 10%.

This year, 2,250 universities across over 100 countries were considered—up more than ten percent from the 2,000 schools considered in the previous ranking.

2. Harvard University lands on top.

As in the last cycle, Harvard University claimed the #1 spot in the global rankings list. This prestigious accolade reflects Harvard's unparalleled academic excellence, groundbreaking research, and global influence. Known for its distinguished faculty, cutting-edge facilities, and a tradition of innovation, Harvard continues to set the standard in higher education, making it the leading choice for students and scholars worldwide.

3. The U.S. dominates the rankings for another year.

Nearly half of the top 50 schools in the ranking are located in the U.S., totaling 24 of the top 50 on the rankings list. Additionally, four out of the top five are U.S. schools: Harvard University, Massachusetts Institute of Technology, Stanford University, and University of California, Berkeley. This remarkable achievement underscores the global prestige of U.S. universities, known for their world-class research, innovative academic programs, and extensive resources.

4. UT Austin and Brown University dropped in the rankings.

Both Brown University and The University of Texas at Austin surprisingly dropped in the rankings, falling out of the top 50. Given both schools’ excellence, this shift demonstrates the fierce competition for top spots in the rankings this year.

5. U.S. News and World Report adds new subjects to the rankings.

This year, four new disciplines were added to the subject-specific rankings, including: ecology; green and sustainable science and technology; environmental engineering; and marine and freshwater biology. These additions not only demonstrate the ranking system’s commitment to reflecting the most relevant information in higher education today, but also provide a glimpse into recent trends and changes in the disciplinary offerings at the most prestigious universities in the world.

The 2024–2025 U.S. News and World Report Rankings offer students valuable information regarding the trends in the global higher education landscape. While students should take their personal preferences and the intangible elements of a school’s culture that draw them to a specific school into account, these rankings can be a helpful first step for students as they set their collegiate goals and assemble their college lists.

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The University at a Crossroads: The Evolution of Education and the Importance of Nurturing a Sense of Vision in Every Student

Yoshiaki Terumichi Graduate of the Faculty of Science and Technology

June 20, 2024

Back to Graduate School After Working as an Engineer

- Prof. Terumichi, you graduated from Shiki Senior High School, is that right?

Yes, I've loved baseball ever since I was little, so I went to Shiki and joined the baseball team, where I played shortstop. In fact, my uncle was a member of the Keio Cheer Group. When I was young, he took me to the Waseda-Keio Baseball Games at Jingu Stadium, where he used to tell me, "You're going to wear a gray [Keio] uniform when you grow up. You'd better never let me catch you wearing a white [Waseda] one," he'd say (laughs). I started having lung problems between my second and third year of high school, so my doctor ordered me to stop playing. But then, my baseball coach approached me about coaching, so when I went to university, I became a manager for the Shiki High School baseball team.

- At Keio, you enrolled in the Faculty of Science and Technology.

In high school, I hadn't really thought about whether I would pursue the arts or sciences. But once baseball was no longer an option, I started thinking about what to study at university. And that's when the field of science and engineering somehow came to mind. Once I enrolled, I found that the Faculty of Science and Technology involved more coursework than many faculties in the arts and social sciences, making it challenging to balance coursework with coaching. I used to rush from Yagami Campus to Hiyoshi Station after third period to catch a train to Shiki High School?every single day. As an undergraduate, I belonged to the mechanical dynamics laboratory. After graduating, I started working as an engineer at Mitsubishi Electric Corporation, which was an excellent organization with plenty of engineers I respected. But as I worked alongside them, I became acutely aware of my lack of knowledge and felt a compelling desire to relearn the field of mechanical dynamics.

- Is that what led you to leave that job and return to study at Keio's Graduate School of Science and Engineering?

Despite the privilege of joining Mitsubishi, I realized that the job ultimately tested my skills as an engineer. I felt a strong need to prove to myself that I was up to the challenge. At the Graduate School of Science and Technology, I worked toward my Ph.D. at the same laboratory where I studied as an undergraduate. At the time, I was working on vibration analysis of wire ropes used in skyscraper elevators. After graduate school, I was hired as an assistant at the Institute of Industrial Science at the University of Tokyo. I began to work on research on vehicles, which would later lead to my focus on high-speed railways. After four years at the University of Tokyo, I was hired as an associate professor at Sophia University through a public recruitment process. This year marks my twenty-sixth year with the university. During my tenure, I have served as the Director of the Center for Student Affairs, Director of the Admissions Center, Vice President for Academic Affairs, and Director of the Human Resources Center for International Cooperation before becoming president of the university in 2017.

Evolving into an Open University with an Eye on the Future

- As president, what do you think gives Sophia University its advantage?

In a word, I'd say it's our openness. I want to emphasize that having an open educational and research environment that transcends disciplinary boundaries is one of Sophia's most significant strengths. In my joint research, for example, I collaborate with professors of economics and education to devise strategies for developing low-environmental-impact rail networks in regions without established transport infrastructure while also incorporating fieldwork abroad. I'm also very open to collaborative research from outside the university. In my laboratory, I've worked with JR Central for many years on earthquake countermeasures for Shinkansen trains. Through our work alone, we have produced nearly ten professional doctorates from JR Central. As a researcher, I've really appreciated such an open research environment.

- It sounds like Sophia University is one of Japan's most open, globally-minded institutions.

Thank you for saying so. Sophia University has about 400 partner institutions worldwide, and before the COVID-19 pandemic, we hosted students from 92 countries. Despite being less than half the size of some of Japan's renowned comprehensive four-year universities like Keio, we're proud of our ability to provide this level of international exchange. However, I believe we mustn't become complacent. Instead, we must take on a global perspective and aim even higher. As a Catholic university, we are a member of the Society of Jesus. The Jesuits have about 80 universities worldwide, including top-tier institutions like Boston College and Georgetown University in the United States. There are even more universities within the broader Catholic community. Sophia University must continue to address various global challenges within this network and develop education and research to nurture the next generation of global leaders. At Sophia, we aspire to be a university that is trusted and respected worldwide by maintaining a unique presence within this context. There is a general interest in and great expectations for Asia—and for Japan, in particular. Sophia University already offers degree programs in English, so I'm always thinking about what else we can do to further meet the expectations of people coming to Sophia from outside Japan.

Having Vision a Requisite for Those Who Live in Changing Times

- Generative AI has been a hot topic recently, and university education and research are at an inflection point in the ever-evolving and expanding use of technology.

Universities today are confronted not just with questions about pedagogy but also fundamental questions about the very nature of education. Universities are recognized as places for specialized academic research, but, at the same time, they are also environments for nurturing individuals who will live and thrive in modern society. Both aspects are crucial for a university, and recent social changes have highlighted the role of the university campus as a place for personal growth. There is a long tradition and history of specialized academic research at the university throughout the modern era, but now is the time to start creating a new university environment. It is urgent that we discuss what literacies are truly necessary for students today and reflect these in our curricula. As part of this effort, Sophia University has already started to create an environment where all undergraduate students can learn the fundamentals of data science. We have also made an introductory course in data science compulsory for all students. Students majoring in the social sciences who base their research on surveys, for instance, are required to have data analysis skills. Consequently, we have established a system that allows students in the humanities and social sciences to study advanced data science if needed. Going forward, we intend to continue refining our curricula to include the use of ICT and AI tools for problem-solving to equip students with the literacies they will need to thrive.

- Have you witnessed a shift in the general nature of university students today?

Yes, I've felt firsthand a change in students. I admire how well they absorb new knowledge and information, having grown up in such an information-rich society. However, what's important is the ability to transform this input of information and experience into social output. We are moving away from the traditional three-stage linear life model of education, work, and retirement in favor of a multi-stage model that includes entrepreneurship, relearning, and volunteering. The critical questions now revolve around how students demonstrate what they have absorbed at each stage in life and how they apply that experience to design their lives. I would also like our students at Sophia to acquire global negotiation skills since so many of them go on to work internationally. The ability to negotiate and build consensus with people of different cultures and value systems will become increasingly important. It's not just about language skills or negotiation tactics, though; resilience is also needed to bring about consensus. Negotiation studies is a field of business literacy in places like the US and Europe, but it's often neglected here in Japan. If we think of the university campus as a place for personal growth, then surely there is a much-needed place to master the ideas of social output and negotiation. I'm sure I'm not the only one who feels this way. Many other university leaders must also see the need to provide such spaces for students now. The challenges that universities face during these transformative times must be buoyed by an understanding from society at large. The traditional model of four-year undergraduate education should be considered a thing of the past. We need deeper social discussion around expectations for universities that consider the continuity from secondary education and the growth of students even after they enter the workforce.

- You just mentioned continuity from secondary education. Do you have any suggestions for Keio University, which offers education from elementary to graduate school?

I would suggest thinking about what is essential for people living through such a period of transition. With innovative technologies and tools like AI emerging one after another, we feel anxious about keeping up with the rapid changes and expectations of this new era. I believe that what people ultimately need to escape this anxiety are personal values and ethics, or what we might call "vision." The ability to live through such a transformative period in society is not something that can be learned overnight. Earlier, I mentioned that a traditional university education, which concludes after four years of undergraduate study, should be considered obsolete. To cultivate vision, continuity is key. I believe Keio University has successfully built a specific "vision" into its education as an educational institution, with affiliated schools offering a continuous education experience from elementary school. In my opinion, Keio should continue to cherish this strength while updating it according to the times. And as to how Sophia University, as a higher education institution, can establish the systems to cultivate such vision—well, that remains a significant challenge for me.

- Could you say a few final words to current students and fellow alumni?

Regardless of your faculty, I hope that you remain conscious of the multi-stage model of life I mentioned and acquire a strong vision and the ability to design your life. Your studies at Keio will surely help you lay the foundation for this.

I also hope that the Keio community will continue to exert its influence for the betterment of the world. Your experiences at Keio University will undoubtedly afford you significant advantages after you graduate. Those with such advantages are obligated to give back, which is something I, too, am mindful of in my duties as president.

- Thank you for your time.

Yoshiaki Terumichi President, Sophia University Yoshiaki Terumichi graduated from Keio University's Department of Mechanical Engineering at the Faculty of Science and Technology in 1985 and completed a master's program at the Graduate School of Science and Technology in 1990. In 1994, he received a Ph.D. in engineering, having completed the course requirements for the doctoral program from the same graduate school.

He became an assistant professor at the Institute of Industrial Science at the University of Tokyo before moving to Sophia University in 1998 to become an associate professor at the Department of Mechanical Engineering in the Faculty of Science and Technology. He became a full professor in 2004. He has served as a professor in the Department of Engineering and Applied Sciences within the same faculty since 2008, after departmental reforms.

Terumichi specializes in the dynamics of machinery, engaging in research on subjects such as high-speed railways. At Sophia University, he served as Vice President for Academic Affairs, Executive Director for Global Academic Affairs, and Director of the Human Resources Center for International Cooperation before being appointed the 16th President of Sophia University in 2017.

In 2019, he was awarded the Yagami Prize. He gave a special lecture at the general assembly of the Faculty of Science and Technology Alumni Association during the 2021 Keio Mita-Kai Homecoming Day.

*This article originally appeared in the 2024 winter edition (No. 321) of Juku .

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The Use of Robotics and Simulators in the Education Environment

Advances in technology continue to push the envelope in healthcare, travel, communication and education. The use of robotic and simulation technologies have proven themselves to be worthy components of available educational resources. These technologies use in the education environment have shown their value in everyday learning and in the specialized education of students with disabilities.

Robotics and Simulators in Education

The use of robotics has allowed complicated medical procedures to be simplified, the work of dangerous construction projects to be safer and the discovery of our universe to be possible. When applied to education, robotics and simulators can change the way students learn and ultimately create a more knowledgeable and well-adjusted student.

Elementary and High School Education

• Robotics – Robots can be used to bring students into the classroom that otherwise might not be able to attend. In New York, a second grader with severe, life-threatening allergies was unable to attend school due to his condition. A four-foot-tall robot provided a ‘real school’ experience for the boy, ‘attending’ school and bringing the boy with him via an internal video conferencing system. Robots such as the one mentioned are able to ‘bring school’ to students who cannot be present physically.
• Simulators – High school sees the strongest example of simulators within drivers’ education courses. Simulators provide a true-to-life experience while removing any real dangers or risk from scenarios. In drivers’ education, students can experience the feeling of being behind the wheel without ever leaving the safety of the classroom. Simulators offer a chance for ‘what if’ scenarios, which can better prepare student drivers for real-life hazards and obstacles on the roadway.

Higher Education

• Robotics – Many careers require specialized knowledge in delicate practices, specifically in the realm of healthcare. When receiving a medical education, many students find benefits in the use of robotics. When learning to perform complicated medical procedures, a human subject isn’t feasible, so educators are employing the use of robots as stand-ins. Robots can be created and programmed to give off all indications of human life, including breath and heartbeat. Their use can also be seen in such procedures as injections, surgeries and even delivering children.
• Simulators – Simulation technology is utilized in a variety of college degree focuses, offering 360 degree real-life scenarios and 3D projections of real experiences. In addition to providing medical students with the means for thorough exploration of the human body, simulators also provide exceptional methods of crisis and disaster training for emergency response and law enforcement trainees. These types of all-encompassing simulators offer a choice and response technology, requiring officers to make split-second decisions and immediately see the ramifications of their actions. These types of scenarios can include violent altercations or behind-the-wheel high-speed chases.

Special Education

• Robotics – Students with special requirements are reaching new levels of learning through the use of robotics in the classroom. With these technologies children with autism are learning communication and social skills and students with developmental issues and attention disorders are learning focus. Individuals with severe physical disabilities are also offered a constant companion and health monitoring system – all through the use of robotics. Robots can be programmed to suit each individual child’s need, offering special education in a much simpler, accessible format.
• Simulators – Simulators are able to offer students with special needs an introduction to real-world scenarios in a non-threatening environment. Everyday lessons can be taught at a comfortable pace, including subjects ranging from basic self-care to stay-safe techniques in emergency situations. Simulators have also provided a way for special education educators to see the world from their students’ perspectives, including hearing-impaired or blind simulations.

Assistive technology is growing, and the abilities it provides to special education students are limitless. Simulation and robotics technologies offer a range of possibilities within education, with a helpful solution for every student’s learning needs. As the technological world unveils new innovations daily, the educational world will continue to benefit from the opportunities offered with these groundbreaking tools.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or request more information.

College of Human Medicine

Teaching dignified care: the importance of lgbtqia+ health care in serving patients.

June 25, 2024

It was one of the ways that misleading and biased sexual orientation and gender identity concepts had crept into the curriculum. That is why Tesler, MD, an assistant professor, has been charged with updating the College of Human Medicine’s curriculum. The tasks include things such as removing gender if unnecessary or adding inclusive, unbiased scenarios where appropriate to better serve LGBTQIA+ patients.  

“We have to change our ways and change how we teach students as they go out into the world,” Tesler said. “One way we do this is by removing the overuse of gender in patient scenarios,” replacing it with more neutral language.  

In some cases, gender can be discussed to help understand its applications and help learners understand the difference between sex and gender. Binary sex is used in teaching foundational anatomical differences between males and females. However, this must include the clear anatomical spectrum of variations, and that sex does not imply gender.  

“Anatomy always was taught in a traditional binary manner,” Tesler said. “Either the patient was male or female.”  

A patient might appear to be one gender by societal constructs, he said, but identify differently. Some babies are born with ambiguous sex, in which the external genitals are neither clearly male nor female. In the past, doctors performed surgery on these infants or told parents to raise them as girls, regardless of their genetic sex, often leading to anxiety, confusion and depression later in life.  

Many LGBTQIA+ patients, uncomfortable talking with physicians about their sexual orientation, gender identity, or sexual activity become marginalized and avoid seeking medical care.   

“We don’t realize the power that puts upon us, where we can be the interaction that ends a person’s journey for health,” Tesler said. “If you’re not listening to your patients, you’re not serving them well.”  

Tesler, a 2014 College of Human Medicine graduate and board-certified obstetrician gynecologist, returned to his hometown of Flint, where he joined the college faculty and the staff at McLaren Flint hospital.  

In 2022, Wanda Lipscomb, PhD, senior associate dean for diversity and inclusion, and Jennifer Johnson, PhD, chair of the Charles Stewart Mott Department of Public Health, asked Tesler to update the curriculum, making it more compassionate for LGBTQIA+ patients.   

The effort comes as some states around the country have passed laws curtailing transgender rights and creating non-inclusive and even threatening environments for members of LGBTQIA+ communities.  

Some physicians don’t see the need for using inclusive language, as they haven’t had issues or even seen LGBTQIA+ patients before, he said.  

“That sentiment tells me you’re not looking out for the needs of your patients and most likely not creating an environment of trust for them to tell you about themselves,” Tesler said.  

Today’s medical students are more receptive to his message, he said.  

“It’s called dignified care,” Tesler said. “It should be part of every core course. If we’re not teaching good medicine for all the people out there, then we are doing a disservice.”  

LGBTQIA+ patients who feel disrespected by physicians often avoid seeking medical care, he said, which can lead to serious health problems.  

“We can’t ignore this anymore,” Tesler tells his students. “Don’t be that one person who causes patients to walk away from medicine.”

New scholarship supports students advocating for, working with the LGBTQIA+ community

Building a village around LGBTQIA+ youth

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By Elizabeth Egan, Peter Murphy and Laurie Kaiser

Release Date: June 24, 2024

Venu Govindaraju

BUFFALO, N.Y. — Eight University at Buffalo researchers — seven from the School of Engineering and Applied Sciences (SEAS) and one from the School of Pharmacy and Pharmaceutical Sciences (SPPS) — have received National Science Foundation CAREER awards, one of the nation’s most prestigious honors for early-career engineers and scientists.

CAREER grants provide scholars with funding to conduct research and develop educational programming for K-12 students, university students and members of the public.

The SEAS recipients are Courtney Faber, Luis Herrera, Craig Snoeyink, Kang Sun, Yinyin Ye, Zhuoyue Zhao and Shaofeng Zou. The SPPS recipient is Jason Sprowl.

Together, the eight grantees will receive more than $4.7 million for projects that address pressing societal problems such as the need for more reliable artificial intelligence algorithms, preventing deaths from bacterial infections, mapping air pollution, and better understanding how glucose moves throughout the human body.

“We take great pride in our eight faculty members who have been honored with this prestigious NSF award,” said Venu Govindaraju, UB vice president for research and economic development. “Their exceptional research is integral to UB’s mission of fostering a better world for all.”

Among the support that awardees receive is guidance from UB’s Office of Research Advancement, which Chitra Rajan, associate vice president for research advancement, oversees. The office is managed by three co-directors – Joanna Tate, Maggie Shea and Menna Mbah – and provides a comprehensive suite of services, including proposal management, scientific editing, graphics, and help with non-technical parts of the proposal. 

These services, Rajan says, play a critical role in assisting faculty members submit high-quality proposals.

UB’s awardees include:  

Courtney Faber, PhD Assistant Professor of Engineering Education School of Engineering and Applied Sciences Award amount: $590,963

When a research team is made up of people with various engineering and education backgrounds, different ideas of what knowledge is and how it is acquired can hinder team members’ ability to work cohesively.

Having firsthand experience with this issue, Faber’s goal is to support engineering education researchers who find themselves in a similar situation. 

She will facilitate interdisciplinary work by identifying barriers that research teams face related to differences in thinking and creating ways to bring them to the surface for discussion before they become a problem.

“It’s important for the field of engineering education to be able to do this type of interdisciplinary work,” said Faber. “The problems we are trying to solve are very complex and require an interdisciplinary approach to make space for diversity of thinking.”

The project will involve observing research teams and conducting interviews to see how they function together, as well as how individual members think independently of the group.

Faber plans to develop trainings that new and established engineering education researchers can freely access.

She also hopes to create a tool that assists research groups in integrating approaches and goals that might otherwise be problematic for a group. The tool could be as simple as a one-page guide that provides questions to be considered throughout the research process to help identify where a team’s ideas might differ across various aspects of their research.  

Luis Herrera, PhD Assistant Professor of Electrical Engineering School of Engineering and Applied Sciences Award amount: $500,000

Herrera’s research lies at the intersection of power electronics, power systems and control theory.

With this grant, he is developing different control methods to promote the wider adoption of direct current (DC) microgrids, which can run more efficiently than the more commonly used AC (alternating current) microgrids.

“Currently, DC electrical systems are primarily used in applications such as electric aircrafts, including the Boeing 787 Dreamliner, navy ships and data centers,” Herrera said. “However, most renewable energy sources are interfaced to the AC power grid through an intermediate DC stage.”

More networks operated through DC grids could significantly increase energy efficiency, reduce losses and improve the overall operation of electrical systems, he said.

This potential creates motivation for DC systems to be implemented in commonly used structures, such as residential and office buildings.

Graduate students will participate in a summer internship at the Air Force Research Laboratory through a partnership with the University of Dayton Research Institute.

Herrera also plans to create demonstrations of the research and present them to elementary, middle school and high school students, aiming to get students excited about STEM early in their academic careers.

Craig Snoeyink, PhD Assistant Professor of Mechanical and Aerospace Engineering School of Engineering and Applied Sciences Award amount: $581,088

Water filtration, whiskey distillation and blood-based diagnostics are just a few of the potential applications of dielectrophoretic molecular transport (DMT), a process that uses strong electric fields to push solutes out of water. This even includes those such as sugar and alcohol that do not have an electrical charge.

DMT is not used, however, due to the inaccuracy of current mathematical models.

With his grant, Snoeyink will develop and validate models for DMT for use in these applications. With one of the first accurate models of DMT, the process could be used, for example, to clean water as effectively as a water filter that never needs to be changed.

Snoeyink noted that point-of-care diagnostics are another significant application. 

“Down the line, we could use this technology to separate blood into components we want to test and stuff we don’t, making medical diagnostics cheaper and more sensitive,” Snoeyink said.

To help with testing and to offer students research opportunities that could propel them into graduate school, Snoeyink will teach a course for students to do research for the project as part of their curriculum. With Snoeyink’s guidance, students will run tests and create their own hypothesis. He hopes students will have papers based on their research that will bolster their graduate school applications.

Jason A. Sprowl, PhD Assistant Professor of Pharmaceutical Sciences School of Pharmacy and Pharmaceutical Sciences Award amount: $746,886

Sodium-glucose-linked transporters (SGLT) work like little doors in human cells that help bring in glucose, an important type of sugar that fuels the human body. Without the right amount of glucose, an individual can experience nutrient deficiencies and other health issues.

Unfortunately, cellular events that regulate SGLT activity are poorly understood. This is particularly true for tyrosine phosphorylation, a form of modification that can change protein structure and function.

For his research project Sprowl will study how tyrosine phosphorylation regulates changes in glucose movement into cells. He’ll use techniques like genetic manipulation and mass spectrometry to see how changing the tyrosine phosphorylation state of SLGTs affects its ability to let glucose into a cell. Finally, he will try to figure out which tyrosine kinases are responsible for phosphorylating SGLTs.

The project also includes several strategies for educational improvements at the middle school, high school and university levels. They include highlighting the biological importance of SGLTs, as well as the training and recruitment of junior scientists who will lead future research efforts. Collectively, the project is expected to impact many scientific disciplines, including molecular, cellular and systems biology.

To improve basic scientific knowledge, generate a passion for research and improve leadership capabilities in the field of biological sciences, Sprowl plans to establish an annual summer research position for underprivileged high school students. He also will work with middle school educators to increase recognition of reproducible and high-quality science and develop online content that will increase familiarity with transporter proteins.

Kang Sun, PhD Assistant Professor of Civil, Structural and Environmental Engineering School of Engineering and Applied Sciences Award amount: $643,562

Sun has been interested in astronomy since he was a young child. He’s currently fascinated by the idea of pointing a space telescope toward the earth and imaging emission sources like celestial objects.

With the research grant, Sun will map global emission sources of gaseous air pollutants and greenhouse gases. Such gases are invisible to the human eye. While they can be detected by satellites, their images are naturally smeared due to wind dispersion.

“This research removes the smearing effect using a simple and elegant equation that originates from mass balance,” Sun said. “The results are timely and precise estimates of emissions that can inform policy and scientific studies.”

Currently, the two mainstream emission-estimating methods are bottom-up, accounting for activities on the ground and how they emit, and top-down, inferring emissions with observations, numerical models and complicated frameworks that are usually region-specific.

Sun’s method will fall within the scope of the latter but will work faster, be globally applicable and provide the high spatial resolutions that are more commonly achieved by the bottom-up method.

The results will resemble a space-telescope image, with significant emission sources standing out like galaxies and smaller sources, such as towns and power plants, sprinkled about like star clusters.

By the end of the five-year study, Sun hopes that students and educators may use his open-source algorithms to generate satellite-based concentration and emission maps on their personal computers.

Yinyin Ye, PhD Assistant Professor of Civil, Structural and Environmental Engineering School of Engineering and Applied Sciences Award amount: $580,393

Bacterial infections cause more than 300,000 deaths annually in the United States. Many of these infections are triggered by  proteins secreted from bacteria in lipid-containing particles called extracellular vesicles (EV). These harmful materials move from the human body through feces into the sewer systems, where their fate is not fully understood.

With the research grant, Ye will monitor EV persistence and stability in wastewater and throughout the wastewater treatment process. She will analyze functions of environmental EV and what contents are packed in them. She will develop an  analysis method that integrates genome sequencing and proteomic analysis.

“If the vesicles preserve the function of virulence proteins in wastewater, we need to better understand the fate of the vesicles when they go through the treatment chain,” Ye said. “How are we able to minimize the health risks of vesicles after the treatment at the wastewater treatment plants? If they escape the treatment process and are still active, that can have certain health impacts.”

Ye’s project will focus on wastewater samples. However, these approaches can be applied to analyzing vesicles and their potential health risks in air dust, drinking water and rainwater, she said. Ultimately, this work will help determine what harmful materials — if any — are still present after the wastewater treatment process and how to remove them most effectively through disinfection.

She will also create hands-on activities to engage K-12 and undergraduate students in learning about wastewater microbiome analysis and microbial risk mitigation for public health and potentially build their interest in environmental engineering.

Zhuoyue Zhao, PhD Assistant Professor of Computer Science and Engineering School of Engineering and Applied Sciences Award amount: $599,977

Today’s internet databases hold large volumes of data that are processed at higher speeds than ever before.

A new type of database system, hybrid transactional/analytical processing (HTAP), allows for real-time data analytics  on databases that undergo constant updates.

“While real-time data analytics can provide valuable insights for applications such as marketing, fraud detection, and supply chain analytics, it is increasingly hard to ensure a sufficiently low response time of query answering in existing HTAP systems,” Zhao said.

Approximate query processing (AQP) is a faster alternative that uses random sampling. However, many AQP prototypes and adopted systems sacrifice query efficiency or the ability to handle rapid updates correctly.

With the research grant, Zhao aims to support real-time data analytics on large and rapidly growing databases by enabling reliable AQP capabilities in HTAP systems, leading to increasingly demanding, real-time analytics applications.

“If this problem is solved, it will potentially make it possible to finally adopt AQP in many existing database systems and create sizable impacts on real-world data analytics applications,” Zhao explained.

Zhao will incorporate new material into existing UB undergraduate and graduate level courses, as well as offer tutorials and projects in various K-12 outreach and undergraduate experiential learning programs.  

Shaofeng Zou, PhD Assistant Professor of Electrical Engineering School of Engineering and Applied Sciences Award amount: $520,000

Reinforcement learning (RL) is a type of machine learning that trains autonomous robots, self-driving cars and other intelligent agents to make sequential decisions while interacting with an environment.

Many RL approaches assume the learned policy will be deployed in the same — or similar — environment as the one it was trained in. In most cases, however, the simulated environment is vastly different from the real world — such as when a real-world environment is mobile while a simulated environment is stationary. These differences often lead to major disruptions in industries using RL, including health care, critical infrastructure, transportations systems, education and more.

Zou’s award will fund his work to develop RL algorithms that do not require excessive resources, and that will perform effectively under the most challenging conditions, including those outside of the training environment. According to Zou, the project could have a significant impact on both the theory and practice of sequential decision making associated with RL in special education, intelligent transportation systems, wireless communication networks, power systems and drone networks.

“The activities in this project will provide concrete principles and design guidelines to achieve robustness in the face of model uncertainty,” Zou said. “Advances in machine learning and data science will transform modern humanity across nearly every industry. They are already the main driver of emerging technologies. The overarching goal of my research is to make machine learning and data science provably competent.”

Media Contact Information

Laurie Kaiser News Content Director Dental Medicine, Pharmacy Tel: 716-645-4655 [email protected]

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Eight UB researchers awarded over $4.7 million in NSF CAREER awards

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Projects to focus on AI algorithms, wastewater monitoring, air pollution, power grids and more

By Elizabeth Egan, Peter Murphy and Laurie Kaiser

Release Date: June 24, 2024

Venu Govindaraju

BUFFALO, N.Y. — Eight University at Buffalo researchers — seven from the School of Engineering and Applied Sciences (SEAS) and one from the School of Pharmacy and Pharmaceutical Sciences (SPPS) — have received National Science Foundation CAREER awards, one of the nation’s most prestigious honors for early-career engineers and scientists.

CAREER grants provide scholars with funding to conduct research and develop educational programming for K-12 students, university students and members of the public.

The SEAS recipients are Courtney Faber, Luis Herrera, Craig Snoeyink, Kang Sun, Yinyin Ye, Zhuoyue Zhao and Shaofeng Zou. The SPPS recipient is Jason Sprowl.

Together, the eight grantees will receive more than $4.7 million for projects that address pressing societal problems such as the need for more reliable artificial intelligence algorithms, preventing deaths from bacterial infections, mapping air pollution, and better understanding how glucose moves throughout the human body.

“We take great pride in our eight faculty members who have been honored with this prestigious NSF award,” said Venu Govindaraju, UB vice president for research and economic development. “Their exceptional research is integral to UB’s mission of fostering a better world for all.”

Among the support that awardees receive is guidance from UB’s Office of Research Advancement, which Chitra Rajan, associate vice president for research advancement, oversees. The office is managed by three co-directors – Joanna Tate, Maggie Shea and Menna Mbah – and provides a comprehensive suite of services, including proposal management, scientific editing, graphics, and help with non-technical parts of the proposal. 

These services, Rajan says, play a critical role in assisting faculty members submit high-quality proposals.

UB’s awardees include:  

Courtney Faber, PhD Assistant Professor of Engineering Education School of Engineering and Applied Sciences Award amount: $590,963

When a research team is made up of people with various engineering and education backgrounds, different ideas of what knowledge is and how it is acquired can hinder team members’ ability to work cohesively.

Having firsthand experience with this issue, Faber’s goal is to support engineering education researchers who find themselves in a similar situation. 

She will facilitate interdisciplinary work by identifying barriers that research teams face related to differences in thinking and creating ways to bring them to the surface for discussion before they become a problem.

“It’s important for the field of engineering education to be able to do this type of interdisciplinary work,” said Faber. “The problems we are trying to solve are very complex and require an interdisciplinary approach to make space for diversity of thinking.”

The project will involve observing research teams and conducting interviews to see how they function together, as well as how individual members think independently of the group.

Faber plans to develop trainings that new and established engineering education researchers can freely access.

She also hopes to create a tool that assists research groups in integrating approaches and goals that might otherwise be problematic for a group. The tool could be as simple as a one-page guide that provides questions to be considered throughout the research process to help identify where a team’s ideas might differ across various aspects of their research.  

Luis Herrera, PhD Assistant Professor of Electrical Engineering School of Engineering and Applied Sciences Award amount: $500,000

Herrera’s research lies at the intersection of power electronics, power systems and control theory.

With this grant, he is developing different control methods to promote the wider adoption of direct current (DC) microgrids, which can run more efficiently than the more commonly used AC (alternating current) microgrids.

“Currently, DC electrical systems are primarily used in applications such as electric aircrafts, including the Boeing 787 Dreamliner, navy ships and data centers,” Herrera said. “However, most renewable energy sources are interfaced to the AC power grid through an intermediate DC stage.”

More networks operated through DC grids could significantly increase energy efficiency, reduce losses and improve the overall operation of electrical systems, he said.

This potential creates motivation for DC systems to be implemented in commonly used structures, such as residential and office buildings.

Graduate students will participate in a summer internship at the Air Force Research Laboratory through a partnership with the University of Dayton Research Institute.

Herrera also plans to create demonstrations of the research and present them to elementary, middle school and high school students, aiming to get students excited about STEM early in their academic careers.

Craig Snoeyink, PhD Assistant Professor of Mechanical and Aerospace Engineering School of Engineering and Applied Sciences Award amount: $581,088

Water filtration, whiskey distillation and blood-based diagnostics are just a few of the potential applications of dielectrophoretic molecular transport (DMT), a process that uses strong electric fields to push solutes out of water. This even includes those such as sugar and alcohol that do not have an electrical charge.

DMT is not used, however, due to the inaccuracy of current mathematical models.

With his grant, Snoeyink will develop and validate models for DMT for use in these applications. With one of the first accurate models of DMT, the process could be used, for example, to clean water as effectively as a water filter that never needs to be changed.

Snoeyink noted that point-of-care diagnostics are another significant application. 

“Down the line, we could use this technology to separate blood into components we want to test and stuff we don’t, making medical diagnostics cheaper and more sensitive,” Snoeyink said.

To help with testing and to offer students research opportunities that could propel them into graduate school, Snoeyink will teach a course for students to do research for the project as part of their curriculum. With Snoeyink’s guidance, students will run tests and create their own hypothesis. He hopes students will have papers based on their research that will bolster their graduate school applications.

Jason A. Sprowl, PhD Assistant Professor of Pharmaceutical Sciences School of Pharmacy and Pharmaceutical Sciences Award amount: $746,886

Sodium-glucose-linked transporters (SGLT) work like little doors in human cells that help bring in glucose, an important type of sugar that fuels the human body. Without the right amount of glucose, an individual can experience nutrient deficiencies and other health issues.

Unfortunately, cellular events that regulate SGLT activity are poorly understood. This is particularly true for tyrosine phosphorylation, a form of modification that can change protein structure and function.

For his research project Sprowl will study how tyrosine phosphorylation regulates changes in glucose movement into cells. He’ll use techniques like genetic manipulation and mass spectrometry to see how changing the tyrosine phosphorylation state of SLGTs affects its ability to let glucose into a cell. Finally, he will try to figure out which tyrosine kinases are responsible for phosphorylating SGLTs.

The project also includes several strategies for educational improvements at the middle school, high school and university levels. They include highlighting the biological importance of SGLTs, as well as the training and recruitment of junior scientists who will lead future research efforts. Collectively, the project is expected to impact many scientific disciplines, including molecular, cellular and systems biology.

To improve basic scientific knowledge, generate a passion for research and improve leadership capabilities in the field of biological sciences, Sprowl plans to establish an annual summer research position for underprivileged high school students. He also will work with middle school educators to increase recognition of reproducible and high-quality science and develop online content that will increase familiarity with transporter proteins.

Kang Sun, PhD Assistant Professor of Civil, Structural and Environmental Engineering School of Engineering and Applied Sciences Award amount: $643,562

Sun has been interested in astronomy since he was a young child. He’s currently fascinated by the idea of pointing a space telescope toward the earth and imaging emission sources like celestial objects.

With the research grant, Sun will map global emission sources of gaseous air pollutants and greenhouse gases. Such gases are invisible to the human eye. While they can be detected by satellites, their images are naturally smeared due to wind dispersion.

“This research removes the smearing effect using a simple and elegant equation that originates from mass balance,” Sun said. “The results are timely and precise estimates of emissions that can inform policy and scientific studies.”

Currently, the two mainstream emission-estimating methods are bottom-up, accounting for activities on the ground and how they emit, and top-down, inferring emissions with observations, numerical models and complicated frameworks that are usually region-specific.

Sun’s method will fall within the scope of the latter but will work faster, be globally applicable and provide the high spatial resolutions that are more commonly achieved by the bottom-up method.

The results will resemble a space-telescope image, with significant emission sources standing out like galaxies and smaller sources, such as towns and power plants, sprinkled about like star clusters.

By the end of the five-year study, Sun hopes that students and educators may use his open-source algorithms to generate satellite-based concentration and emission maps on their personal computers.

Yinyin Ye, PhD Assistant Professor of Civil, Structural and Environmental Engineering School of Engineering and Applied Sciences Award amount: $580,393

Bacterial infections cause more than 300,000 deaths annually in the United States. Many of these infections are triggered by  proteins secreted from bacteria in lipid-containing particles called extracellular vesicles (EV). These harmful materials move from the human body through feces into the sewer systems, where their fate is not fully understood.

With the research grant, Ye will monitor EV persistence and stability in wastewater and throughout the wastewater treatment process. She will analyze functions of environmental EV and what contents are packed in them. She will develop an  analysis method that integrates genome sequencing and proteomic analysis.

“If the vesicles preserve the function of virulence proteins in wastewater, we need to better understand the fate of the vesicles when they go through the treatment chain,” Ye said. “How are we able to minimize the health risks of vesicles after the treatment at the wastewater treatment plants? If they escape the treatment process and are still active, that can have certain health impacts.”

Ye’s project will focus on wastewater samples. However, these approaches can be applied to analyzing vesicles and their potential health risks in air dust, drinking water and rainwater, she said. Ultimately, this work will help determine what harmful materials — if any — are still present after the wastewater treatment process and how to remove them most effectively through disinfection.

She will also create hands-on activities to engage K-12 and undergraduate students in learning about wastewater microbiome analysis and microbial risk mitigation for public health and potentially build their interest in environmental engineering.

Zhuoyue Zhao, PhD Assistant Professor of Computer Science and Engineering School of Engineering and Applied Sciences Award amount: $599,977

Today’s internet databases hold large volumes of data that are processed at higher speeds than ever before.

A new type of database system, hybrid transactional/analytical processing (HTAP), allows for real-time data analytics  on databases that undergo constant updates.

“While real-time data analytics can provide valuable insights for applications such as marketing, fraud detection, and supply chain analytics, it is increasingly hard to ensure a sufficiently low response time of query answering in existing HTAP systems,” Zhao said.

Approximate query processing (AQP) is a faster alternative that uses random sampling. However, many AQP prototypes and adopted systems sacrifice query efficiency or the ability to handle rapid updates correctly.

With the research grant, Zhao aims to support real-time data analytics on large and rapidly growing databases by enabling reliable AQP capabilities in HTAP systems, leading to increasingly demanding, real-time analytics applications.

“If this problem is solved, it will potentially make it possible to finally adopt AQP in many existing database systems and create sizable impacts on real-world data analytics applications,” Zhao explained.

Zhao will incorporate new material into existing UB undergraduate and graduate level courses, as well as offer tutorials and projects in various K-12 outreach and undergraduate experiential learning programs.  

Shaofeng Zou, PhD Assistant Professor of Electrical Engineering School of Engineering and Applied Sciences Award amount: $520,000

Reinforcement learning (RL) is a type of machine learning that trains autonomous robots, self-driving cars and other intelligent agents to make sequential decisions while interacting with an environment.

Many RL approaches assume the learned policy will be deployed in the same — or similar — environment as the one it was trained in. In most cases, however, the simulated environment is vastly different from the real world — such as when a real-world environment is mobile while a simulated environment is stationary. These differences often lead to major disruptions in industries using RL, including health care, critical infrastructure, transportations systems, education and more.

Zou’s award will fund his work to develop RL algorithms that do not require excessive resources, and that will perform effectively under the most challenging conditions, including those outside of the training environment. According to Zou, the project could have a significant impact on both the theory and practice of sequential decision making associated with RL in special education, intelligent transportation systems, wireless communication networks, power systems and drone networks.

“The activities in this project will provide concrete principles and design guidelines to achieve robustness in the face of model uncertainty,” Zou said. “Advances in machine learning and data science will transform modern humanity across nearly every industry. They are already the main driver of emerging technologies. The overarching goal of my research is to make machine learning and data science provably competent.”

Media Contact Information

Laurie Kaiser News Content Director Dental Medicine, Pharmacy Tel: 716-645-4655 [email protected]

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