Creating Quality in Higher Education Admissions: Increasing Institutional Effectiveness

Quality in Higher Education

Higher education is a service. Defining quality in a service can be more difficult than defining quality for a product. Quality in service has to do with accomplishing objectives while at the same time satisfying the customers’ perceptions of the service. Delivering quality can be difficult as objectives and perceptions change as the needs for customers change.

Many colleges have departments dedicated to quality assessment and improvement, focused on the institution as a whole. Quality in college admissions is required to make sure the student and school are a good fit for each other. Ensuring the best fit between school and student improves retention and ensures that the student is prepared for the area of study. Students who become part of a degree program is a good fit helps in leading people into a good fit for future profession in the area that the student is pursuing their studies.

Institutional Effectiveness

There is an increased emphasis on institutional effectiveness for higher education. Institutional effectiveness measures the percentage of graduates that receive jobs within their field of study from each institution. The growing concern over institutional effectiveness comes from the combination of high unemployment rates, concerns with student loans, and the national level of student loans.

The use of intuitional effectiveness gives students and schools a qualitative measure of quality among colleges. Colleges can benchmark their institutional effectiveness as compared to similar colleges. When superior results for a similar college are identified; other colleges can study that college as a model of how to improve their own institution. Higher education institutions can become aware of what programs are performing best in placing students into jobs after graduation; the results may indicate an area that the school can give more emphasis.

Quality in Advertising

Institutions can promote quality through advertising. Informing potential students how the college and degree programs attempt to achieve the potential students desires can achieve quality. For example if a student would like to become a mechanic, the school can illustrate how they are qualified to help a student become a mechanic. The advertisement could discuss the background of the college and the instructors. The advertisement could give examples of past students results after finishing the program. The ad could include information about the programs institutional effectiveness.

Colleges can proactively pursue students that are a good fit for the institution through accurate advertisements and promotions. The promotional material can take a bigger emphasis on what career the programs prepare the student for instead of promising career possibilities. Advertisements can be targeted the segment of students that would be ideal candidates for the program with information in promotional material that discusses the type of student the program was designed for.

The content of advertisements are of extreme importance to convey accurate information and set expectations for students and parents; however, where colleges advertise is of extreme importance also. It would be better for Seminaries (graduate school for pastors) should target people that are involved in a specific church or denomination. For the colleges that work with traditional students should advertise among young adults aged 16-20, where as schools geared towards non-traditional students would target an older demographic.

Admission Requirements

Admission requirements can assist in ensuring proper alignment between the college and potential student. Admission requirements that help ensure proper alignment can include grade point average (GPA), assessment results, essays, reference letters, or experience. The college needs to understand their typical student and their challenges. Some colleges specialize in helping underprepared students excel through specialized programs to prepare those students for further academic programs and vocational aptitude. The college needs to define whom the school fits in demographic and academic terms.

An essay that requires the student to explain their motivation for applying to the school and why they are a good candidate allows the admissions counselor to make a judgment about institutional fit and at the same time allows the applicant to internalize and express how their goals align with the colleges. Essays can indicate the potential students ability to follow instructions for writing papers and indicate their grammatical ability. The entrance essay can indicate the student’s level of motivation, if the application process becomes delayed by the essay requirement that indicates that the student either needs encouragement, further educational support, or lacks the motivation to the complete the essay in a timely manner.

The GPA requirement can vary among schools depending on the degree and type of school. The requirement varies from a minimum GPA to be able to perform college level work to more specific transcript and grade requirements. The minimal purpose would be to not admit student who appear to be incapable of performing college level work an school policy that closely relates to entrance GPA. Other programs may need to see an overall good GPA in addition to specific grades and types of classes taken, in the case of engineering degrees.

Reference letters help colleges see if anyone will vouch for you and who vouches for you. To ensure proper good institutional effectiveness the school would like to see that the student has already begun to network in the right places or that they are least networked. What a school many times does not want to deal with someone who creates problems everywhere they go and has no one willing to refer them.

Assessment results typically come from SAT or ACT achievement test. Schools that work with older non-traditional students will many times find other assessments because of the time lapse from when the student was in school and when they were last assessed. Although assessment results are important, they are a piece of the whole picture of the student’s ability and fit for an institution.

The experience admission requirement helps ensure that the student has the ability to perform the profession that the school will be teaching. Many degree programs do not have specific experience requirements, however, the experience aspect can be imperative for some degree programs. Several programs that require experience are MBA (Masters of Business Administration), MFA (Masters of Fine Arts), and other specialty programs for both undergraduate and graduate levels.

The admission requirements help the school identify ideal students for the their program. Many times schools find their specific niche appeals to a specific type of student looking for a specific program. Once the student and the programs for the school are identified, the school can create programs to increase the effectiveness of the pairing of the school and the student. For instance if a school specializes in educating underprepared students the college can create methods to help the student through programs, remedial classes, tutoring, and vocational preparation. The schools can also build sections of the needed training into the curriculum of the classes.

Continuous Improvement

The need for continuous improvement in the quality of higher education admissions will help universities to adapt to the changing needs of the school and students. The expectations for higher education have changed over the years to have a vocational emphasis, which merits different assessment of effectiveness than how education was assessed in the past. Quality in admissions will help align the goals for the school and student to accomplish the shared goals. For example the current trend of measuring education institutions by the percentage of graduates acquiring jobs in that should lead Universities to cultivate relationships with employers in the areas that the school specializes in.

Conclusion

Quality in admissions for higher education comes from proper alignment between the student and the school. This alignment should be cultivated in an enrollment and marketing plan that clearly articulates the unique programs the school offers and excels. The plan should also include the detailed segmentation of ideal students. The increased attention on higher education’s effectiveness comes from marketing schools as one sized fits all for one-sized fits all students. The needs for the alignment will change as the students needs change while at the same time different industries will change.

The difficult part would be to focus on unique programs instead of popular programs. For schools to stand out from other schools they must provide something in a way that another college does not offer. Many schools will want to offer the popular and general education courses to not loose potential students while at the same time they will need to place emphasis on their unique programs.

One of the challenges would be the impression of higher educations view of the admissions office. The admissions office needs to be able to advise schools on issues further than sales and marketing. Specifically, with higher education admissions, academics, institutional effectiveness, and educational rigor are all interconnected. The more emphasis that colleges place on their unique programs coupled with admission requirements that admit the best students for the programs will increase the colleges retention and institution effectiveness numbers. With better retention and institution effectiveness, the school will attract more ideal students, which will create a stronger program. Implementing quality seems difficult in the beginning and requires support from senior leaders. However, the difficulties are worth the results.

How Do You Measure the True Value of Higher Education?

I have written numerous articles about best practices for educators to use when teaching adult students, and I have enjoyed conversations that have begun as a result of comments posted. Several of the comments that have been written in response to my articles have discussed aspects of higher education that seem to be broken or in need of repair. I understand those perspectives and I have respect for anyone who wants to discuss important issues in this field. For example, I have read many articles recently about adjuncts, especially online adjuncts, related to issues concerning pay, course size, and job security. I know that the for-profit online school industry has come under great scrutiny. In contrast, there is a non-profit online school that is gaining popularity by offering competency-based degree programs resembling correspondence-based courses.

If you aren’t familiar with the original concept of a correspondence course, it was popular in the 1970s and usually consisted of a participant being mailed study materials and a test or assessment that had to be completed and mailed back in. There may have been lectures to watch on public television at a particular time of day as part of the program. Once the requirements were met, a certificate of completion was mailed. I have spoken with several people who have completed degrees with the non-profit online school mentioned above and the reason why I compare it to a correspondence course is that it is possible to complete classes without ever having to interact with an instructor. The only requirement for course completion is to pass a final assessment, with a pass or fail option in place of a grade, and the passing grade is often set with a percentage as low as 55%, which is a failing grade for most traditional colleges.

With all of the issues surrounding the field of higher education, the question then becomes: Is it possible to still earn a degree, one that holds value for students? More importantly, is it possible to measure the true value of a degree in higher education? I believe the answer begins with a matter of purpose and by that, I mean schools should be working to ensure that educational programs and courses are designed with a specific purpose and completed for a specific purpose by the students. Educators should also see this as a matter of importance as they develop their instructional strategies and work with students in the classroom. It may sound too idealistic and improbable to implement; however, there is something that every educator can do to ensure that their students are working towards this goal of purposeful-driven education. What I will focus on is the educator’s perspective and strategies that can increase value for students.

My Experience in Higher Education

While working for one of the larger for-profit online schools, students stated to me hundreds of times in their introductions that once they completed their associate’s degree they would be able to purchase a new house, new car, and earn a six-figure income. I do not know if that was their belief when they began their degree program, and I do not want to blame anyone if that wasn’t their initial belief; however, students need to have realistic expectations. For these students, a degree was almost like a lottery ticket to a better life. While they were not really certain how that transformation was supposed to occur, they were convinced that it would happen upon graduation.

I can also share an example of my own continuing education. I enrolled in a traditional MBA program as I was planning to relocate and I knew that I was going to start my own small business as a consultant and writer. I also knew that historically a MBA graduate was highly-sought after; however, that has changed over time. Obtaining a MBA no longer guaranteed a certain job or career. What I acquired after graduation was a knowledge base that would inform my small business practice, help develop my business acumen, and continue to inform my teaching practice.

The next degree I sought was also done for a specific purpose and it was focused on adult education, as I was working in the field of higher education and had goals established. I knew going into my doctorate degree program exactly what I wanted accomplish once I had graduated, and how the acquired knowledge would enhance my teaching practice and serve as professional development for my career. In other words, I did not expect that the degree itself was going to do something for me, as people often do when they invest their time and finances in a degree, I knew what I was going to do with that degree – and that is how I was going to gain value from it.

The question that I keep in mind now is this: How do I help students also gain this type of value from their degree, especially if they do not start out with a purpose in mind?

What Does It Mean to Create Value?

I have worked for many online schools that have told their students to be sure to relate the concepts they are studying to the real world, without providing any further explanation or set of instructions. The phrase “real world” is being used so much now by schools that administrators believe everyone knows what it means, and I am not convinced that students actually understand it from the same perspective. The real world for students may involve trying to make ends meet, working to support a family, and balancing many responsibilities – while in contrast, schools want students to see bigger issues. Many of these same schools also give their instructors similar guidelines and tell them to relate the course concepts to the real world as they write course announcements, provide feedback, and engage students in class discussions.

As a faculty development specialist and educator in higher education myself, I well understand the wide range of possibilities that an application of course concepts to the real world can involve. In other words, how I view the real world and the issues surrounding it may be vastly different than someone else who holds a different position, skillset, academic background, and set of experiences than I do. This means that simply telling instructors to apply topics to the real world does not necessarily mean value is being created for their students. How someone defines the real world now is a matter of importance and that can vary from one individual to another, and students may not always relate to the reality of their instructors – and that means another solution must be found if relevance is the key to creating value. Below are some strategies that I have implemented in my online classes to help create value for students.

Purpose, Vision Statement: I believe that a purpose statement exercise is one of the most helpful projects that an educator can implement, if a connection can be made to the course and there is flexibility allowed in the course curriculum. When I have utilized this as an activity, I have asked students to define, redefine, expand, elaborate upon, and share the purpose for their degree program. I then have an opportunity to help work on mentoring students and adjusting, if even slightly, their expectations. When I provide instructions for this activity, I will ask them to share some research related to the career outlook for any of the jobs they may be interested in.

A vision statement activity can be implemented in conjunction with a purpose statement exercise, or used as a standalone activity, as a means of encouraging students to look ahead and define what they are working towards in realistic and specific terms. This activity can be useful for students who are visual or prefer to write out their goals. If a student is visually oriented, they can express their vision as a series of steps and find images to represent each goal. For written goals, students can provide details that go beyond stating something general, such as “I will earn a six-figure income” – and describe specific steps to be taken after graduation.

Collaboration: If you want students to begin to understand what the real world is like, try to find a way to have them collaborate together in small groups. What this does is to have them experience difference perspectives, opinions, and experiences. While some students may not be open to listening to or accepting what others have to say, and may even argue against them, eventually they will realize that there are other versions of reality that exist. While this may prompt conflict, and the group may never fully function together in the manner that you would like for them to in the short term, it is possible that this can serve as a trigger and prompt higher order thinking.

Projects: Project-based learning or PBL is popular with many educators and I can certainly understand why as it effectively demonstrates how students have taken and applied what they are learning throughout the class term. In addition, they are creating a portfolio, often stored through electronic means, that can be shown to potential employers as evidence of work product produced as part of the degree program. In other words, PBL prompts more that rote memorization of course concepts.

Case Studies: This is one of the most popular methods for implementing a real-world approach to learning. There are many case studies available for instructors and many more than can be found through online resources. These studies are usually related to businesses and can be used to prompt discussions and analyzation, leading to the use of critical thinking skills. This provides value as students are learning to think beyond the parameters of a textbook and apply what is being learned to what they may encounter in their careers.

Current Topics: Any time an instructor brings current topics into the classroom they are utilizing the real world. This provides context but not necessarily value. The value comes from how it is used and what students are doing with the information. More importantly, as with any activity there must be consideration given as to how it relates to the course, the learning objectives, and ultimately the degree program. For example, a current topic that is used as a springboard for application and analyzation of a course topic provides context and value for students.

As an educator, I am not going be able to change higher education by myself – whether it is the for-profit online school industry or the non-profit online school industry. As an adjunct online instructor, I am not going to be able to change existing courses and curriculum that I have been assigned to teach. Does this mean I should look at higher education as a system that is broken and beyond repair if I see nothing but problems? Should I feel hopeless if students are earning degrees that do not seem to hold the value they hoped to receive or may have been told they would receive? Absolutely not.

I can take every opportunity I have available to help teach my students how to define and redefine the purpose they have for their degree program – even as I am working to help them learn to relate and apply what they are learning to current topics and business issues. I measure value in higher education by the strategies I implement to help students find purpose and meaning as they are involved in the learning process. True value in higher education begins when I help engage students in the course and the learning process, and I implement purposeful-driven educational strategies.

What Is a Higher Education?

There exists confusion about the meaning of higher education. To some, it purely meant as an education which can earn a college degree. To others, it’s pursuing an education and attending it voluntarily. Usually, higher education means a post-secondary education.

However, the meaning of education varies from other countries. Countries around the world, but not all, have a mandatory education which is the same with what an individual may obtain from a U.S. high school. Other countries only have few public educations accessible or have none at all. Oftentimes, education has only been offered to the privileged class in lieu to everybody. It has not been mandatory in several countries to study in high school and a number of these countries restrict public school education at a very tender age.

In its true essence, an education could really have an extensive definition. In the U.S. and in most European countries, it has been understood as a post-secondary education which is sustained in a voluntary attendance. It is either studying in a university, or gaining a training program in a vocational or technical school, or obtaining a certification course in a community college. Thus, either an individual pursues earning a licensed or certified degree; one normally undergoes a higher education training program from any of these learning institutions. In fact, completing a secondary education or having a high school diploma is not even necessary for a few vocational and technical schools.

Another education is indeed rarely mandatory. It is not compulsory for everybody to take up college courses or technical training in a vocational school and only a handful of countries enact higher education as compulsory. Nevertheless, a lot of people realize that they are not appropriately educated or trained to become part of the employed sector if they don’t have the added skills and knowledge that a higher education provides. Therefore, this is a motivation and a desirable want for an individual when and where to start.

There is somehow a distinction for several high schools offering an Advanced Placement (AP) program. One is that, the program may be undertaken by the most able of students with a good grasp in studying and learning. And, once they hurdle the necessary tests, they will be eligible to earn credits for college. Actually, these students are undertaking their lower degree of education through obtaining a diploma while they have already been commencing to study and learn in a level of higher education.

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