Where's the Learning in Higher Learning?

Autor/inn/en	Keeling, Richard P.; Hersh, Richard H.
Titel	Where's the Learning in Higher Learning?
Quelle	In: Trusteeship, 20 (2012) 4, S.16-21 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1027
Schlagwörter	Academic Achievement; Higher Education; College Faculty; Organizational Change; Educational Quality; Institutional Mission; Goal Orientation; Governing Boards; Trustees; Board Administrator Relationship; School Culture; Leadership; Educational Change; Accountability + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Organisationswandel; Quality of education; Bildungsqualität; Zielorientierung; Zielvorstellung; Governing body; Governing bodies; Leitungsgremium; Treuhandanstalt; Schulkultur; Schulleben; Führung; Führungsposition; Bildungsreform; Verantwortung
Abstract	While cost and completion are important issues, they are not the fundamental problems that have put higher learning in crisis. What calls for urgent attention is low "value"--a critical deficit in the quality and quantity of learning in college. To state it as plainly as possible: Most students graduate without learning enough. There is no longer enough higher learning in higher education. State and federal governments primarily focus on cost, retention, and accountability because they want to ensure access, efficiency, and good student outcomes, such as completing a degree and getting a job. But getting in, staying in, and graduating from college matter only if students learn. Otherwise, the whole value proposition of higher education is in serious doubt. Imposing top-down, government-mandated "solutions," such as simplistic assessment requirements based on superficial metrics that do not measure student learning, will only make things worse. The authors contend that it is in responding effectively to the real problems in higher learning--and in helping the college or university avoid well-intentioned but hopeless and potentially counterproductive solutions--that a board has a particular opportunity to advance the interests of both its institution and current and future students. Addressing the crisis in learning will demand substantial and sustainable institutional change. Boards, in dialogue with presidents and faculty members, can establish a vision and set a direction for strengthening student learning that will guide that process of change. To make that possible, boards must appreciate the range of deficits in undergraduate learning today, hone their ability to articulate aspirations that will improve learning, and act as catalytic agents in raising crucial policy issues and questions for their institutions. (Contains 3 resources.) (ERIC).
Anmerkungen	Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10