Dear new student, Your first year of college can be frightening, nerve-wracking, and downright scary, but that’s what I’m here for, to help give you a few tools and tricks to survive college. College can be the most amazing time of your life if you develop good study habits, stress management, and time management. These few skills can help make your college experience smooth so you can make these next few years the best.
Developing good studying habits is the behavior used when preparing for tests or learning academic material. This is a good skill to obtain because good study skills can help boost your confidence when you’re around your peers and self-esteem. They can also reduce anxiety about tests, deadlines, and upcoming projects. Effective study skills may be able to cut down on the number of hours you will spend studying, leaving more time for other things in your life such as friends, family, and extracurricular activities. You should acquire this habit before or in your first semester of college. While studying, you might get tired and, if you do, you normally look for any distractions around you so you can convince yourself to stop studying.
Some people may not know this stress management is a skill that everyone should have whether it’s your first year or last year in college. Stress management is a wide spectrum of techniques and psychotherapies aimed at controlling a person’s level of stress. You can reduce stress by creating a schedule with time available to study and get work done, so you don’t have to pull all-nighters and end up paying for it in the next few days. You can regularly exercise to help elevate your mood, keep your body happy and healthy, and release tension. You can also try eating well because an unhealthy diet can cause an increase in your stress levels. When you eat a healthy and balanced diet, you can provide your body with the nutrition it needs to fight stress. You should acquire this skill within your first semester to help you stay focused and productive for the rest of the years to come.
Time management is the ability to use one’s time effectively or productively, especially at work. One example of very good time management skills is; organization, Staying organized can help you maintain a clear picture of what you need to complete and when so you can achieve your overall goal. Prioritization, there are many ways to handle this such as deciding to complete fast, simple items followed by longer ones or, you could start with the most time-sensitive things and finish with the longer task at hand. You should acquire this skill before you start college so when you begin your first semester you’re not overwhelmed with due dates. Time management skills are very important because they will help you organize your work in a way that will allow you to accomplish your short and long-term goals.
Personal responsibility refers to the readiness of an individual to accept standards that have been set by the society on how to live an authentic life. It is reflected in the efforts of the individual to live by those standards (Brown, 2009, p.36). In addition, it refers to the attitude of accepting mistakes and finding ways to correct them. Personal responsibility diminishes when individuals blame other people for their mistakes and failures. Responsible people accept their mistakes and find ways to rectify them. Personal responsibility is a vital aspect of life because it guarantees success and full attainment of personal goals and objectives by encouraging time management, healthy lifestyles and rational decisions (Brown, 2009, p.38).
Discussion
Personal responsibility has a broad meaning according to my understanding. It refers to the act of making rational decisions and the readiness to take the consequences of the actions. It involves the ability to take care of oneself through adopting a healthy lifestyle, developing effective methods of managing emotions, treating others with respect and evaluating the possible consequences of personal decisions before taking action. Personal responsibility involves understanding of the effect of one’s actions on the welfare of others and acceptance of one’s mistakes and failures. Responsible people do not blame on others whenever they make mistakes or fail to achieve their goals (Haskins, 2009, p.52).
There is a strong relationship between personal responsibility and success in college. Personal responsibility enables students to work hard in college in order to achieve their goals. It is directly associated with aspects of college life that are vital for achievement of success (Nelson, 2003, p.42). These aspects include time management, personal initiative, good behavior, stress management and goal setting. Responsible individuals manage their time effectively, set academic goals that enable them exploit their full potential, and adopt healthy lifestyles that help them manage stress. In addition, responsible individuals are accountable for their actions and learn from their mistakes in order to achieve better results. Personal responsibility encompasses values that are vital in determining whether students succeed or fail in college (Nelson, 2003, p.46).
Incorporation of effective strategies in one’s education is important in order to succeed. A plan to incorporate these strategies includes aspects such as effective time management, engaging in regular exercise, adopting healthy eating habits, learning from mistakes and making improvements, avoiding procrastination, doing assignments on time and making rational decisions that are vital in ensuring success in my education. One of the most important aspects of success is passion. I will ensure that I pursue a career that I like, and that is related to my hobbies and preferences. This will ensure that I will be always motivated to work hard and face the challenges that I will encounter in college. Procrastination and laziness are causes of failure in college. I will ensure that I complete my assignments and projects on time. I will also seek help from my instructors whenever I fail to understand certain parts of the coursework material. Another strategy is to engage in group work with fellow students. Group work enhances performance and success because it encourages open sharing of information and knowledge (Staley, 2011, p.47). Stress management will be one of my priorities because it is a major cause of failure. Stress leads to procrastination, class avoidance, laziness and lack of energy (Staley, 2011, p.51). I will ensure that I engage in physical activity in order to keep fit and increase my energy levels. In addition, I will adopt a healthy lifestyle to ensure that I am physically, psychologically and emotionally fit to pursue my education.
My preliminary plan to practice personal responsibility in my education includes several strategies and measures. These include making decisions and being ready to face the consequences of my actions, learning from my mistakes, making improvements, and desisting from blaming other people for my mistakes and failures. In addition, I will respect other people and ensure that my actions do not inconvenience them in any way. Another strategy is learning to manage my stress and emotions. This is beneficial because it will increase productivity, raise my motivation and aid in the establishment and maintenance of healthy relationships (Halonen and Santrock, 2012, p.82). Time management is a critical success factor. I will manage my time well by prioritizing my tasks and responsibilities. This will involve creating time for studies, leisure and socialization in order to ensure balanced success in all aspects of my education.
Conclusion
Personal responsibility refers to the willingness of an individual to accept the standards that have been set by the society on how to live authentic lives and showcase of efforts by the individual to live by these standards. In addition, it refers to the attitude of accepting one’s mistakes and looking for ways to correct them. The concept of personal responsibility becomes ineffective when individual blame others for their failures and mistakes, and when they disrespect them. Personal responsibility is a core factor in ensuring success in all aspects of life, especially in education.
References
Brown, A. (2009). Personal Responsibility: Why It Matters. New York: Continuum International Publishing Group.
Halonen, J., and Santrock, J. (2012). Your Guide to College Success: Strategies for Achieving Your Goals. New York: Cengage Learning.
Researchers often argue about the validity of college education and its relation to individuals’ performance in the work place. Some researchers argue that higher education is a prerequisite for individuals to secure nice jobs. Conflicting information exists on the significance of the course, people major in, and their eventual success in the labor market (Kuther and Robert 8). While some argue that majoring in some disciplines such as medicine or teaching was important, others are of the opinion that what mattered most was the mastery attained during college education. The paper evaluates the essay written by Barnett and Bedau on current issues, which hold that, it did not matter what somebody majored in during college education (Barnet and Hugo 517).
Evaluation
The argument presented by the authors is valid. This is because majoring in a certain course in the college, did not necessarily imply that an individual will only be tied to working or rather performing roles only associated with the learnt course. For instance, the author woke up one morning to perform two tasks, which did not have anything in common in terms of majoring, since one entailed the writing of a column, while the other involved the grading of exam papers (Barnet and Hugo 517). On the other hand, the two tasks clearly demonstrated something of great importance associated with higher education. This implied that, what mattered most was the value of higher education to enable an individual to apply mastery in accomplishing a variety of duties in different fields (Barnet and Hugo 517).
Furthermore, the authors postulate that college education was necessary for individuals to acquire jobs that would place them in the middle class. This was because the labor market had considered college degree to be the minimum qualification for a good job (Barnet and Hugo 517). This clearly depicts that having a college degree was more significant in securing a job rather than the course one specialized. The authors saw the increment in college costs to have created social problems, since higher education was supposed to be affordable to everyone across the board (Barnet and Hugo 517).
Moreover, many people are now investigating what students get out of college in return for their money. People are increasingly questioning both institutions and students’ commitment to academic excellence. This was vital in appreciating that the mastery acquired by students was the most significant element of college education (Barnet and Hugo 517). For instance, people who major in pre-MED and biology would assume jobs as doctors and scientists respectively, but on the other hand, it would be difficult to establish the kind of jobs applicable to individuals who majored in Indonesian history or Renaissance art (Barnet and Hugo 517).
It does not necessarily mean that such people who majored in the arts or history could not assume important roles and perform them diligently. This meant that students developed a set of skills in the college that would help them in serving properly in the postindustrial labor market (Barnet and Hugo 517).
The authors argue that, despite the course, one majored in, it was necessary for individuals to acquire skills that would assist them in assimilating and organizing large pools of complex information. The individuals would analyze such information in order to come up with outcomes that created value to others, while expressing such ideas in a clear and purposeful language. Therefore, what mattered most was individuals’ to pursue trainings in crafts of mastering complexity, which was applicable in varied fields rather than embarking on what courses they majored in. Thereby, the acquired college skills should enable one to perform tasks ranging from zoo management to advertising (Kuther and Robert 8).
Furthermore, college education is a craft just the same way as the making of cabinets. This denotes that higher education should instill skills to students to help them in delivering sustained and reasonable arguments. For instance, despite the author having majored in teaching at the college, he uses the learnt skills in assembling columns, which act as a source of living due to the use of such figurative cabinets (Kuther and Robert 8).
The argument that, what students majored in did not matter is further supported by the author of the essay by indicating the several positions he assumed to earn his living. The argument is valid since the author once occupied the positions of policy analyst, a reporter, a businessperson, a writer and a teacher. Further, the author argues that, what happened in higher education was mainly to learn the way to drive the postindustrial nails straight (Barnet and Hugo 517). Again, the argument is valid from the viewpoint that in the current businesses and even in the political arena, most politicians did not specifically major in courses related to political science. In addition, several CEO’s and other business executives are graduates of different areas other than business related courses (Kuther and Robert 8).
Conclusion
In summary, it is quite valid from the analyzed evaluation, that it does not matter what scholars specialize in, or rather major in college education, but what matters most is acquiring important skills that would assist them in depicting mastery while assuming roles in different fields.
Works Cited
Barnet, Sylvan, and Hugo A. Bedau. Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. Boston: Bedford/St. Martins, 2013. Print.
Kuther, Tara L, and Robert D. Morgan. Careers in Psychology: Opportunities in a Changing World., 2013. Print.
Education plays an important role in human life, and the places where to study must be properly chosen. In higher education, decision-making is defined as a complex process in terms of which the balance between needs and interests occurs, the evaluation of institutions’ missions cannot be neglected, and the consideration of fiscal issues should be admitted (Goonen & Blechman, 1999). This project aims at discussing one particular higher education department with a clear focus on institutional and department characteristics.
Americans have access to a variety of colleges and universities where they can continue their education, and their choices are made regarding their personal demands and expectations. In this paper, the College of Business at the University of Colorado – Colorado Springs (UCCS) will be thoroughly studied to understand if the institutional mission aligns with the mission of the department.
Institutional Characteristics
UCCS is one of the main campuses in the University of Colorado system. It is the representative of the public sector, meaning that funds can be received from a national government. Despite the type of a higher education institution, it has to serve a public purpose and promote educational aspirations for Americans (Shapiro, 2005). Not to be confused with a variety of institutions and their goals, the Carnegie Classification is used to categorize facilities.
According to this framework, UCCS may be found in the Masters Large group with at least 200masters-level degrees available to students (“Colleges results online,” 2018). At this moment, there are 10,619 undergraduates in the university with 25% of those who take distant education (“Colleges results online,” 2018). All of them are proud that they get a chance to be a part of this university and follow their dreams with appropriate degrees and knowledge.
The mission of the campus under consideration is the organization of a perfect system of education. It should meet a majority of selective admission standards and offers many interesting undergraduate degree programs in Business, Engineering, Health Sciences, Teacher Preparation, and Liberal Arts (“University of Colorado Colorado Springs,” n.d.). Students must obtain life-enriching experiences and the spirit of discovery to contribute to the future of Colorado as well as to the whole nation (“University of Colorado Colorado Springs,” n.d.). Innovation and collaboration are the values that create a solid basis for modern students and teachers and make them good decision-makers and problem-solvers.
UCCA is a fast-growing higher education facility in the United States. In addition to properly established goals and mission, this university continues to be home for more than 1,400 employees and 11,000 students who generate about $30 million in taxes annually (“About University of Colorado Colorado Springs,” n.d.). The list of schools and colleges within the frames of this institution is impressive indeed: students can receive their bachelor’s, master’s, and doctoral degrees in more than ten fields, including health, business, public affairs, education, arts, or engineering.
Department Characteristics
In this paper, special attention to the College of Business will be paid. This department was organized in 1965 as the place where challenging, and collaborative learning environment is promoted (“About College of Business,” n.d.). As well as any university, the College of Business offers a variety of opportunities for students and teachers to work with people who possess special abilities and interests (Lombardi, 2013). Its mission is to emphasize ethical issues on the promotion of special undergraduate programs and selected master’s degrees.
The completion of goals and the development of the department are controlled by a special directory that can be organized in a special organizational chart. There are four main sections in the chart: administration, faculty, staff, and lecturers as they are shown in Figure 1. Each sector has its responsibilities and tasks that are regularly checked by the dean of the department.
Figure 1. Organizational chart.
The peculiar feature of this department is that all its members are completely devoted and connected with the local business community. It is not enough to prepare good students and provide them with knowledge and experience. It is necessary to prepare human minds to work in the field of business, use real-world research and applications, and create strong networks. There are three main spheres where educators in the department have to work: teaching, research, and service (“About College of Business,” n.d.).
They offer small but engaging classes where students can interact and communicate, sharing their knowledge and experience and collaborating under different conditions. In addition, various internship and mentorship opportunities can be used to develop the chosen careers and obtain necessary skills. Beneficial relationships are based on the principles of mutual work, theory, and practice supported by several qualified international partners (“About College of Business,” n.d.). Students are not only participants of research and learning activities but also direct stakeholders in the local community.
Institutional vs. Department Mission
Through a thorough evaluation of missions defined by the University and its particular department, their missions are aligned with each other. Collaboration and the spirit of discovery are the values that supported by the chosen institutions (“About College of Business,” n.d.; “About University of Colorado Colorado Springs,” n.d.). Their missions include the integration of theory and practice and the development of academic skills when students have to rely on their past knowledge and continue improving, focusing on modern technologies and sources.
Therefore, such factor as innovation should be mentioned in the discussion of alignment of institutional and department missions. Students have access to new programs that promote innovating and critical thinking. Inspiration through building new relationships and professionalism cannot be neglected because all the employees of the department, as well as the institution, have to follow the highest ethical standards and rules (Goonen & Blechman, 1999). The building of the successful future begins with the ideas offered by the College of Business.
Annually, there is a need for institutional realignment of missions and priorities. This process usually includes “the addition and the elimination of programs or activities, belongs in special strategic reviews in response to opportunities or fiscal crises” (Lombardi, 2013, p. 112). The implications of such steps can be observed in the annual outcomes of the College of Business as well as the Colorado Springs campus.
For example, the retention rate of undergraduate students in UCCS comprises 63% from fall 2016 to fall 2017, and the retention rate of the College of Business is 73% (“College of Business: Student outcomes,” 2018). The current graduation rate of the UCCS is 43%, whereas the College of Business has 46% (“College of Business: Student outcomes,” 2018). Thousands of students are grateful to the University and their School because of real-life opportunities to improve their future and cooperate with true professionals in the field of business.
Academic Programs and Accreditation
The articulation of mission statements of the university and the chosen education department is a significant step in assessment and accreditation. These factors become significant attributes of short- and long-term change (Driscoll & de Noriega, 2006). Despite the fact that academic facilities have to be ready for multiple changes from the organizational point of view, any permanent change touches person’s behavior and understanding of needs and purposes (Shavelson, 2010).
During an interview with a leader of the College of Business that is the higher education department under study, several clear lessons and explanations were obtained in regards to the current problems and concerns. This communication shows that, despite numerous intentions to create perfect conditions for both students and teachers, the faculty and the academic staff are challenged by such processes as globalization, technological revolution, and the necessity of the reformation of higher education. As a result, organizational decisions are made too slowly with no efforts to promote extensive discussions and analysis.
Communication with a representative of a higher education administration helps realize that many organizational problems and challenges lie in the current personal misunderstandings and unpreparedness. Decisions turn out to be an integral part of an education or teaching process. Administration in higher education depends on a variety of decisions that have to be made regarding available resources and established goals.
The leader of the chosen department underlines the role of globalization and the need to improve the management of human and economic resources regularly. Accreditation is a good chance to investigate the results of learning processes and improvements (Driscoll & de Noriega, 2006). However, the results do not indicate the problems that may appear during the working process. Therefore, the leader says about the combination of such factors as staff fatigue, uncertainty, and high expectations in the face of globalization when European, Chinese, and American institutions have to compete and go through painful transformations to meet new standards.
The main challenge is to find effective stakeholders and motivators for the academic staff to continue improving services and offering students new options and guarantees. Many students are ready to choose a college and change their minds as soon as they observe a better opportunity. However, because of unstable budgeting or new standards that appear fast, the department faces such a problem as making necessary decisions slower than other colleges and schools can.
Changes of new college approaches and techniques are limitless today (Shavelson, 2010). The head of the department believes that, during the last several decades, the College of Business was an iconic source of knowledge for thousands of students who were ready to accept the admission test score policy. Now, if students are not satisfied with the offered policies, they can make another choice. As a result, fresh ideas have to be developed in a short period of time to attract people and prove the appropriateness of the courses.
However, organizational changes and new options are dangerous not only for teachers and the department staff but for students as well. To keep up with new requirements, the College has to introduce new assessment tools and technologically advanced methodologies. Students have to improve their knowledge about how to use technologies, how to find the necessary material, or when to pose questions in addition to new tasks, requirements, and duties. In other words, the doubtful nature of the technological progress opens new opportunities, but to use them, students and the staff have to cope with certain challenges and develop a skill of making fast decisions.
The interview conducted with the leader shows that the department staff members are ready to take new steps and improve their work to create good conditions for teaching and studying. Still, they need new plans and strategic management to discover additional options, find new stakeholders, and stabilize the budget. The main goals are to elaborate a decision-making process and distinguish the duties so that each member is prepared for new requirements. Regular meetings, direct communication with the representatives of faculties, and presentations can be effective. However, it may not be enough regarding current globalization and technological progress. The College of Business can offer its students and educators a lot, and communication and collaboration between the staff should help promote new opportunities with ease.
A leader should follow innovations and consider available sources to make a correct decision. At the same time, all the staff should be informed and accept change. One person can hardly cope with a number of multiple tasks that result in one organizational change. The participation of all departments and students is an obligatory factor to achieve positive results. Therefore, slow decision-making and the inevitability of new demands and options is an overcoming problem. Screening, diagnosis, and evaluations have to be properly developed, and there is a need to create a team of professionals who are ready to understand this inevitability and take a correct course in the development of the department.
Student Affairs
In the previous SLP assignment, the problem of slow decision-making was identified. In this part of the work, it is necessary to investigate a theory that may be applied and help the staff members not to make mistakes in the future. According to the Problem-to-Theory Application Table developed by Bess and Dee (2012), there is a list of related theories and conceptual frameworks, including modes of decision making, group vs. individual decision making, and shared decision making.
Regarding the complexity of the offered problem and the necessity to find new stakeholders, the decision to use the shared decision-making model developed by Vroom and Yetton in 1973 and improved by Vroom and Jago in 1988 is made (Bess & Dee, 2012). This model improves a traditional decision-making theory through the developing of new strategies and criteria for different situations to improve the quality of decisions and minimize the time that has to be spent on making a final choice.
The distinct feature of this framework is the categorization of the steps which are crucial for fast decision-making. There are three main continuums where leaders have to work: autonomy, sharing, and delegation (Bess & Dee, 2012). Within these modes, there are several integral steps that cannot be ignored by a leader. They include the necessity for a leader to make an independent decision and gather enough information to support change, the obligation to discuss problems with the staff, share personal vision, and collaborate in a group setting, the importance to analyze the problem collectively and gather opinions, and the need to delegate a problem and use a public opinion to present a final independent decision.
Decision-making usually consists of a number of steps, including the necessity to take care of teachers. Still, the needs of students and available resources cannot be ignored in decision-making (Paine, 2013). Vroom and Jago introduced eight main contingencies or independent variables that have to be taken into consideration during shared-decision making (Bess & Dee, 2012). First, leaders must pay attention to quality requirements and identify all technical aspects within a decision.
Then, commitment requirements underline the goals and responsibilities of a leader in a particular situation. The next step is the quality and amount of information that is available to a leader about change and associated problems. With the help of the obtained knowledge, the structure of a problem with its alternative solutions can be obtained. In addition to these variables, such issues as commitment probability and goal congruence should be mentioned to identify the level of interest and preparedness among subordinates. Finally, all conflicts between the staff must be identified and resolved to make sure that all parties have enough information about the change.
In general, shared decision-making is a complex task, and facilities are not ready to apply it quickly. However, as soon as some time is spent to understand its basics, the steps may be automatically taken, leading to an ability to make shared decisions and solve organizational problems quickly. Four modes should be passed through to reach a final decision, which are autocratic, consultative, group, and delegative. Leaders and their subordinates can choose different ways to complete their tasks, but all of them have to work in accordance with a scheme developed by Vroom, Yetton, and Jago and solve their problems.
Personnel Management
The past two assignments help create a solid theoretical background and gather enough material to understand why the chosen problem matters for the department, and what steps must be taken by a leader. Despite the existing positive effects of globalization, technological progress, and reformation, there are still some challenges and problems that influence decision-making and problem-solving in the facility (Hogler, 2004). Therefore, it is recommended to use a new model to improve the working process and achieve the desired organizational success. The shared decision-making model is a perfect solution for the College of Business at the UCCS.
As it is shown in Figure 2, the application of the chosen conceptual framework is not complicated if a person follows the steps in the model developed by Vroom and Jago.
Figure 2. Vroom and Jago model of decision-making (Bess & Dee, 2012, p. 612).
Although an unfamiliar reader or user of this model may find it complicated or hard to understand, everything will be clarified after several uses and the evaluation of each point. First, it is necessary to decide if the quality of the decision is critical for an organization and its people. Second, depending on the first answer, the identification of the commitment requirement is obligatory. The leader should clarify if subordinates have to be involved in decision-making.
Then, the task of the leader is to present all available information about the topic to clarify the next directions. The next important step is to evaluate the problem and available alternatives: if the department has additional ways out of the situation. With all this information being gathered, the approximate level of subordinate commitment must be identified. In other words, the question if the academic staff wants to participate in decision-making should be posed.
The final steps of this decision-making process include goal congruence (attitudes of the staff toward change), conflict issues (if the staff may have the priorities that contradict change), and subordinate information (the facts that employees can offer to solve current problems). This simple but effective way to identify what mode is preferable for the department in a particular situation can be taken in one minute to come with a clear, fast, and effective decision.
As it is shown in Figure 3, the current problem of slow decision-making because of globalization and technological progress can be solved within the group model II when a leader shares the problem with the staff and provides all available information to the group to discuss all the aspects together and make a common solution instead of developing personal approaches and understandings (Bess & Dee, 2012). This model helps the leader understand that there is no need to wait for something or try to find a solution alone. This problem is the problem of the whole department, and its solution depends on how well collaboration can be organized.
Figure 3. Conceptual model for the College of Business.
The leader is able not only to save his or her time in making a final decision but clarify who else can be involved in this decision-making process, and what kind of help may be offered. In addition, a list of positive outcomes can be obtained from this framework. For example, the leader can develop a plan of organizational change while answering the questions in this model. It is possible to understand better the nature of change and take the steps that are necessary for the department.
While thinking about the effects of the problem of slow decision-making, the leader observes the skills and potential contributions of all subordinates and evaluates their roles and responsibilities. This approach helps avoid direct and indirect discrimination and choose the right people to manage change (Hall, 2003). Promotion of organizational justice in the workplace is a good chance to motivate people and establish trustful employer-employee relationships (Cloutier, Denis, & Bilodeau, 2012). When the staff experiences the fair treatment of the leader, the members are ready to participate in discussions and support each other to survive change or deal with a problem.
To conclude, any organizational change or problem has its roots and consequences. Some facilities are ready to make fast decisions and find an effective solution, and some education departments need additional help and knowledge. In this project, the College of Business is the department that faces a serious problem because of slow decision-making processes and the inability to cooperate quickly in the face of globalization and high technological progress.
Although the leader should not complete all the tasks independently and rely on personal knowledge only, his or her task is to make sure that the right people are chosen, and the clear instructions are given. Employee cooperation and an understanding of available sources and new standards are integral in organizational change. Education is a constantly developing field, and the academic staff should be prepared for new requirements, as well as to prepare students for changes.
Budget, Finance, and Facilities
Slide 1: Description of the Department
Department: College of Business
Institution: University of Colorado (Colorado Springs)
Sector: Public
Carnegie Classification: Masters’ Large group
Size: 1,400 employees and 11,000 students
Mission: to promote special undergraduate programs and selected degrees and prepare human minds to the world of business
The College of Business is a higher education department that is chosen for analysis in this project. It is a part of the University of Colorado Colorado Springs (UCCS), a public facility that is identified in the Carnegie Classification at the Masters’ Large group, meaning that this institution can offer more than 200 degrees to its students (“Colleges results online,” 2018). More than 1,400 employees work at UCCS, and more than 11,000 students study there (“About University of Colorado Colorado Springs,” n.d.). The mission of the College of Business and UCCS are similar in their intentions to promote special undergraduate programs for students and develop specific degrees, depending on students’ skills. The main task of the College of Business is to prepare students’ minds to work in the world of business.
Slide 2: Organizational Problem: Causes
Outside Factors:
Globalization
Technological progress
Reformation of education
Internal Factors:
Staff fatigue
High expectations
Lack of training
During an interview with a leader of the College of Business, several factors that cause the development of new organizational problems are identified. Globalization results in certain changes that occur in the management of human and economic resources. New facilities offer opportunities to students, create various learning conditions, and develop special programs. The department has to work hard not to lose the staff and attract the attention of new students.
The technological progress speeds up a learning process, but the staff and students should improve their knowledge to use these options properly. As a result, the department needs new regulations, and the reformation of education occurs. In addition, such personal factors as fatigue, the establishment of high expectations, and the lack of training among the employees lead to new problems.
Slide 3: Organizational Problem: Outcomes
Staff unpreparedness to new changes
Leader’s lack of necessary technical skills
Necessity of new stakeholders and motivators
New strategic management plans
Slow decision-making
The leader of the department admits that general success of the facility cannot be ignored. Still, looking closer to the offered environment and discussing the options, specific organizational problems can be identified and must be solved (Shavelson, 2010). For example, sometimes, the staff is not ready for new changes. Despite the gained experience and knowledge, the leader lacks the required technical skills and needs more time to learn improved standards. There is a burning need for new stakeholders and motivators for employees, as well as new strategic management plans. All these challenges lead to one serious organizational problem – slow decision-making in higher education.
Slide 4: Conceptual Framework Essence
The offered conceptual framework was developed by Vroom, Yetton, and Jago at the end of the 20th century. The authors identified eight independent variables, known as contingencies, and introduced four modes for decision-making that depended on the choices made by a leader (Bess & Dee, 2012):
Quality requirement: Is the quality important in decision-making?
Commitment requirement: Should subordinates be committed to decision-making?
Leader information: Does the leader have enough information about the problem?
Structure of the problem: Are there any alternative solutions?
Commitment probability: Will subordinates accept a decision?
Goal congruence: Can organizational goals be achieved under new conditions?
Conflict among subordinates: Are there any concerns about the decision made?
Subordinate information: Do subordinates have sufficient information?
Autocratic mode: AI (a leader makes independent decisions, using available information), AII (a leader makes independent decisions but uses information from subordinates);
Consultative mode: CI (a leader makes a decision after discussions with subordinates), CII (a discussion is organized in a group setting, but a decision is made by a leader alone);
Group mode: GI (a leader and a subordinate discuss a problem and a make a mutual decision), GII (a group of subordinates participate in discussions and use the information offered by a leader to make a common decision);
Delegative mode: DI (a subordinate receives full responsibilities to solve a problem alone)
Slide 5: Application of the Conceptual Framework
In this case, the main organizational problem is slow decision-making. The shared decision-making model helps solve this problem and save time for discussions and information search. What is necessary is to answer the questions from the model and understand what kind of mode is required. The line of decision-making is as follows:
There is a critical importance of decision quality for the department. The leader does not have enough information to solve the problem alone. There are no clear alternative decisions for the chosen problem at this moment. The subordinates would be eager to participate in discussions and share their thoughts on the matter. This decision will share the goal of the department without any conflicts among subordinates. Regarding the fact that the subordinates have information that is crucial for decision making, the required mode for decision-making is GROUP TWO when the leader motivates the staff to discuss the problem and develop a decision mutually.
Slide 6: Change Outcomes
Saved time
Clear decisions
Staff motivation
Trustful employer-employee relationships
New standards and strategic improvements
The shared decision-making framework helps the faculty save time and make clear decisions. The academic staff is properly motivated by the leader through the establishment of trustful relationships and cooperation. As a result, new standards can be accepted regarding available strategic improvements and sufficient department and institutional goals.
Slide 7: Conclusion: Understanding of Organizational Problems
Organizational problems may vary
Globalization and technological progress can bring both benefits and challenges
Employees must be prepared to work hard and recognize threats at their early stages
Collaboration and communication can never be neglected
This project provides me with an opportunity to learn better the essence of organizational problems and the necessity to take rational steps as soon as possible. Globalization and technological progress can be either a beneficial discovery for the organization or a dangerous threat for its employees. Therefore, it is recommended to choose an effective decision-making model and promote communication and collaboration to cope with challenges and introduce powerful solutions.
Slide 8: Conclusion: Understanding of Higher Education
Staff members may be unprepared even staying true professionals in their fields
Cooperation is a key to organizational success
Shared decision-making is a model for academic facilities to be followed
In general, my understanding of higher education administration has been considerably improved during the work on this problem. I realize that despite high-level professionalism of the staff, the department members may stay unprepared to certain changes and innovations. It is not enough to be acknowledgeable, but it is important to work hard and be ready to cooperate. Shared decision-making is a chance for many academic facilities to improve their working conditions, attract the attention of new students, and increase staff satisfaction.
References
About University of Colorado Colorado Springs. (n.d.). Web.
Bess, J. L., & Dee, J. R. (2012). Understanding college and university organization: Theories for effective policy and practice (Vol. 1). Sterling, VA: Stylus Publishing.
Driscoll, A., & de Noriega, D. C. (Eds.). (2006). Taking ownership of accreditation: Assessment processes that promote institutional improvement and faculty engagement. Sterling, VA: Stylus Publishing.
Goonen, N. M., & Blechman, R. S. (1999). Higher education administration: A guide to legal, ethical, and practical issues. Westport, CT: Greenwood Publishing Group.
Hall, A. (2003). Managing people. Maidenhead, Berkshire: McGraw-Hill Education.
Hogler, R. L. (2004). Employment relations in the United States: Law, policy, and practice. Thousand Oaks, CA: SAGE Publications.
Lombardi, J. V. (2013). How universities work. Baltimore, MA: Johns Hopkins University Press.
Paine, G. E. (2013). Caring about students – The work of student affairs. Journal of College and Character, 14(3), 223-230.
Shavelson, R. J. (2010). Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.
Shapiro, H. T. (2005). Larger sense of purpose: Higher education and society. Princeton, NJ: Princeton University Press.
University of Colorado Colorado Springs: Mission, vision and values. (n.d.). Web.
Over the last 30 years, the real price of college education in the United States has increased remarkably. At the same time, the number of high school graduates seeking a college education has increased. Faculty wages, administrative staffing and capital costing have also increased remarkably while government spending on universities has been reduced. In as much as these changes have been observed, the major determining factors are demand and supply of college education services.
College enrollments
College enrollment increased in the United States accompanied by a dramatic rise in average tuition. This contradicts the law of downward-sloping demand which states that, if the price of a good or service falls, with all other economic factors held constant, then the quantity demanded increases (Deepashree, 2006, p.3-7). The price of a college education is the tuition the students are required to pay while the quantity demanded is represented by the number of enrollments. In this case, however, the higher number of enrollments is not a result of a reduction in tuition. Therefore, if other influencing factors like population increase are held constant, then the change observed does not follow the law of demand. According to microeconomics, the number of enrollments would have risen if the average tuition fell to obey the law of downward-sloping demand.
The dramatic rise in the price of a college education
As noted earlier, the trends in quantity demanded and the price of college does not follow the law of downward-sloping curve. The major reason is that other factors have a greater influence on demand and supply. Thus, the dramatic rise in price can best be explained by considering other influencing factors such as administrative expenditures, capital costs and faculty wages among others.
Supposing that the market was initially at equilibrium and the demand and supply was determined by the market price, a fall in price would cause an increase in demand and a decrease in supply (Keat & Young, 2009). However, other factors have caused the whole market to shift. In this case, these factors are not held constant meaning that price and quantity demanded can rise simultaneously. That is there are shifts in demand and supply.
A shift in demand occurs when there are changes in factors other than the price of a good which affects the quantity purchased (Samuelson & Marks, 1999). Demand increases or decreases when the quantity demanded at each price increases or decreases. As elements underlying demand change, the demand for a college education is affected and the demand curve shifts rightward as shown below.
A shift in supply occurs when there are changes in factors other than the price of a good which affects the quantity supplied (Samuelson & Marks, 1999). Supply increases or decreases when the quantity supplied at each price increases or decreases As elements underlying supply change, the supply of college education is affected and the supply curve shifts rightward as shown below.
At every instance of the shifts, the demand for a college education is higher than the supply causing a rise in the price. Therefore, the failure to achieve equilibrium as the demand and supply shift has resulted in a dramatic rise in the price of a college education over the years.
Conclusion
An increase in college enrollments and the accompanying rise in tuition does not reflect the law of downward-sloping demand. The rightward shift in both the demand and supply curves causes a rise in price. Over thirty years, this increase is nothing but dramatic.
References
Deepashree. (2006). Microeconomics and macroeconomic environment for Ca Pe I. New Delhi, India: Tata McGraw-Hill Education.
Keat, P. G. & Young, P. K. (2009). Managerial economics: economic tools for today’s decision-makers. Upper Saddle River, NJ: Prentice-Hall.
Samuelson, W. & Marks, S. G. (1999). Managerial economics. Fort Worth, TX: Dryden Press/Harcourt Brace College Publishers.
Over the past years, college education has been a major topic of controversy with various people pledging their support for or against it. The outcome and the quality of lives after the attainment of the college schooling determine whether it is worth pursuing. Five authors have expressed their thoughts regarding this topic, most of which depict a feeling of disappointment and dissatisfaction over the controversial issue, as to whether it is worth attending college. Many families sacrifice a great deal just to ensure that their children get quality education; but with the increasing trends of unemployment, is college education worth the cost, sacrifice and the effort or it is just a simple scam that many people have been plunged into?
In the article titled, “Is College a scam”, the author talks comprehensively about how the current job market influences people’s decision on what course to pursue. According to the author, many college graduates join their respective colleges and pursue their courses with much enthusiasm, only to get out of college and lack a meaningful job. This compels them to take up non-professional jobs in anticipation of better ones. The author of the article “fulfilling her mother’s dream” advances the same argument. In this article, the author narrates a story of a mother who yearned for college education but missed it; the mother did not stop at this point but struggled to ensure that the daughter attains the education that she (the mother) had missed. The most discouraging factor however is that like other graduates who went before the daughter, she was highly likely to join the group of jobless graduates after attaining the much sought after college education.
On a rather controversial note, the article, “Americas most overrated product; higher education”, idealizes of how successful college dropouts have succeeded in their quest for success. The likes of Bill Gates, Steve Wozniak, and Richard Branson among others have greatly succeeded in this competitive job market, despite not having a college education or dropping out. The decision to drop out of college and venture into lucrative business activities has changed their lives, making them pursue areas of their interests and saving their families the cost of college education. The author of the same article is of the opinion that if colleges, like companies, were judged based on the quality of their products, most students would not spend millions in education only to miss out on their anticipated job positions.
College degrees have also been seen to be of great value even in careers that they do not apply in. Most employers opt to hire graduates irrespective of their courses even in very odd jobs. Graduates are therefore not guaranteed to get their expected jobs, a factor that makes the college education seem like a waste of time. The article, “The college scam” also discusses the above stated successful individuals who never made it to college or dropped out, with things like chasing women and playing poker being on the forefront of their learning experience.
In conclusion, the opinions expressed by most of these authors tend to point towards one direction, the insignificance of attending college. They depict colleges as institutions where students pile up debts and then emerge very unsuccessful in their careers and professional lives. They are thus of the opinion that children be trained in the areas they show high interests in and the likelihood of succeeding will be high. The course of argument taken by each of the authors on the issue reveals their opinions on college education, which is basically the source of the controversy.
In his article “Is College Tuition Really Too High?”, Adam Davidson discusses such a trend as the rising cost of education in the United States. The author provides statistical data showing that many families find it more difficult to afford tuition fees (Davidson par. 2). These expenditures have increased dramatically relative to the median income of households (Davidson par. 2). This tendency can be observed in both private and public educational institutions. According to available estimations, these costs have increased by approximately 500 percent (Noack par. 1). Overall, it is crucial to identify the underlying causes of this problem and review possible solutions. One should also evaluate the arguments put forward by Adam Davidson. Much attention should be paid to the relevant questions that are not thoroughly discussed in this article.
This journalist focuses on the factors that can contribute to this trend. In particular, the writer notes that public funds are usually transferred to the most prosperous classes of the community. In contrast, people, who represent lower classes, receive a very small share. For instance, the author states that students, who attend private schools, can receive $25,000 from the state (Davidson par. 27). In contrast, learners, who go to “non-selective public schools”, get approximately $13,500 (Davidson par. 27). Thus, one should pay attention to the inefficient distribution of public funds. The only limitation is that Adam Davidson does not specify the sources that he uses to make his arguments.
One should bear in mind that some schools are very selective. They focus on the students who have the highest scores. Moreover, these learners can better meet the requirements set by these educational institutions. As a rule, they attend either public or private schools that employ the most skilled and competent educators. However, many children are deprived of this opportunity. Thus, these learners may lack the knowledge and skills that are required for the successful performance in very selective public schools.
Therefore, many talented students will not be able to work with the best teachers. Furthermore, Adam Davidson discusses various mechanisms that contribute to the rising cost of education. For instance, one can refer to the increasing prices of textbooks. Finally, the writer notes that the investment in higher education can be justified in the long term. In particular, a person, who receives at least a graduate degree, is more likely to become a taxpayer. Currently, many students believe that college administrators have to justify the reasons why they raise tuition fees. Very often, they do not involve student associations in decision-making (Anderson par. 10). Thus, this problem requires the cooperation of different stakeholders such as college administrators, economists, and legislators.
Adam Davidson gives many significant insights that are necessary for explaining the increasing costs of higher education. Nevertheless, the writer does not consider other important factors that exacerbate this problem. One should examine the deficiencies in the functioning of educational organizations. For instance, Paul Campos notes that the governmental expenditures on higher education have increased considerably during the last three decades. However, tuition fees have not become more affordable to learners (Campos par. 10). In turn, the author notes that educational organizations have become more bureaucratic. Much attention should be paid to the increasing number of college administrators (Campos par. 10). This author does not reject the necessity to invest in public education. Nevertheless, he insists that state-funded universities should make an efficient use of the resources that are available to them (Campos par. 10). This issue is not sufficiently discussed by Adam Davidson in his article, but this detail should not be overlooked by policy-makers.
Furthermore, one should note that some rules existing in colleges can make the cost of education much higher. In particular, in some cases, many first-year students are required to live on campus. The problem is that they do not have the opportunity to pay the price of a campus dorm (Douglas-Gabriel par. 2). Many of them can find less expensive apartments outside the campus. Thus, it may be necessary to re-evaluate some of the existing procedures because they can have an adverse effect on many students whose income level is not very high. The problem is that they often encounter bureaucratic barriers that have no rationale.
Journalists also note that the problem of rising costs becomes more complicated due to the challenges that learners face after their education. In particular, these individuals cannot raise their status in the society, and their annual income does not exceed $ 25.000 (Selingo par. 10). Therefore, one can argue that the rising cost of tuition may not be perceived a significant problem if college graduates can always derive substantial benefit from their education. The key problem is that in many cases, they do not receive any significant rewards. So, it is important to study the macroeconomic environment of the United States.
In my opinion, Adam Davidson convincingly demonstrates that it is necessary to make education more affordable. However, the author does not discuss a broad range of strategies that can be used to address this issue. At first, one should consider the measures advocated by Paul Campos, who believes that is necessary to cut administrative expenses. At the same, journalists discuss the plan that is intended to refinance student loan programs (Healy par. 1). This policy can minimize the problem of students’ debts. Provided that college administrators and governmental officials cannot cope with this problem, a greater number of American learners may decide to study abroad. For instance, they may prefer German universities in which tuition fees are smaller (Noack par. 2). Moreover, it is necessary to consider the policies adopted in various European countries because in this way, one can find efficient approaches to the problem of increasing tuition fees (Noack par. 2). Thus, one should not overlook the best practices that have been applied in different countries.
Overall, this discussion indicates that the rising cost of tuition is one of the critical problems for the American society. If this issue is not addressed, a considerable part of young adults will be denied access to higher education. As a result, they will not be able to raise their social status. However, it is important to understand the mechanisms that contribute to this tendency. For instance, one should not overlook the detrimental impacts of bureaucracies existing in educational organizational and governmental institutions.
Apart from that, one should not forget about the ineffective redistribution of wealth. The key issue is that policy-makers should not regard these expenditures as a burden. More likely, these expenses should be viewed as the investment in the future of American people. Moreover, these funds are essential for promoting the economic growth of the country. One can argue that Adam Davidson’s article can help a person get a better idea about the main trends affecting the economy of higher education. Nevertheless, other sources are also useful for understanding various factors that increase the cost of tuition.
Works Cited
Anderson, Nick. “U-Va. board approves 11% increase in tuition, fees for in-state freshmen.” The Washington Post. Washington Post, 2015. Web.
Douglas-Gabriel, Daniel. “Freshman residency rules sometimes force students to pay prohibitive costs.” The Washington Post. Washington Post, 2015. Web.
Noack, Rick. “7 countries where Americans can study at universities, in English, for free (or almost free).” The Washington Post. Washington Post, 2015. Web.
Selingo, Jeffrey. “Is college worth the cost? Many recent graduates don’t think so.” The Washington Post. Washington Post, 2015. Web.
A college is an institution, essentially an educational campus, where a student can continue his or her education beyond high school. Education attained from college helps men and women enjoy better-off, exuberant, and more meaningful lives. It is college where students start learning higher subjects for their professional careers like engineers, lawyers, or doctors. Other subjects that are covered under Arts & Humanities are: Literature, Language, Creative Writing, Philosophy, Religion, History, Tourism, International relations, and Political science etc. College education helps prepare individuals to contribute to community affairs with matured outlook and greater understanding.
Main body
One of the oldest educational institutions for higher learning in the United States was Harvard University, which was established mainly to prepare citizens, the cream of nation, for the ministry and high-ranking posts in the cabinet and government. But today such an institution or school of learning is called a Seminary or Theological school. These special institutions and schools, later broadened their syllabi to include courses of study relating Liberal Arts, and then these were called Colleges of Liberal Arts. The pioneer universities of the US then started dividing their courses into different fields of learning. The departments, which taught each branch came to be called Colleges. Hence, the word College in the United States especially came to have two meanings and forms as:
A part of a university that teaches a special branch of knowledge, or
A separate, independent institution that specializes in a single branch of knowledge.
The names of colleges often determine the type of learning they impart. For instance, Agricultural Colleges, Dental Colleges or Teachers Colleges. Normally all universities have various kinds of colleges ranging from law, medicine, theology, dentistry, arts and fine arts. The Community colleges are the Junior colleges that mainly offer two-year programs intended for a person’s semiprofessional career. Successfully completing a junior college program, students are transferred to a “senior” college for advance study.
Nearly all high school students, at some stage in their study-life, are posed with two questions, which are:
Should I join college? and
Which college should I select that can best serve my purposes?
First of all students should take into consideration their own abilities, aptitudes and aims. They should then be able to decide whether they will receive the required standard of learning they aspire to get in the college that will help them in their future career. For instance, many students may feel that special vocational training, instead of a typical college education, will be better for the careers they want to pursue. Therefore final decision about choosing a college should be made only after a serious thought about ones aptitudes and aims in life. Those students who get admission in college without pre-thinking and without being much inclined may find it difficult to be successful students.
Another important factor to consider before choosing a college is that a student should see that it nearly fits his or her needs and finances. Therefore before deciding upon a college or school they can gather many of the facts by simply talking to friends and the members of teaching staff. They can also obtain information on the school or college by writing to them.
The costs incurred on studies can vary from college to college. The catalogues of nearly all colleges list the average living costs for one year of school. This includes the tuition and all other fees. The average cost of tuition, fees, room, and board at public universities in the United States as back as 2000’s, was approximately $10,600 for all students. The average cost for residents was less than this amount, except for the non-residents, which was a little higher. In view of high college expense many aid programs were introduced by both the government as well as by philanthropists in the private sector to help poor students continue their higher studies at college and universities.
Therefore students belonging to poor families may receive all or part of their college expenses through various aid programs. The various aid programs include scholarships and fellowships; state, federal, and private loan programs. These programs may also include benefits for veterans and orphans. There are so many of like programs that nearly every college has an independent financial aid office to serve such students. A deserving student needing financial assistance, therefore, should consult this office at the college he or she is selects. Generally, there are sufficient financial aid programs, which make it possible for any deserving student to attend some college school or university in spite of the financial problems. (Jordan, I. King. n.p.)
College Entrance Test
The objective of a ‘college entrance test’ is to determine if a person meets the admission requirements of a college or university. Every college students has to take entrance examinations test for his or her admission to either junior or senior college. These tests inquire to measure students’ capabilities in areas like language (reading & writing), mathematics and science. For considering an applicant for admission most colleges pay close attention to entrance test scores. Many colleges in the United States require applicants to take entrance test that is developed by the College Board standing originally for the American College Testing program. SAT’s are the College Board sponsored tests, which originally stood for Scholastic Aptitude Tests, while ACT’s include a test called the ACT Assessment. (Parker, Laurence. n.p.)
Another test called ‘SAT Reasoning Test’ consists of three sections:
Math
Critical reading, and
Writing.
[Note: Students can make preparation for the ‘SAT Reasoning Test’ by taking the Preliminary SAT/National Merit Scholarship Qualifying Test]
All colleges without the exception, in the United States, require foreign applicants to take the TOEFL, which is a test of English as a Foreign Language, and very aptly measures a student’s ability to write, speak and understand the English language.
Students who apply for a graduate degree in business usually have take an additional examinations i.e. Graduate Management Admission Test (GMAT), so also the medical students who have to take a test called Medical College Admission Test (MCAT), or for the Law students to take School Admission Test (LSAT). (Parker, Laurence. n.p.)
Degree College & Graduation Exercises
A college degree is awarded to a student who successfully completes the required course of study at the college. The college administration presents the degree to a successful candidate in the form of a “Diploma”, a document that certifies the award. There are four other basic kinds of degrees. They are:
Associate’s Degree
Bachelor’s Degree
Master’s Degree and
Doctor’s Degree
There is also another degree called ‘Honorary Degree’ which is awarded to a person for his or her outstanding contribution in the field.
Conclusion
A college or university usually awards a diploma or certificate (officially sealed document) in recognition of student’s achievement in a particular course of study. The awarding of the corticated confirms that the student has completed a prescribed course. Colleges present diplomas to students at special ceremonies, called “Graduation Exercises.” (Sloan, Douglas. n.p.)
Though many states now have lotteries that help offset the cost of registration and fees at state colleges, students are still faced with the overwhelming expense of textbooks. In addition, scholarships offered by many universities cover tuition and fees, even room and board, but not the costs of textbooks. Parents and students often overlook this crucial expense when making financial arrangements to cover college costs. And why not? Rarely do students purchase textbooks until they enter college. Most high schools, largely because of state regulations, offer textbooks free to students. Until they get into the college bookstores, many students have no idea that a single text may be as high as $200.
The NY Times editorial blog is right on the money, literally. One of the hidden costs of a college education is textbook purchase. In years past, students could count on being able to take their texts back to the bookstore to re-sell so that other students could buy them used at a discount. However, many colleges follow two-year adoption cycles, meaning new editions with minor changes in pagination, structure, or content are just enough to throw a wrench into the re-selling process.
The three points in the bi-partisan legislation described in the blog would be helpful in eliminating some of the high costs. For example, faculty members should be advised ahead of time of prices for the textbooks they are considering for use in their courses. This is especially important for adjunct professors who do not usually get a vote in the adoption process but are supposed to use the book chosen. This often results in adjunct course instructors using only bits and pieces of the adopted texts, and requiring students to purchase supplemental materials, another cost on top of the initial one.
Additionally, the pre-packaged, shrink-wrapped versions of textbooks are not always necessary and the proposed legislation would provide that textbooks be sold to students without all the ancillary materials required for purchase too. In some cases, students might actually prefer to have just a CD version of the textbook over the actual hard copy, but can’t buy it separately as it stands now.
Finally, the legislation would require that colleges post the prices of textbooks well in advance of opening day of classes. Yes, to that. Allowing time for students to browse used book websites for the best deals or to visit off-campus booksellers for better deals is imperative. Unfortunately, some college bookstores are made or broken on their sales of textbooks. They have a financial interest in “springing” required textbooks on students at the last minute so that students have no recourse but to purchase in the campus bookstore.
As difficult as it is for many students to afford their texts for undergraduate courses, the problem becomes even more hurtful for science, engineering, and other technical majors who must not only have textbooks but usually lab manuals, instruction and tech manuals, and even software programs in order to continue higher level courses. Graduate students are simply doomed when it comes to purchasing books because their courses are so highly specialized.
Savvy students have learned a few tricks to avoid some of the high costs of textbooks. For example, friends who take the same courses may register for different sessions so they can buy one book but share it among several users. Some students use older editions and hope for the best when it comes to citing pages or finding the same content.
It’s time for state and federal legislation to kick in on this issue. With rising fuel, food, housing, and credit card costs, many students are losing the option of a college education at the very time when the economy of our nation depends on more technical school and college graduates. The inability to pay for expensive, use-one-time-and-can’t-resell textbooks shouldn’t be the determining factor in whether students can go to college.
A good education is commonly considered to be the foundation of professional growth and financial success in life. High-quality education is also core to self-fulfillment as it allows developing skills and realizing own talents and potentials. Therefore, it may be argued that education at the secondary level should be free in order to provide everyone with similar opportunities. However, the lowering of prices for education could be a more realistic solution in the present-day situation.
It is possible to say that free education is in line with the concept of social justice. The principle of distributive justice is basic in many social theories and implies a fair allocation of resources among all members of the population. Education may be viewed as such an essential resource, and, unfortunately, a lot of people currently have no access to it due to high tuition costs. Since high-quality education provides one with competencies needed to improve their social-economic status, the fact that to study at a college, a person needs to pay a substantial amount of money prevents those in the most vulnerable position from changing their social location. Of course, history knows many stories of poor people becoming rich, yet these cases are rather exceptional. At the same time, free education could help to better the quality of life for people in difficult economic situations on a significantly larger scale.
Overall, although free education seems to be an ideal solution to the problem discussed above, it is not necessarily easy to realize it in reality without impacting the quality of education negatively. Top universities and colleges substantially rely on fees to purchase all necessary resources, recruit the best professionals, and advance students’ learning experiences in all possible ways. To compensate for all these massive investments, the government will need to show strong commitment and dedication to an idea of high-quality, free education and change its funding and financing strategies, respectively. Thus, regardless of all its potentially favorable outcomes, it seems unrealistic to make college education absolutely free. However, a significant reduction in tuition fees could still be viewed as an option.
