Running Head: Concerns with Higher Education Institutions

Deja S. Thomas
Concerns within Higher Education Institutions
CCHE 690-Masters Seminar
Northern Arizona University
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Over decades, higher education institutes have made innovative changes.

Innovations include various degree programs, accelerated programs, online/ distance

education options, bigger and better campus locations, and fulfilled career dreams.

However, higher education institutions continue to face challenges. Some of those

concerns include neoliberalism, at-risk students, and accommodations and resources

for students with learning disabilities. These concerns are visible in many post

secondary settings across different regions and impact students, faculty, and

communities.

Currents issues with higher education can be alleviated with the implementation of

newly proposed solutions and programs across all post-secondary institutions.

For a significant amount of time, higher education has become less affordable,

revenue focused, and is no longer a public good but simply a product for the consumer

(students) that may or may not guarantee success. Neoliberalism is defined as an

attempt to maximize human well-being through free markets’ (Dugas, Summers, Harris,

Stich, 2018). Saunders (2007) defines it as socio-economic theory that rejects

government involvement in domestic economy, public goods, materialism, and

consumerism. What does this have to do with higher education? Many people are

motivated to attend higher education institutions with hopes of an increased salary and

wealth, knowledge and skill advancement, starting a new career, or personal goals. The

problem is that universities are “adopting market-like behaviors” (Lightfoot, 2017). Over

the past two decades, colleges have market-like behavior and transformed their basic

functions of teaching, research and service to focusing on revenue (Saunders, 2007).

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The concept of neoliberalism has a major impact on faculty and students. For

instructors and other faculty, neoliberalism has turned teaching, research, and other

services into revenue generating operations (Dunn & Faison, 2015). According to

Lightfoot (2017), there is a definite focus on research grants, research partnerships, and

emphasis on metrics as a means to generate revenue for universities. Due to

neoliberalism values, teachers are instructed to remain neutral about political beliefs

and values in the classroom setting. This directly impacts students and instructors who

can not occupy a safe space for critical thinking and questioning (Saunders, 2007).

Neoliberalism directly impacts students due to increased tuition rates and student loans

debt, academic capitalism, and decreased state funding. The daily operations of higher

education institutions incorporate government funding and private sector corporations

(Quinn & Bates, 2017). However, the decrease of government and private sector

funding have created higher tuition rates and student loans, making higher education

degrees seem further out of reach for low income prospective students. Schools like the

University of illinois-Chicago and the University of Texas have seen the lowest

decreases in funding, as much as a 35% decrease in government funding (Lightfoot,

2017). Another negative impact of neoliberalism on students is the focus on STEM,

business, and professional majors/degrees and less focus on humanities majors

(Lightfoot, 2017). If we only focus on science and business majors, what happens to art,

history, and law majors? We will no longer have history teachers, art teachers, lawyers,

and experts from such fields. Unfortunately, neoliberalism may continue to be present in

higher education. The solution to neoliberalisms impact on higher is simple (but difficult
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to implement). Universities must place revert back to focusing on what's best for

students and faculty, rather than focusing on operating according to business principles.

Hopefully, what follows is lower tuition rates, effective teaching, thoughtful and

well-planned research, and increased motivation for future students.

Another issue with our university system is the way it serves at-risk students.

Retention rates for at-risk students are at an all time high and these students fail to

complete post secondary programs. At-risk students are those who are not prepared for

higher education institutions. A great deal of students are not prepared in key areas like

math, reading, and writing. 41% of students entering community college are

underprepared and twenty-one percent of all students entering universities are

underprepared (Laskey and Hetzel, 2011). 1/3rd of all first year college students in the

United States require some form of remediation (Nix et al., 2015). Other indicators of

at-risks students are low high school gpa, learning disability, low literacy rates, language

barriers, and other personal life struggles like family tragedy, instability, and

socioeconomic conditions (Li & Edmonds, 2005). Additionally, students may find

difficulty in balancing employment, family, education commitments, may find it difficult to

make friends, and find support (Valentine et al., 2011). Some institutions have made

efforts to retain students with academic and social support, peer advising, academic

advising, student coaching, and cohorting programs (Xu et al., 2018). More universities

should implement programs for at-risk students to become successful and complete

post secondary programs.

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Evidence has supported that the retention of existing students is cheaper than

the recruitment of new students (Dobele et al., 2013). Retaining at-risk can be attained

by implementing programs to assist students that require help to be successful in higher

education programs. Universities invest in tutoring and writing centers but are in need of

more direct programs for at-risk students. Connolly, et al., (2017) mentions a first year

experience (FYE) program intended to prevent students from academic probation and

increase retention for the following semesters. Data was collected by measurement of

student GPA as they progressed through the FYE program. This is one of many studies

that confirms that first year students need assistance managing their transition into the

academic community and adapting to college life (Connolly et al., 2017). The FYE

program includes a requirement to participate in 3 campus activities a semester,

discussions about promoting a sense of community, discussion of time management,

financial responsibility, self-care, mental health. Other topics include reading

comprehension, note taking, and other basic academic skills (Connolly et al., 2017).

Similarly, black male initiative (BMI) focuses on nurturing and powerful learning

environments that provide academic and social support. BMI is geared specifically

toward black men in college. The goal is to enhance personal development, create

opportunities for bonding with other black males, and support students career goals

(Brooms, 2018). When discussing black men in higher education, the topics of

preparation, access, retention, and persistence are prevalent (Brooms, 2018). BMI

helps these men be successful in a higher education environment. Institutions should

invest more time and money into retaining at-risk students to ensure their success.
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Students with disabilities are part of the at-risk population and unfortunately have

an increased risk of performing poorly in postsecondary education (Murray & Lombardi,

2014). Students with disabilities require different interventions and accommodations to

be successful in higher education. Learning disabilities are the most prevalent

disabilities served by special education (Showers & Kinsman, 2017). An increasing

number of students with learning disabilities are enrolling in college and experience

significant difficulty with subject areas like reading, spelling, written composition, and

math (Stage & Milne, 1996). A learning disability is considered an invisible disability. It's

difficult to identify someone with a learning disability. These types of students may feel

ashamed and have difficulty explaining their disability and how it impacts their learning

environment (​Barnard-Brak et al., 2010)​. Therefore, there is reluctance to request

accommodations in a post secondary setting. The national center for learning

disabilities reports the graduation rate for students with learning disabilities is 41%

compared to 52% for students without learning disabilities (Zeng, Ju, Hord, 2018).

Services and support are essential for retention of students with disabilities to develop

self determination skills, technology skills, obtaining internships, and other career

related goals (Getzel & Thoma, 2008).

Many higher education institutions across the nation implement programs

specifically designed to assist students with disabilities. The University of Iowa

introduced a program called UI REACH. UI REACH is a 2 year program designed to

provide a holistic college experience for young men and women with autism

(Hendrickson et al., 2013). This program is for students 18-15 years old, whose
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academic level is between 3rd and 6th grade and emphasizes four areas: inclusive

student life, person-centered planning and academic enrichment, career development,

and post-program support (Hendrickson et al., 2013). Another similar program exists at

the University of Arizona called strategic alternative learning techniques (SALT). Like UI

REACH, SALT offers meetings with learning specialists, subject-specific tutors, and

technology assistance. SALT offers seminars on time management, reading, writing,

organization, and using technology, note-taking, exam prep, and dealing with anxiety.

More information can be found at ​https://salt.arizona.edu/services​. Although many

higher education institutions offer programs to increase retention among students with

learning disabilities, these programs are not universal.

Higher education is a life changing experience for many people and has many

benefits like career opportunities, personal development, and salary increase. Yet, we

must acknowledge the weaknesses in higher education like neoliberalism, and lack of

concern for students with learning disabilities and other at-risk students. College faculty

must strive to make change from within college organizations and make all students

their first priority and acknowledge their impact on other faculty, students, and

surrounding communities.
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