At the core of the challenges that higher education faces is a need to reaffirm the value that these institutions bring to communities. I tend to look at the value of higher education from three perspectives.
First is the value to the individual of completing a degree. The economic benefits of college in enhancing one’s job prospects and potential lifetime earnings are significant. According to the Social Security Administration, men with bachelor’s degrees earn approximately $900,000 more in median lifetime earnings than high school graduates, while women with bachelor’s degrees earn $630,000 more. Graduate degree holders tend to earn even more, with men earning an average of $1.5 million more and women earning $1.1 million more.
Second, is the benefit to the immediate community. Higher education institutions play a crucial role in elevating the broader educational foundation in communities. As a result, the corollaries that historically come with a more educated society — broader economic returns, more jobs created, and other benefits — are critical. Colleges and universities also serve as local economic generators, creating local jobs, leveraging local institutional spending, and helping to build often-needed human capital pools.
Third, are benefits to the broader global society. Many scientific discoveries made in university laboratories and their relations to solving complex challenges are often central to the attainment of a university or college degree. Researchers and scholars working in higher education are helping to solve challenges related to health issues, climate resilience, and broad economic dislocations.
Opening minds and doors
We need to make a concerted effort to rebuild trust as institutions with tremendous public value. We have roles in working alongside community partners to help address the deepest of needs in an often seemingly divided society.
We need to frame conversations around developing meaningful skills for students. Skill development doesn’t just mean technical skills critical in a workplace; it also means skill building for participation in civic discourse. Enhancing skills in critical discourse is crucial, especially in this election season, where students from different political viewpoints need strategies for bridging differences.
From my 25 years of working in higher education, I have witnessed the intellectual growth of students during their college careers. Students have found careers in various fields, making critical impacts in the world around them. My hope is that over the next several years, we can continue to open the doors of our higher education institutions to more students and enhance pathways to futures they may have barely imagined for themselves.
As with the beginning of any school year, I see this one as the start of a pathway for enhancing opportunities and experiences for intellectual and professional growth for Guilford College students. I believe that every other president in the region would say the same.
