The Real World of College

1. Higher education should prioritize academic growth and transformation

College presents a unique opportunity to learn, to explore, to prepare for the future, for the long haul, for a lifetime.

Exploration is crucial for learning how to think, trying out various curricular and extracurricular pathways, and reflecting on different aspects of the world. College offers a rare chance to expand one's horizons, meet diverse individuals, and potentially transform one's thinking, relationships, and aspirations. This transformative potential sets college apart from other post-high school options.

The primary purpose of nonvocational higher education should be to increase Higher Education Capital (HEDCAP) - the ability to attend, analyze, reflect, connect, and communicate on issues of importance and interest. This intellectual growth should last a lifetime and be applicable across various professions and life situations. Colleges need to focus laser-like on this academic mission, avoiding the temptation to be all things to all people.

2. Mental health and belonging are critical challenges facing college students

Clearly, the challenges of mental health and alienation require attention and redressing.

Mental health issues pervade higher education, with nearly half of all participants ranking it as the most important problem on campus. This concern spans different types of institutions and constituencies. The primary source of mental health distress cited by students is academic rigor, particularly the pressure to achieve external markers of success like high GPAs.

Belonging is another crucial challenge, with about one-third of students expressing some form of alienation. This can manifest as feeling disconnected from academics, peers, or the institution as a whole. Interestingly, the sense of belonging tends to decrease over the course of college, particularly at highly selective schools. These issues of mental health and belonging must be addressed for students to fully engage with and benefit from their college experience.

3. Colleges suffer from mission sprawl and projectitis, diluting their core purpose

To put it sharply, except for faculty and administrators, the academic goals and means of college are not salient for most students, nor for the other stakeholders we interviewed.

Mission sprawl refers to the tendency of colleges to try to be all things to all people, resulting in multiple, often conflicting missions. This leads to "projectitis" - the proliferation of centers, staff, and initiatives that often bewilder students and dilute the core academic purpose of the institution.

To combat this, colleges should:

• Develop and model a single, powerful mission statement focused on teaching and learning
• Clearly communicate this mission, with attention to both direct and indirect messaging
• Avoid "projectitis" by sculpting programs that relate directly to the mission
• Drop or radically prune initiatives not connected to the core goals of the institution

4. Students increasingly view college transactionally rather than transformationally

Put succinctly, we suggest that most participants have "missed the point" of nonvocational higher education.

Transactional approach dominates: Nearly half of the students in the study have a transactional mental model of college, viewing it primarily as a means to get a degree and secure a job. This contrasts with the exploratory or transformational models that align more closely with the ideals of liberal arts education.

The prevalence of the transactional model:

• Increases over the course of college at highly selective schools
• Decreases at less selective schools
• Is more common among students with lower Higher Education Capital (HEDCAP)
• Correlates with a higher likelihood of feeling alienated from academics, peers, and the institution

This trend poses a significant challenge to the core mission of nonvocational higher education and requires intentional efforts to shift student perspectives.

5. Higher Education Capital (HEDCAP) is key to lifelong learning and success

Higher Education Capital denotes the ability to attend, analyze, reflect, connect, and communicate on issues of importance and interest.

HEDCAP encompasses critical thinking, analytical skills, and the ability to synthesize and communicate complex ideas. It represents the intellectual growth that should be the primary goal of college education.

Key findings on HEDCAP:

• Increases over the course of college for most students
• Is higher among students with exploratory or transformational mental models
• Correlates with a greater sense of belonging and engagement in college
• Appears to plateau or slightly decrease after graduation, highlighting the need for continued intellectual engagement

Colleges should focus on developing HEDCAP in all students, regardless of major or career aspirations, as it provides valuable skills applicable across various professions and life situations.

6. Effective onboarding and intertwining of missions can revitalize higher education

From day one, onboard students to the mission—display on campus tours and accouterments; capture in courses and in student performances; resonate in extra-curricular activities; reinforce through contact with experienced students who embody its key component.

Onboarding refers to the process of introducing students to the core academic mission of the college from the moment of admission. This should be an ongoing process throughout the college experience, not just limited to orientation.

Intertwining involves carefully connecting any secondary mission (e.g., civic engagement, religious values) with the primary academic mission. This ensures that all aspects of college life reinforce the central purpose of intellectual growth and transformation.

Effective onboarding and intertwining strategies:

• Clearly articulate the academic mission in all communications and campus experiences
• Design orientation programs that emphasize academic expectations and supports
• Integrate secondary missions into the curriculum and course assignments
• Provide ongoing reminders and embodiments of the college's core purpose throughout the four years

7. Ethical concerns and academic integrity need renewed focus on campuses

Clearly, there ought to be specifiable reasons for the dramatic growth in Higher Education Capital in two of our schools, as well as the disappointing stagnation of HEDCAP at one of our schools.

Academic dishonesty is widespread but often ranked as the least important problem on campus by students and faculty. This disconnect between the acknowledgment of cheating and the low importance assigned to it is troubling.

To address this issue:

• Integrate discussions of ethics and integrity throughout the curriculum
• Create a culture that values honest work and academic integrity
• Design assignments and assessments that make cheating difficult or impossible
• Clearly communicate consequences for academic dishonesty
• Foster an environment where students feel supported in doing their own work

8. Colleges must balance job preparation with broader intellectual development

To be clear: You don't need college just for these opportunities. You can also get such experiences in your neighborhood or through travel, near or far—or through scouting, military, or public service.

Vocational focus threatens the broader benefits of a liberal arts education. While job preparation is important, it should not be the sole or primary focus of nonvocational higher education.

Colleges can strike a balance by:

• Highlighting the long-term career benefits of broad intellectual skills
• Integrating career preparation into the academic curriculum
• Demonstrating how liberal arts skills apply to various professions
• Encouraging internships and experiential learning that complement academics
• Helping students articulate the value of their broad education to potential employers

9. Diversity and social issues require thoughtful integration into academics

Importantly, students not only observe these issues; nearly half of the students (45%) also talk about the way in which the problems directly impact their experience.

Social issues are salient for students, with many describing experiences related to race, gender, socioeconomic status, and other aspects of diversity. Students value opportunities to engage with these topics but often feel they lack the tools to have productive conversations.

To address this:

• Integrate discussions of social issues across the curriculum
• Provide structured opportunities for dialogue across differences
• Offer courses that explicitly address diversity and social justice
• Train faculty to facilitate difficult conversations
• Connect campus diversity initiatives to academic learning goals

10. Stakeholder alignment around core academic mission is crucial for success

Clearly, as educational diagnosticians without psychiatric training or degrees, we are not in a position to address directly mental health concerns or feelings of alienation.

Misalignment exists between various stakeholders in higher education, particularly between students/parents and faculty/administrators regarding the purpose of college. This misalignment can lead to confusion, frustration, and a dilution of the core academic mission.

Steps to improve alignment:

• Clearly communicate the academic mission to all stakeholders
• Involve faculty, administrators, students, and parents in ongoing dialogue about college goals
• Educate parents and prospective students about the value of a broad liberal arts education
• Align campus policies, resources, and messaging with the core academic mission
• Foster a culture that values intellectual growth and transformation alongside career preparation

Last updated: April 14, 2025