value of higher education

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this is my research paper, read the instruction paper very carefully. please do not plagiarize at all; make sure you use a lot of thought and intelligence to avoid plagiarism. proper MLA format and citation should be used without forgetting the works cited page. use sources on the mini bibliography attached below with an addition of 6 more sources (must include at least one scholarly journal, one general interest magazine, and one newspaper article) and make sure you DO NOT USE .COM and WIKIPEDIA. 2500-2800 word count.

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English 102; 20620 Ethan Goffman Final Research Paper In the final research paper, you will weave information from a variety of sources into a single, coherent paper with an original argument. The topic must be the same as previously approved for the Mini Annotated Bibliography. However, you may decide to further narrow down your topic to make it more manageable. Your paper must have a major claim, with a clear overall argument and strong supporting discussion and examples. You may take a simple pro or con position, but your final paper is likely to be more complex and nuanced, perhaps taking an intermediate or highly qualified stance or suggesting a new or different position. Your research and writing should be undertaken not to make a one-sided, partisan argument but to explore an issue. Your final argument, while taking into account and evaluating a variety of sources, should be original, if not in its major claim at least in the way it is developed and supported. The total number of sources must add up to at least ten. At least seven of these must appear on the Works Cited page, with additional sources on a Works Consulted page. Sources on the Works Cited Page must be cited in the paper and must include at least one scholarly journal, one general interest magazine, and one newspaper article. Including a book is also suggested. Web sources must be affiliated with a reputable organization, such as an educational institution, a government, or a recognized scholarly institution. Wikipedia, an encyclopedia, or a dictionary may be cited but do not count as one of the ten sources. Up to two sources from our text may be included among the ten sources. A balance of sources may be used throughout the paper; alternatively, should just two or three sources prove the most important, these may be cited extensively with limited citations for other sources. Proper MLA format must be used both in citing the sources in the body of the paper and in the Works Cited list. The paper should be written in a clear, precise style with sophisticated vocabulary and varied sentence structure. It should be written not for experts in the field, but should be accessible to an audience with at least some college education. If you run into trouble, please see me or one of the tutors at the Writing Center (Humanities 02) for assistance. For help with research, please ask a librarian. Due Dates: Draft: Wednesday, November 29 (to be turned in via Blackboard before class) Final: Friday, December 15 (to be turned in via Blackboard before midnight) Length 2000-2,800 words Value Draft: 15% of final grade Final: An additional 15% of final grade Belengai 1 Radj Belengai Professor, Goffman 11-13-17 Value of higher education Blanco-Ramírez, Gerardo, and Joseph B. Berger. "Rankings, accreditation, and the international quest for quality: Organizing an approach to value in higher education." Quality Assurance in Education 22.1 (2014): 88-104. Greater demands and needs for access to higher education system has made it expand rapidly all over the world. With the more advanced method of education comes about with both national economic and individual opportunity development. Besides, it leads to competitiveness in the globalized world. Due to this reason, there has been a significant rise in the number of students who enroll in both public and private institutions (university and collages). As the system has all these benefits, it comes with some setbacks as well. The rising number of student is projected to interfere with the educational inequality in getting its access, relevance, and quality. Quality and accountability, in this changing context, has received more attention from higher education leaders and policymakers. Almost every country since the 1990s has developed quality assurance mechanism. Most of these countries are the developed western nations. Jepsen, Christopher, Kenneth Troske, and Paul Coomes. "The labor-market returns to community college degrees, diplomas, and certificates." Journal of Labor Economics 32.1 (2014): 95-121. Belengai 2 In this article, the authors have given a deep thought to look at the labor-market returns, about the community college diplomas and certificates. Also looked into is how the labor-market estimations are related to those common degrees studied in the society. Panel-data models, according to the administrative data acquired from Kentucky, tend to control the difference between students in educational aspirations and precollege earnings. Associates diploma and degrees have contributed to the quarterly earning returns, of about $1500 for men and $2400 for women. Certificates have been found to bring about smaller profits as compared to degrees and diploma. Across the field of study, there has been a substantial heterogeneity in returns. Women with degrees, diploma, and even certificates have higher levels of employment as compared to the counterparts- males. Practical argument third edition " a text and anthropology for Montgomery college with documenting sources in MLA style" by Laurie G. Kirszner and Stephen R. Mandell The book is highly revised in its third edition to equip students with the requirements to have a compelling argument. It helps them to make arguments, both classical and contemporary. The discussion involves how one relay his/her facts in an informative manner that they can be easily understood. It does not require technicalities. The vocabulary used should be simple, to make the reader best grasp what is being relayed. In this context, this information will help be analysis how higher education has been of value to the society. Besides, I will look at the setbacks it has come with and solutions on how to solve them. Then I will look into some of the factors affecting higher education to help curb the problem of unemployment. Belengai 3 Woodall, Tony, Alex Hiller, and Sheilagh Resnick. "Making sense of higher education: students as consumers and the value of the university experience." Studies in Higher Education 39.1 (2014): 48-67. Competitive funding model in the global university sector is becoming the norm progressively. This has made higher learning institutions to make this a business area, collecting much of the funds giving less valuable education. Customer-like behaviors are, therefore, a characteristic of most of the student in these institutions. They are demanding for quality education. A good example used in this article is one of the schools in the United Kingdom. Value, however, is a problematic issue, both regarding measurement and conceptualization. In this article, the authors looked into the relationship between higher education and student value. The school in the UK has faced this challenge, same to most of the schools around, making the study more operationalized and better understood. A combined qualitative/quantitative approach adopted in this article also tend to have an identification of the primary value drivers have meaning that is more practical, and defining the difference highlighted between home and international students. Yuan, Li, Stephen Powell, and JISC CETIS. "MOOCs and open education: Implications for higher education." (2013). MOOCs, Massive Open Online Courses have of late received a great deal of attention from entrepreneur vendors, the media, technological literates and educational, professional sections of the public. They have promised to give the public a free access, less expensive university-level education, and a way to disrupt the traditional models of higher education. Platforms like edX have been put in place by to encourage open learning by the elite’s Belengai 4 universities. Udacity and Coursera, examples of commercial start-ups have been set in place, in collaboration with various prestigious universities. They offer online courses for either free or less pay for credits certification awards. MOOCs platform is projected to be on the rise as more substantial cooperation’s like Google and Persons are planning to be global players by moving into the HE sector. Open universities in the UK, Future learn, has been launched already to bring together a wide range of services; free open, courses offered online from the competitive UK universities to global learners.
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The Value of Higher Education
Universally, many recognize the value of and pursue basic education. A majority,
however, fails to proceed on to the tertiary level of education. Higher education, also known as
post-secondary or the tertiary level of education is the last stage of formal education after the
successful completion of high school or secondary school education. Higher education is
delivered at colleges, universities and other institutions of higher learning. The most common
reason given by students pursuing higher education is the value of higher education, which
fulfills their need to improve their lives professionally, financially, and socially, a benefit seen to
accrue to people with college and university qualifications. However, not all perceive higher
education as having value and recognize its capacity to add value to their lives, a premise many
suggest as the reason for their failure to pursue education beyond the secondary level. These
conflicting opinions raise the question of the value, if any, of higher education. This research
paper seeks to answer this question, complete with an overview of the higher education system,
and arguments supporting each school of thought on the benefits and value of higher education.
Statistics
According to the US Department of education through the National Center for
Educational Statistics, more than four in every five students enrolled in high school graduate and

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got their diplomas within the stipulated time. Despite the high number of those who graduate
from high school, only about 40% of the population aged between 18 and 24 attend institutes of
higher education, with a tiny percentage enrolling after the age of twenty-five. Of those who
enroll in institutions of higher education, only about 59% graduate for those enrolled in 4-year
programs, against 88% for those pursuing 6-year courses (US Department of Education). An
article published in the Time magazine puts the percentage of people with tertiary level
education for both under and postgraduate qualifications at fifty-one, up from 40% a couple of
years back. Further, the post identifies Ireland, Israel, Australia, United Kingdom, United States,
Canada, Finland, New Zealand, Japan, and South Korea as the countries with the highest number
of people with higher education degrees (Grossman).
The Higher Education System
A system of higher education consists of institutions, curriculums, legislation, faculties,
students, research, and funding options available to aspiring students. The field of higher
education has seen an influx of institutes set up to take advantage of the increased demand for
tertiary level qualifications (Ramirez & Berger). Each country has a distinct system developed to
suit the country’s specific education needs, with some having more technical than professional
skills and vice versa, and others aspiring to create a balance between the two. The one thing all
these countries have in common is their insistence on quality control and assurance in the system
to ensure and maintain educational standards through accreditation of the institutes of higher
education to ensure that learners get the value for their money and derive their desired benefits
from the process (Doherty, 78).

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Measures of the Value of Higher Education
Determination of Value
Several quantitative and qualitative determinants are proposed to determine the value of
tertiary education. The three most commonly used quantitative measures according to Cunha and
Miller are post-college income and wages paid, the percentage of students who enroll and
successfully graduate from institutions of higher learning, and persistence rates (65). Other
measures, some which are qualitative, include specific and general knowledge tests, a better
quality of life, and higher education’s impact on the economy. Precisely, the value addition
accrued to higher education is determined by comparin...


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