Higher Education by 2033

Higher Education by 2033
Thelin’s assessment of the history of higher education provides crucial insights for predicting the future of higher learning. Regarding the makeup of students, Thelin (2011) provided evidence on how minority ethnic groups are taking higher education more seriously, thereby increasing diversity in American universities and colleges. In particular, Thelin (2011) describes how Hispanic students are becoming visible and vocal in undergraduate degree programs in states, including California, New Mexico, Texas, and Arizona. In my views, younger generations from minority groups will continue to realize the importance of higher education in getting well-paying jobs, living in better and secure neighborhoods, and achieving their dreams. Therefore, I expect more youths from other minority groups such as Black Americas and Native Americans to pursue higher education. By 2033, these minority groups will make a larger share of the students’ population in American colleges and universities.
On the same note, Thelin (2011) points out how female students have been taking higher education seriously since the beginning of the 21st Century. Thelin (2011) provided statistical evidence on how 90% of students pursuing veterinary medicine were female by 2010. Interestingly, female students were also the majority in courses related to anthropology, health sciences, and biological sciences. These revelations provide vital insights for predicting the makeup of students in future regarding gender.

Tellingly, as women and men continue leanings towards their favorite fields, the future high learning institutions will be more divided along gender lines. In other words, female students will dominate specific courses such as biological and health sciences, while their male counterparts will dominate other courses such as engineering. Concerning the cost of higher education, the increased number of for-profit colleges and the use of technology will determine the cost of higher education. In case the commercialization of higher education continues, institutions will concentrate on operating profitably. Therefore, as more for-profit universities emerge, students might need to pay more. However, technology will have an opposite effect on the cost of higher learning. For example, the use of digital libraries and online learning platforms tend to reduce the cost of education. Allowing students to enroll at the convenience of the homes and states reduces the cost associated with setting up the infrastructure for on-campus study.
Regarding infrastructure, technology, and resources, Thelin (2011) provided important details on how American universities are establishing brand campuses and extensive programs beyond the United States in countries such as Malaysia and Singapore. In my views, technology is going to shape the manner in which higher learning institutions are going to operate. With increased technological advancement such as virtual learning, universities will concentrate on establishing an infrastructure that will facilitate online learning rather than onsite learning. Instead of developing classrooms, the institutions will focus on developing a larger virtual platform to accommodate more students and allow them to study from the convenience of their homes and states. The need for cost-cutting will also encourage institutions to concentrate on electronic libraries and web-based databases. Therefore, the year 2033 will mark a major turning point in higher learning where everything will be digitalized including the library and the classes.
Thelin (2011) observed how retention rates for undergraduates in American colleges and universities have been declining for more than 30 years. According to Thelin (2011), American higher education in the 21st Century has taken a defense posture due to the pressure of financial constraints, and other challenges. Thelin (2011) also lamented how for-profit colleges are changing the academic focus from providing affordable education to achieving the overriding objective of making profits. According to Thelin (2011), for-profit universities accounted for 10% of higher learning institution and are growing by 2% every year. If the trend continues, for-profit schools and colleges will account for approximately 50% of all higher education establishments in the United States by 2033. Since their overriding objective is to make a profit, educators and policy makers have a reason to worry since the future of higher education will be more commercial than never before. Thelin (2011) also points out how banks and lenders are placing more attention on ensuring that federally subsidized students’ loans are lucrative for their business instead of concentrating on whether students can afford such loans. Since future generation will need such loans, the lenders and banks will team up with the profit-oriented for-profit universities to define higher education as a business just like any other.

Reference
Thelin, J. R. (2011). A history of American higher education. Baltimore, MD: Johns Hopkins Univ. Press.