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- About Core Concepts
- Effective Higher Education Defined
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- Effective Higher Education Conceptual Platform
- Effective Higher Education Core Principles
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Effective Higher Education Core Principles
Principles are similar to values. They provide guidance and help to define what to focus on and what to believe in, what to be for and what to oppose.
Please consider the effective higher education core principles listed below as starting points. Let's address them and develop them further as needed.
We can agree to disagree in some areas – we don't necessarily have to agree on everything in order to work together. Whether we agree or disagree on the individual principles listed here, I hope that we can still work together on developing further the effective higher education related concepts.
Primary focus principle. Higher education related policy making and resource usage should be focused on the needs of those consumer groups that use higher education services, that is, the traditional students, adult learners and employers who hire college graduates, and especially on the overlaps between the needs of these three consumer groups.
Value delivery principle. Higher education should be effective, so that it delivers positive net value to traditional students, adult learners and employers who hire college graduates. Similarly, higher education related policy making and resource usage should be employed for delivering positive net value to traditional students, adult learners and employers who hire college graduates. We should work toward being able to measure sufficiently validly and reliably the value received from the higher education services.
Shared ownership principle. Effective higher education concept is not owned by any individual, company or organization. We all own the effective higher education concept because higher education delivery successes and failures affect all of us either directly or indirectly through various socio-economic ties.
Continuous change recognition principle. Change is the most abundant intangible natural resource in the universe. Both marketplace needs and wants evolve, socio-economic conditions change, and we are all subject to life-span development. Therefore, a longer-term policy or plan, institutional or personal, that does not integrate the relevant change-driven concepts sufficiently well, ends up at the best creating value temporarily, and at the worst, hurting those whom it is supposed to benefit. When we today plan and work for what was needed yesterday, we are inevitably putting ourselves behind the curve.
Accordingly, higher education related longer-term policies and plans, institutional and personal, should take continuous changes into consideration and build systematic research and reviews into the project plans.
Anti-enslavement principle. No individual should be subjected to involuntary servitude-like conditions because of student loans.
Anti-entitlement principle. Higher education related governmental and non-governmental institutions should serve the needs of those consumer groups that use higher education services, that is, the traditional students, adult learners and employers who hire college graduates. In the process, higher education related governmental and non-governmental institutions are not entitled to cause financial or any other kind of harm to individuals, companies or organizations.
Accountability principle. Higher education related governmental and non-governmental institutions have to be accountable for their actions, including the actions that cause harm to one or more individuals, companies or organizations either on a personal, or microeconomic or macroeconomic level.
