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Marleen Clapp, a doctorate holder in higher education administration from Boston believes “In many aspects, a four-year college degree has essentially replaced the high school diploma as the necessary preparation for a career in the modern information economy.

What if my current, lucrative job position as a Business Analyst for the high-end real estate company, Ginn, suddenly dissolves.

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intend to highlight the need and argue for a nationwide system of screening of all accused offenders taken into police custody, in order to identify those who require a comprehensive mental health assessment....

Therefore, it is no surprise to say that most students follow the pedigree, making a bachelor’s degree dilute to the value of a high school diploma.

It is absurd that people have to get college degrees to be considered for good jobs in hotel management or accounting — or journalism. It is inefficient, both because it wastes a lot of money and because it locks people who would have done good work out of some jobs. The tight connection between college degrees and economic success may be a nearly unquestioned part of our social order. Future generations may look back and shudder at the cruelty of it.

Politicians say more Americans need a higher education. The opposite is true. Why the connection between college degrees and good jobs is inefficient

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It is on this last point that Fallows approaches a point largely untouched by most of the contributors: the wide gulf in America between the research universities, the smaller four-year colleges, and the community colleges. While several contributors noted the emergence of for-profit institutions in higher education (e.g., University of Phoenix) and made reference to two-year institutions, the bulk of the concern expressed by the contributors revolved around issues of greatest relevance to the larger institutions. While there can be no argument that public perception of higher education in America begins and ends with the large research universities, there can also be no argument that an increasing number of American college students spend some (if not all) of their college careers in smaller four-year and two-year institutions. In a nation where the gulf between rich and poor grows ever wider, it seems a sad omission to not consider the parallel problem within higher education while debating the roles of admissions, money, and research focus at the big institutions.

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In spite of this, some portions of the book were enlightening. Carol Schneider’s examination of the interplay between liberal studies and professionally-oriented curricula provided a comprehensive and honest examination of a fundamental problem with which faculty and administrators constantly wrestle. Vartan Gregorian and Arthur Levine each superbly explored the full breadth of problems facing American higher education with a focus on challenges to (Gregorian) or mismatches within (Levine) higher education. And while some contributors seemed to miss the two-sided nature of many challenges for higher education, Frank Deford’s acknowledgement of conflicting inequities within college athletics was both refreshing and sobering.

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You can gain a professional Master's while working full-time in higher education.The intensive, one week per term format allows you to manage your programme to suit your job and other commitments.

He suggested that higher education should continue to be ..

It seemed from the introduction to Richard Hersh and John Merrow’s book Declining by Degrees that their primary goal for the book (and its companion documentary) was to place public focus on undergraduate education in order to get higher education at large to focus on the same issue. References by the distinguished contributors to mostly outside influences (e.g., annual U.S. News and World Report rankings; money tied to the private sector or athletics; faculty focus on research), however, came across more as a lament of the status quo than a real call to self-reflection. Not only does the tone adopted by many contributors detract from potentially potent arguments, but the lack of consensus among them undermines the very argument that a series of core problems are weakening American undergraduate education.