Rethinking Higher Education Funding: A Focus on Observable Outcomes

This podcast reviews arguments for shifting higher education funding models to prioritize observable student learning outcomes (SLOs) over traditional metrics like attendance and degree attainment.

The Problem: A System Misaligned with Learning

Current higher education funding and evaluation rely on metrics that fail to answer the crucial question: "What are students actually learning?" While diplomas may indicate persistence, they don't necessarily guarantee mastery or workforce readiness. As the source states, "a diploma may reflect persistence but not necessarily mastery or readiness for the workforce." This disconnect between metrics and real-world outcomes undermines the value of higher education.

The Solution: Funding Based on Skill and Competency Attainment

The proposed solution advocates for funding models that prioritize observable student learning outcomes (SLOs). SLOs represent demonstrable skills and competencies, like problem-solving, effective communication, and the practical application of knowledge.

This approach offers several advantages:

• Transparency: A clear link between instruction and learning outcomes is established, benefiting faculty, administrators, and students.
• Accountability: Institutions can showcase their effectiveness in preparing students for real-world challenges.
• Equity: Focusing on outcomes creates a level playing field for students from diverse backgrounds, prioritizing their abilities over traditional success markers.

The source emphasizes that valuable traits like "growth mindset, grit, and habits of mind are valuable only when tied to learning outcomes. They are means to an end—not the end itself."

Call to Action: Engaging Stakeholders

The document outlines a clear call to action for different stakeholders:

• Politicians: Policymakers must recognize that funding tied to observable learning outcomes ensures tangible results from public investment in higher education, directly addressing workforce needs and societal challenges.
• Students: Higher education should be about acquiring skills and knowledge for career success and societal contribution, not just obtaining a degree.
• Faculty: Educators should embrace SLOs to enhance their teaching practices and support student mastery by aligning instruction with measurable outcomes.
• General Public: Focusing on learning outcomes yields broader societal benefits, with graduates equipped to solve problems, drive innovation, and participate as active citizens.

Final Reinforcement: Reclaiming Higher Education's Value

By focusing on observable learning outcomes, we can restore faith in the value of higher education. The narrative shifts from degrees as mere credentials to education as a transformative process that empowers individuals to thrive in a rapidly changing world. "When higher education delivers clear evidence of student learning, it reclaims its relevance and appeal," argues the source.

Conclusion

This approach emphasizes measurable, actionable outcomes and addresses stakeholder concerns while reinforcing the importance of skill and competency attainment as the core purpose of higher education.