Rethinking Quality of Education and Prestige in the American Higher Education System
Project Overview
University as a Design Problem is a course that approaches the complexity of the learning ecosystem of U.S. higher education as a “Design problem. Two fundamental questions guide the course:
Why is change so hard?
What makes change possible?
These questions are explored through various theoretical concepts, such as systems thinking, the three-horizons framework, wicked problems, institutional/organizational design, and the power of culture.
Ideation Stages
My initial approach to tackling design problems prioritizes quantity over quality, coming up with as many ideas as possible to later on reflect and refine on the best one.For this particular project, I needed to identify a wicked problem within the higher education ecosystem and analyze the underlying mindsets and governing paradigms associated with it. I began by reflecting on my interests and attempting to understand the “big picture” of higher education. My interests include: technology, Social justice, and access to education.
After reviewing literature and case studies and having conversations with different leaders of higher education institutions, I decided to focus my project on a redefinition of high-quality education and prestige in the U.S. postsecondary education context. You can see my ideation process in the following images:
The Project
Re-imagining the quality of higher education requires a profound shift away from the current paradigm that revolves around HEIs seeking prestige and equates attending top or elite colleges with inherently superior educational experiences merely by virtue of their prestigious affiliations. To facilitate this transition, a redefinition of high quality in higher education is imperative. It must be anchored in student-centered and community-centered governing values. The reimagined paradigm “de-prestiges” higher education and places paramount importance on the teaching and learning processes occurring within diverse educational settings, coupled with a steadfast commitment to equity and inclusion practices. HEIs would seek the betterment of student-centered practices as both a driver for innovation and change, as well as a way to hold themselves accountable.