Sometimes a prospective student reframes or abbreviates the above questions as “Why go to college?”  Others (not students) touch on the questions from the perspective of expense and cost.  Meanwhile, some people look at the questions and answer through the lens of their personal experience.  It appears the framing of the above questions and the answers are often from each person’s perspective.  We need to consider a broader perspective.  That will not be easy.  It will take time and patience to explore fully.

The purpose of this series of blogs is to broaden the reader’s perspectives on colleges and universities.  A broader understanding of a college education and the value of the colleges can deepen the conversation around why.  The value and importance will be partly from the transformation this education imparts upon the individual.  There are also societal values that come from an educated citizenry.  There are cultural implications.  There are generational commitments, which fuel the rhythm of transference.  There is certainly the perspective of investment and the expected return on that investment. Finally, of course, it is critical to understand the origins of what is today’s college education.  These topics, as well as others, will be part of this series of blog posts.

It is also likely that I will not convey everything correctly or succinctly.  My colleagues in higher education likely will disagree with some of what I post.  That is fantastic.  I welcome alternative points of view and all the corrections I will richly deserve.  That dialogue informs and broadens everyone’s understanding and serves as a living example of civil discourse.  The ability to communicate while agreeing to disagree is another of the beautiful benefits of this topic, a college education.

I hope for one final benefit for this blog.  I hope that other educators and I draw back the curtain on how we attempt to educate.  I think even we as educators and professors sometimes forget in the day-to-day grind the larger picture.  We do not want to hide or be less than transparent about our learning goals, but sometimes, we forget to voice our noble purpose.  However, ask any of us. We will indeed beam when we talk about that moment when we discern awareness or understanding has dawned within our students.  The sudden joy we feel when that proverbial lightbulb goes on within our students. 
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So buckle up and enjoy the ride as I humbly attempt to provide my perspective on the answers to “Why have colleges and college education?”  If all goes according to plan, I will post on this topic every week. This round of posts will feature on LinkedIn. I hope that there will be some teaching tips mixed in along with some pictures of my trips.  Please, if you read, comment.  Agree or disagree, all viewpoints help, so I look forward to comments.   And feel free to reshare anything you find worthwhile.

Work, careers, hobbies, sports, and life, in general, are becoming more complicated every day.   Achievement and success in most endeavors take aptitude, motivation, and quite often highly developed skillsets.   Therefore, it was not much of a surprise when I recently received an inquiry from a member of my state’s legislature about “what skills are students in your major developing?”   I do not think this legislator was wondering about critical thinking, historical perspective, and other “meta-skills.”
While I generally do ascribe to the belief that college is more than just a sum of skills in a particular discipline, I occasionally wonder if we could not achieve both but a different way.  For instance, my marketing students often do not start on their major coursework until their third year.  With each year costing the student anywhere from $15,000 to $40,000 in direct costs, not to mention opportunity costs of lost income, it is a fair question to ask if there is a better way.
However, in today’s rapidly changing society, one key meta-skill regularly refutes the accelerated program approach.  That meta-skill is the ability to learn to self-educate.  Upon even a short reflection, most people will recognize that the skills they acquired three, two, or even one decade ago are outdated in today’s world.  In this evolving workplace and society, skill sets can rapidly become obsolete.  The cause can be as mundane as the ability to program and use a VCR (videocassette recorder for those too young to know) to learning a computer program language such as FORTRAN (now I am dating me). Yet, knowledge of how to perform these tasks was seen as an essential skill during their day.
There is little doubt that anyone can learn to learn.  However, as mentioned in previous posts, over the centuries, the liberal arts program of study as a basis of a college education has had phenomenal success.  In addition, it is not just the college courses that help students learn to learn.  Learning to learn comes from the college experience with its inherent introduction to divergent views and lifestyles.  Learning to learn comes from the college experience that challenges and changes or reinforces students’ preconceived worldviews.  Learning to learn comes from the college experience with all its periods of being out of one’s comfort zone combined with periods of sublime connectedness. 

Of course, these same activities in college build other solid traits and characteristics such as flexibility and tolerance of others.  However, for today’s students, these must be combined with current skills.  There is little or no argument against engineers learning how to fully understand material stress loads or chemists grasping the implications of molecular structure.   Both historians and experts in literature need to understand the search devices available today.  And all students need skills in tools such as WORD, EXCEL, and others.   With that said, there is a caveat.  The need for some of those skills can and will decay. 
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So for the legislator or any person wondering about the skills being developed by the current group of students, it is vital to remember the bigger goals of college that are relevant.  Those skills are extensive and momentarily relevant.  They provide a great launch point.  But they cannot replace the continuing need for the development of new skills.  Moreover, those emerging skills are very likely self-taught.  Therefore, the final skill or trait that we most want of college students is that they have learned to learn.