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<p>As the value of higher education has been recently questioned, it is critical to understand how student- and family-facing higher education practitioners view the economic value of higher education, as these practitioners may inform students’ perceptions and decisions. Informed by Vroom’s expectancy theory (<CitationRef CitationID="CR68">1964</CitationRef>), this study engaged with 30 full-time higher education practitioners from student affairs and financial aid units across public and private 2- and 4-year institutions to explore how these practitioners describe the value of higher education. Findings suggest that practitioners view higher education as “worth it,” but that high tuition and inflation have posed problems for value propositions and student choice, while student loans may deter enrollment and diminish higher education’s affordability, in part supporting the Bennett Hypothesis (<CitationRef CitationID="CR6">1987</CitationRef>). Implications for research, policy, and practice are addressed.</p>

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Is Higher Education Worth It? Perspectives from Full-Time Higher Education Practitioners

  • 期刊论文

  • 发表日期：

    2025年11月29日

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  • Z. W. Taylor,
  • Elizabeth Rainey,
  • Debra Carter,
  • Allison Maldonado,
  • Patrick Ziegler,
  • Dana George,
  • Karla Weber Wandel

摘要

As the value of higher education has been recently questioned, it is critical to understand how student- and family-facing higher education practitioners view the economic value of higher education, as these practitioners may inform students’ perceptions and decisions. Informed by Vroom’s expectancy theory (1964), this study engaged with 30 full-time higher education practitioners from student affairs and financial aid units across public and private 2- and 4-year institutions to explore how these practitioners describe the value of higher education. Findings suggest that practitioners view higher education as “worth it,” but that high tuition and inflation have posed problems for value propositions and student choice, while student loans may deter enrollment and diminish higher education’s affordability, in part supporting the Bennett Hypothesis (1987). Implications for research, policy, and practice are addressed.