Is Higher Education Worth It? Perspectives from Full-Time Higher Education Practitioners
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| Title: | Is Higher Education Worth It? Perspectives from Full-Time Higher Education Practitioners |
|---|---|
| Language: | English |
| Authors: | Z. W. Taylor (ORCID |
| Source: | Innovative Higher Education. 2026 51(1):357-386. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Educational Benefits, Tuition, Economic Climate, Student Loan Programs, Enrollment, Paying for College |
| DOI: | 10.1007/s10755-025-09862-5 |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508437 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-025-09862-5 |
