Philosophy in Action

Introduction

According to a report from the Organization of Economic and Cooperative Development (OECD) in 2014, the full-time student retention rate in the United States was 74.4 percent, while full-time students at four-year private, not-for-profit colleges had the highest retention rate of all higher education sectors at 81.6 percent. At the surface, these numbers do not appear to raise any significant concerns. However, after breaking apart the total student population in higher education institutions across the country, it is evident that certain student groups are falling through the cracks. For example, the National Center of Education Statistics (NCES) shows that from 2016-2017, full-time students at public, two-year institutions only had a retention rate of 62 percent, and the retention rate of full-time students at private, non-profit two-year institutions were slightly ahead 67 percent. Only 54 percent of students from four-year, for-profit institutions were retained (NCES, 2019). Furthermore, the statistics of the full-time student retention rate do not take into account students enrolled only part-time in higher education institutions. Less than 50 percent (44.9%) of these students go on to earn a degree in eight years or less (NCES, 2019).

While many individuals in the general public believe that most college students attend school full-time either at a four-year public or four-year, private, not-for-profit institution, this is not the case. Attending college full-time is a luxury that many individuals can no longer financially afford (Markle, 2015). To have the ability to afford higher education, many modern-day college students work full or part-time while enrolled in college part-time to obtain a degree (Markle, 2015). First, the number of full-time students attending higher education institutions fell seven percent from 2010-2016, while the number of part-time students attending higher education institutions increased 13 percent from 2006-2016 (NCES, 2019). Second, part-time students made up almost 40 percent of the entire 19.84 million students who attended higher education institutions in 2016 (NCES, 2019). Helping this growing population of part-time students and students who decide to attend for-profit higher education institutions get to the finish line is crucial in determining how the United States will help individuals adapt to a dynamic, global workforce.

Philosophy is important to understanding issues within higher education because it requires a systematic treatment and evaluation of all aspects, including institutional, ethical, and political context (Hagman, 1978). Only after understanding and evaluating the different types of context contained within higher education can administrators begin to know how to solve issues such as retention rates (Gittings, 2019). Administrators can then utilize philosophy to solve complex problems in higher education by understanding how context interacts with the day-to-day activities of students and administrators within higher education. This paper will analyze the issue of low retention rates among part-time students and students who attend for-profit higher education institutions through the use of Idealism and Analytic Philosophy Furthermore, strategies and recommendations will be provided to help combat this issue within higher education.

Literature Review/Conceptual Framework

The first philosophical approach used to analyze retention rates among part-time students and students who attend for-profit higher education institutions is idealism. The central concept of idealism is that it promotes the personal and human side of life, allowing individuals to experience personal growth and development (Ozmon, 2012). Additionally, Idealism is concerned with the goal of improving character development and that taking a holistic approach to dealing with this development is essential (Ozmon, 2012). Within the realm of education, idealists believe that educational curriculum should take an approach that provides students with a well-rounded education rather than just providing individuals with a specific set of skills that is only good towards one field of work (Ozmon, 2012). This idea means that idealists prefer the concept of a four-year liberal arts education over that of a two-year specialty program or a trade school. Furthermore, idealists believe that a good education should be concerned with self-realization and that it will help individuals positively develop their character (Ozmon, 2012). To idealists, educational institutions must develop moral values and that teachers and administrators should present students with strong role-models while also serving as a positive role model themselves (Ozmon, 2012). Ultimately, idealists believe that education at all levels needs to teach students to think critically and that educators should maintain clear focuses on the ultimate purposes of learning (Ozmon, 2012).

The second philosophical approach used to analyze retention rates among part-time students and students who attend for-profit higher education institutions is analytic philosophy. The central concept of analytic philosophy is that individuals should clarify the language, concepts, and methods used in particular fields such as education (Ozmon, 2012). In higher education, analytic philosophy is most useful in helping faculty and administrators clarify what they think and do (Ozmon, 2012). The goal is not to develop new methods and practices within higher education, but rather to make sure that all individuals at the institution have a strong understanding of the meaning behind the existing methods and practices that are already in place. It is necessary to clarify the aims of higher education in an adequate manner because it allows students to understand better what they must achieve to move further in their college experience and allows students to realize the intended purposes of educators (Ozmon, 2012). Furthermore, analytic philosophers believe that curriculum within courses is not effective due to faulty language, confused meanings, and unclear purposes (Ozmon, 2012). Often, these unclear

meanings and purposes can make it difficult for students to successfully understand academic concepts and acquire the knowledge necessary to do well in their coursework (Fowler, 2007). Ultimately, leaders in higher education need to promote curriculum restructuring when there are unclear meanings, purposes, and outcomes, which could hurt student development (Ozmon, 2012).

Pragmatism and analytic philosophy are appropriate to use together because they both attempt to develop a more meaningful education where the individual knows what steps to take to achieve success (Ozmon, 2012). Additionally, both pragmatism and analytical philosophy are concerned about how both students and educators think while learning is taking place (Ozmon, 2012). Pragmatism is appropriate for the issue of retention rates among part-time students and students who attend for-profit institutions because it provides the opportunity for the holistic evaluation of students to occur. When students are evaluated holistically, it gives administrators within higher education the chance to see what aspects besides academic performance might be negatively impacting student development. Analytical philosophy is appropriate for the issue of retention rates among part-time students and students who attend for-profit institutions because it is crucial that clear guidelines spell out what is expected of students academically and non-academically within the institution (Fowler, 2007). If students are unsure of the expectations, it might negatively impact their personal development as well as their academic coursework, making it more difficult for the institution to retain these students.

Analysis

Idealism provides a useful lens to analyze the issue of retention rates among part-time students and students who attend for-profit institutions in higher education. Many of the students who decide to attend college part-time or choose to attend for-profit higher education institutions are classified as non-traditional students (Taniguchi & Kaufman, 2005). According to Goncalves & Trunk (2014), non-traditional students are defined using characteristics such as “age, generally 25 and older, background characteristics such as culture, employment, and family, and at-risk characteristics that may decrease the chance of degree completion” (p. 164). Particular examples of barriers to success for many part-time students or students who attend for-profit institutions include not having opportunities or the ability to fit in with other students on campus socially (Goncalves & Trunk, 2014). Additionally, many students from these groups found that conflicts with other professional and personal commitments outside of school work often prevent them from achieving success and completing their degree program (Goncalves & Trunk, 2014). The common theme across these barriers is that the difficulty of academic coursework and their academic ability to successfully complete coursework is not what is stopping many part-time students and students attending for-profit institutions from achieving success. Instead, these barriers are non-academic, meaning that leaders and administrators within higher education must consider how certain factors outside of coursework is causing a student not to achieve success.

Idealism is useful in considering how non-academic factors play a role in not allowing students to achieve success in higher education because it evaluates students holistically. Even though some administrators and professors in higher education firmly believe that only academic factors play a significant role in student success and in improving graduation and retention rates, this is not the case. Both academic factors and non-academic factors can significantly impact retention and graduation rates within higher education (Fowler & Boylan, 2010). While academic factors such as GPA, test scores (i.e., ACT and SAT), and academic self-confidence do play a significant role in student success, non-academic factors such as achievement motivation, institutional commitment, and social support within the institution play just a big of a role in students achieving success in higher education (Fowler & Boylan, 2010). For example, for a car engine to run well, all parts of the engine have to run at peak performance, not just one part (J. Hohmann, personal communication, November 4, 2019). The same is true for part-time students and students enrolled in for-profit institutions. Students who are more likely to develop and maintain all aspects of their life, both inside and outside of higher education, are more likely to achieve success. The holistic approach stressed through idealism is useful because it helps these students set appropriate goals and objectives, and provides them with a roadmap to help achieve them (J. Hohmann, personal communication, November 4, 2019). When students can set realistic goals and achieve them, they are more likely to achieve academic success within higher education. This success makes part-time students and students who attend for-profit institutions more likely to persist through difficult times, improving retention rates.

To further analyze the issue of retention rates among part-time students and students who attend for-profit institutions in higher education, analytical philosophy can provide insight on the language used throughout both the academic and non-academic environment of higher education. One major problem within higher education is that many institutions do not have clear academic and non-academic guidelines for their students (Fowler, 2007). Institutions should make campus-wide guidelines and regulations in a variety of different formats so that students can take responsibility for their actions if they complete a task incorrectly or if they do not complete a task at all (Fowler & Boylan, 2010). Fowler & Boylan (2010) state that guidelines typically include “policy and procedure on attendance, grading, assignments, advising, tutoring, and classroom behavior” and that institutional guidelines should detail “admissions policies, required assessments, and program completion requirements as well” (p. 2). Not only do these guidelines allow students to take responsibility for their actions, but they also will enable them to plan

ahead to take the proper steps necessary to make sure that they are following all institutional guidelines and procedures. When students have an improved understanding of policies and procedures within both their academic coursework and the campus environment, it may positively impact the attrition rate for students at the institution (Fowler & Boylan, 2010).

An example of where analytical philosophy through clear student guidelines is utilized is through the Pathways to Success (PWAY) Program. The purpose of the PWAY program was to enhance the freshmen experience as measured by increases in cumulative grade point averages and one-year retention rates for participants within the program. The PWAY program took place at a public two-year college in the southern part of the United States and measures two distinct academic years (Fowler & Boylan, 2010). In this program, students attended an orientation where they were introduced to the institution's catalog as well as being informed of their responsibilities during their time at the institution (Fowler & Boylan, 2010). Additionally, the orientation detailed specific registration, academic, advising, and attendance policies within the programs, and the individuals who they could contact if they had any questions or were unsure about specific policies described during the orientation (Fowler & Boylan, 2010). As a result, students who participated in the PWAY Program had significantly higher GPAs and retention rates than students who did not participate in the PWAY program at the institution (Fowler & Boylan, 2010).

This study is significant because it shows that clear academic and nonacademic guidelines through the use of analytical philosophy can help students achieve success within higher education. Clarifying academic guidelines such as language in syllabi and course expectations, and non-academic guidelines involving aspects such as counseling and advising provides students with the opportunity to know what they need to complete to achieve success during their time in college. Additionally, clear guidelines provide students with references to refer to if they are unsure of what to do or if they have any questions. Moreover, knowing which individuals to contact when guidelines are unclear is a significant resource because it allows students to receive the proper assistance and guidance necessary to get them back on track and to avoid reaching "the point of no return." Programs such as PWAY could have a significant positive impact on part-time students and students who attend for-profit institutions because these students often have to balance additional responsibilities outside of higher education, such as professional duties or taking care of dependents like children (Markle, 2015). Because of these other responsibilities outside of higher education, these students are likely to have less time to infer information and expectations from unclear guidelines and often do not have as much time to ask for help from faculty and staff members who might have the ability to assist them (Markle, 2015). If administrators implement components from the PWAY program for part-time students and students who attend for-profit institutions, it has the potential to increase academic success through retention rates for these student groups.

Discussion

The issue of retention rates among part-time students and students who attend for-profit institutions in higher education and idealism worked well together because idealism stresses holistic development and concern for the individual in all aspects, not just academically (Ozmon, 2012). Discovering the areas that students are struggling with (sometimes non-academic areas) allows students to improve in these aspects, making it more likely that they will achieve success within higher education. The issue of retention rates among part-time students/students who attend for-profit institutions and analytical philosophy worked well together because the use of analytical philosophy in higher education allows students to fully understand the aims of education (Ozmon, 2012). The use of clear and concise language throughout the entire institution enables students to successfully accomplish the goals and objectives that academic coursework sets out to achieve, making it more likely to retain students within the institution. Furthermore, pragmatism would provide a useful lens for future philosophical exploration for the issue of retention rates among part-time students and students who attend for-profit institutions. Pragmatist educators like to use flexible teaching methods that provide a variety of ways for students to learn because they believe that there is no one best way to educate every student (Ozmon, 2012). Using the lens of pragmatism, educators could find which teaching methods and styles best help part-time students and students who attend for-profit institutions learn in a manner that makes a significant long-term impact.

One strategy developed through the philosophy of idealism to help improve retention rates among part-time students and students who attend for-profit higher education institutions is to provide holistic student support services. Many higher education institutions are taking the extra step to design holistic student support services such as transportation, childcare, financial coaching, and counseling services that are specific to part-time students (Stout, 2018). With higher education institutions redesigning traditional student services to help today’s part-time students and students who attend for-profit institutions, satisfaction is increasing among these students, continuing their enrollment at the institution and allowing them to achieve success within higher education (Stout, 2018). Another strategy developed through the use of idealism is to make changes that fit into the schedules of part-time students and students who attend for-profit institutions. With many of these students having additional commitments outside of college, administrators must take into account how these other commitments impact the schedules of these students (Markle, 2015). Institutions need to offer more evening classes and classes during dates/times not generally utilized for classroom instruction such as Friday evenings and Saturday mornings (Markle, 2015). This flexibility in a student’s academic schedule is essential because it allows them to attend classes at times that work within their busy professional and personal schedules.

One strategy developed through analytical philosophy to help improve retention rates among part-time students and students who attend for-profit institutions is to make sure that clear and concise language is utilized in their academic coursework, such as through course syllabi. When professors use clear and concise language in the classroom, it increases the likelihood that students understand course objectives and academic expectations (Fowler & Boylan, 2010). Understanding academic expectations is crucial because it provides a greater opportunity for students to achieve success in higher education, making it more likely for the institution to retain these students (Fowler & Boylan, 2010). Another strategy developed through the use of analytical philosophy includes administrators updating important student policy resources, such as the institution’s website and student handbook. It is important for administrators to review existing information contained within these student resources because unclear policies or procedures can negatively impact a student’s experience within higher education, making it less likely for the institution to retain these students (Fowler & Boylan, 2010).

Conclusion

The issue of low retention rates among part-time students and students who attend for-profit institutions within higher education continues to grow in importance as the number of students enrolled part-time or attending for-profit institutions increases. The utilization of philosophy is beneficial because it allows administrators to solve complex problems in higher education by understanding how different types of context interacts with the day-to-day activities of students within higher education. Through the use of idealism and analytical philosophy, leaders within higher education can develop creative strategies to help improve the retention rates of part-time students and students who attend for-profit institutions. Not only will these strategies allow for higher education institutions to retain more part-time students and students who attend for-profit colleges and universities, but it will also allow them to achieve success in other ways, such as promptly obtaining a degree and contributing to the dynamic, global economy.

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References

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