Higher education as a field of study

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The world of higher education paints a complex picture and that is why it is exciting to explore. It is a stage or part of the whole education system of every country; it comprises universities, institutions, research universities, distance technology-based universities, global multinational universities, virtual universities, corporate universities, etc; it serves to the needs of society and contributes to the economic, political, social and cultural development of a country. In addition, higher education is a field of study. There are various understandings among researchers on the emergence of the higher education as a filed of study. Altbach (2014) indicates that “Higher education as a field of study emerged as universities became complex institutions requiring data and interpretation for effective management and governance” (p. 1306).

 Several authors point out that Stanley Hall taught the first course on higher education (Burnett, 1972; Young, 1952, as cited in Goodchild, 1991, p. 17). He was a psychologist and he included the higher education study as a part of the applied psychology in the university (Goodchild, 1991). Goodchild (1991) reports that “As one of the first professors of education in the United States, at Johns Hopkins University in 1884 he developed a strong interest in the study of higher education, which became a lifelong avocation” (p. 16). In 1893, Hall announced that new higher education program was opened “under the following heading: “HIGHER EDUCATION” (p. 17).  The purpose of such program as Hall himself stated was:  “training future leaders in the field of higher education to the same expert knowledge of efforts and achievements in other lands” through a wide survey in order to profit by experiences of success and failure elsewhere” (Hall, 1891b, p. 312). Of course, we can not deny that thoughts or ideas on studying higher education as a field did not exist before the opening of such program. Such great philosophers as Confucius and Aristotle emphasized the transmission of knowledge. But few thought about it systematically and “no institutions were devoted to the study of higher education or educating those who are responsible for university leadership or management emerged until the twentieth century” (Altbach, 2014, p. 1306). Thus, it is believed that higher education as a filed of study begun to develop from the mid-twentieth century.

The need to open such program became apparent: skilled management in the area of academia, innovative leadership and academic administration needed to the body of higher education institutions in order to ensure that universities properly serve to the needs of students and society as a whole and to ensure that institutions managed effectively (Altbach, 2014). In other words, people who know how administration, research, management, financial affairs, student services should function properly in ACADEMIA were required more and more.

In my opinion, the program we study “Educational Leadership” is really of great need to our country. As we are signatory country of the Bologna Process there are a lot of aspects in higher education which need re-consideration, re-thinking, changes and innovations. Therefore, leadership and management of higher education can serve as a cornerstone of great improvements in the landscape of Kazakhstani higher education system.

To sum up, I would like to say we should know the background, roots and foundation of the field where we work or study. It is a basis which will illuminate our way.  

References:

Altbach, Ph. G. (2014). The Emergence of a Field: Research and Training in   

      Higher Education. Studies in Higher Education, 39 (8), 1306-1320.

Goodchild, L.E. (1991). Higher Education as a Field of Study: Its Origins,  

       Programs, and Purposes, 1893-1960. New directions in higher education, 76,

       15-32.