Relevance and the Value of Higher Education

By Jael Greene

A recent report by Strada Education Network and Gallup examined the value and relevance of higher education for a nationally representative sample of adults aged 18 to 65 who are currently employed and who have taken at least some college courses. “Higher education relevance” was defined by agreement with the following statements: 1) The courses you took are directly relevant to what you do at work; and 2) You learned important skills during your education program that you use in your day-to-day life.

Findings include:

• Only one-quarter (26%) of working adults with college experience strongly agreed that their education was relevant to both their day-to-day and work life.
• The more relevant adults found their coursework to be, the more likely they were to believe that their education was worth the cost and that they had received a high-quality education.
  • 77% of those who strongly agreed on the relevance of their coursework also strongly agreed that their education was worth the cost.
    • Only 14% of those who strongly disagreed that their coursework was relevant thought that their education was worth the cost.
  • 77% of those who strongly agreed on the relevance of their coursework also strongly agreed that they received a high-quality education.
    • Only 27% of those who strongly disagreed that their coursework was relevant thought that they received a high-quality education.
  • The belief that their education was relevant varied by educational attainment of respondents.
    • 14% of adults who had some college experience but had not completed a degree strongly agreed that their education was relevant to their day-to-day life, including their work life.
    • 29% of adults who had completed a two-year degree strongly agreed that their education was relevant.
    • 21% of adults who had completed a four-year degree strongly agreed that their education was relevant
    • 43% of adults who had some postgraduate work or a postgraduate degree strongly agreed that their education was relevant.
  • The belief that their education was relevant also varied across fields of study.
    • 38% of adults who studied in STEM programs strongly agreed that their education was relevant, compared to 25% of adults who studied business, 22% who studied liberal arts, and 25% who studied public service.