Setting the Vision for Campus Outreach and Engagement

Outreach and engagement are essential functions of American higher education. Despite having historical commitment and missions aligned to community engagement, many colleges and universities struggle to prioritize community engagement efforts within and across institutions. Community engagement is often viewed as a lesser priority behind teaching and research and is thus an afterthought. This chapter explores the development of community engagement in American higher education in the 20th century and key initiatives that underscore its importance to fulfilling college and university missions and goals. Motivation and rewards for faculty along with student benefits are also explored. Finally, actions that should be taken by college and university leaders to ensure that community engagement is prioritized are discussed.

An effect of value co-creation on student benefits in COVID-19 pandemic

The study is to propose a theoretical framework for a value co-creation process based on Service Dominant logic and to explore the effect of value co-creation on student benefits in a higher education environment. We applied value co-creation in an online education platform during the COVID-19 pandemic and conducted an empirical analysis on the value co-creation theory in higher education. We found the following results. First, co-production not only directly affects the value-in-use, but also affects student benefits, consisting of satisfaction and loyalty. Second, value-in-use also has a direct effect on student benefits and is more important than co-production in increasing student benefits in an online education platform. This study extends the Service Dominant logic theory by applying the Service Dominant logic, which has been widely studied in service marketing, to the higher education environment. This study also helps university stakeholders to understand the value of online education platform, understand the diversification of online education modalities, and understand the perspective of students as co-creator.

Does Schooling Causally Impact Non-Cognitive Skills? Evidence from Elimination of Social Security Student Benefits

A limited number of studies have investigated the impacts of education on non-cognitive skills, yet they offer mixed results. A few studies suggest no impact, but others report positive impacts of education on non-cognitive skills. In this paper, we apply the elimination of Social Security student benefits that took place in the United States in 1982 to study the impacts of education on non-cognitive skills, as measured by the Rotter Locus of Control Scale and Rosenberg Self-Esteem Scale. We apply eligibility for aid due to the death of father to avoid endogeneity in our analysis. Our results suggest that non-cognitive skills improve during the college education years, but the causality relationship from college education to non-cognitive skills disappears to a high extent when the prior levels of non-cognitive skills are controlled for.