Philosophy of Education - The impact of social and economic forces on university - Research Paper Example

The impact of social and economic forces on Introduction Socioeconomics is a social science that deals with the studies of how economic activities have an effect on social process globally. The stability of the economy in the entire world and certain trends as consumer behavior, general taxation, interest and trade rates all have a blow in different ways on every sector of the society. Across the world, universities are growing in number much faster than they ever did (Clark, Abramovitz and Ginzberg 60). Universities play an incredibly significant role in the economic growth and development in the society. Change in most occasions generates resistance in the reactions, and this later creates opposition. Social and the economic forces have for a long time had an enormous impact on universities globally. The impact of social and economic forces on university Universities are subject matter to pressures and manipulation from external societal forces of different kinds from various places. The fact comes from the point where institutions of higher learning have been obtaining most of their funds from external sources over the years. These sources are such as the government, families, students and other donors and investors (Clark, Abramovitz and Ginzberg 70). The exceeding numerous financial challenges recurrently affect these institutions in one way or another. Every one of them even the most well off, has been depending on the outside elements for financial endurance. This is inclusive of the tuition fee availed from student’s funds, generous donations from former students and some income generating ventures (Turner 49). Finances which come from the government are extremely critical and useful. These endowments are accessible to students in higher earning institutions. In the past years, higher education has been a form of investment on the human capital, which in the long run benefited the society. This made it worthy for the support from the public. Though, in most cases, academic study has been overlooked as a personal good that only benefits a single person and in that case that individual is the one to pay. Some of the states have been exceedingly reluctant in offering funds for the higher institutions, hence, the tuition charges are raised (Kirst-Ashman 90). For most of the public universities and the research institutions, less than the one-third of income collected comes from government, grants, income generation and the majority comes from donations (Kirst-Ashman 92). Competition has been a driving force in the universities. Competition for best facilities, students, research grants in order for them to have better and efficient process in their management. On the other hand, societal trends and developments have also influenced the higher institutions in one way or another. Academics have been attributed to the needs of new curricula, new initiative and the interest of the external forces. Many of the universities are established on the basis that they cater for certain developing need of the society and individuals in them. Society and education are entities that are tightly bound, and they cannot be easily separated (Garibaldi 30). Society is an extended group of people having a distinguishing cultural and economic association. This clearly depicts that the human beings are the building block of society. Therefore, they are also the greatest facilitators of educations in any institution especially the universities (Garibaldi 30). The population in the society is increasing, and so are the needs of people (Turner 46). External forces arise from common economic trends, demographic factors and specific requirements of funding sources. These have for a long time affected the direction and shaped the image of universities. They control the nature and scope of research conducted by the teams in the school (Clark, Abramovitz and Ginzberg 75). Society gets to influence the universities both in a positive manner and also in a negative way. The social inequalities and unhealthy educational practices are among the negative practices caused by the society. These expose how the two sides are together strongly bounded (Garibaldi 34). The significant base of knowledge from the universities has been the center of attraction for most people, and this has increased the pressures from the society more than ever. It shows that the institutions of higher learning cannot be able to maintain distance from these social forces. In order for institutions to be on top, they need the best facilities and high number of students compared to the rest. They also have to provide better housing facilities, sport facilities improved campus services and other beneficial stuff (Kirst-Ashman 92). Outstanding to the rising costs, insufficient accountability and questionable productivity the confidence that the public had on universities is diminishing. The setting of the economy at the moment seems to modify the manner people view the impact created by these institutions. Higher education will remain extremely essential to humanity in terms of its economy. This is because education has always been extraordinarily significant in enabling the lives of people to be meaningful and also changed the nation’s economy (Garibaldi 35). There has been a vast disparity in the distribution of these universities due to the basis of the economy. Those nations whose economy as per now is energy based does not require much of tutoring as the information based economy. Institutions are viewed as a way of making a profit that will assist the society in various ways to improve on its economy. Those that already have these properties see no need of attaining more knowledge (Kirst-Ashman 120). On the other hand, information revolution has transformed from primitive ways to much better technologies like computer modeling and satellites. This shows how knowledge is extremely beneficial. The scientific research has been conducted due to the investment that is being supported by the economy of the countries at the moment. Moreover, the digital revolution has transformed research and the manner in which data manipulation takes place (Kirst-Ashman 120). It has also been renowned that the benefits of growth in different regions, in the world, increased production in industries, employment opportunities and enhanced household income. Education played an essential role in supporting this growth and improving equality. The manufacturing based program and export led to growth strategy of these economies. Then later the industries thought of ways to improve on their labor force and the production of the materials and other services. This led to the founding of higher centers of education. People had the will to teach their children, going along with the commitment of the state. This is because of the thriving economy that transformed many things (Kirst-Ashman 125). The likely costs and benefits of this independence from the social and economic forces will be enormous. They shall have a tremendous impact in the entire institution. This is because most of them have been founded by these factors and there are still being driven by them in the day to day activities (Kirst-Ashman 130). The institutions of higher learning are a form of investment in education which is primarily knowledge and also growth in the state’s economy. Investment has been done with massive amounts in these universities in order to increase future productivity. The low-income countries provide a significant investment in education. These funds are invested in universities due to the fact that they shall improve on their economy. On the other hand, in high-income nations, rates of return on schooling are lower (Kirst-Ashman 130). A stable nation has the potential to establish more institutions to train and educate the public on relevant matters that they need to know. The stability creates an environment where the government and other investors can put their funds together to develop the society. They believed investing in higher education will end illiteracy and improve on the production of industries due to skilled professionals (Hanstedt 45). The basic needs for an industry to be capable to produce finished material are the presence of raw materials and human resources (Hanstedt 45). The society has transformed since the demographics have been changing immensely. This has in turn affected the economy and the society at large (Harding 213). The present state of Institutions of higher learning is extremely hard to comprehend. The policies that are set by the government are controlling the way these universities run and in the end create a picture that has not been seen before (Hanstedt 49). The effect runs down to higher institutions that make an enormous effect on society and the working arena directly. The government in control has not been able to come up with means to maintain the standards of education. The effect of the societies and the economy has affected the way universities are managed and developed (Harding 215). Conclusion The society and the economic forces have been there for a long time and have a profound effect on the universities. These cannot change owing to the actuality that the institutions are established on the foundation of the culture, and the state of the economy of a nation is the one that drives it. Works cited Clark, John;  Abramovitz, Moses and Ginzberg, Eli. Preface to social economics: economic theory and social problems. New Brunswick, N.J.: Transaction Publishers. 2009. Print. Garibaldi, Antoine. Black colleges and universities: challenges for the future. New York: Praeger. 1984. Print. Hanstedt, Paul. General education essentials: a guide for college faculty. San Francisco: Jossey-Bass. 2012. Print. Harding, David and Lamont, Miche?le. Small American Reconsidering culture and poverty. Los Angeles: SAGE. 2010. Print. Kirst-Ashman, Karen. Human behavior, communities, organizations, and groups in the macro social environment. Belmont, Calif.: Thomson/Brooks/Cole. 2008. Print. Turner, Francis. Social work treatment: interlocking theoretical approaches. New York: Oxford University Press. 2011. 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