Understanding the different types of colleges and universities

There are many different types of college and universities in the United States. Too often, we discuss higher education through the prism of selective and research institutions. Yet, we know that these types of institutions aren’t the norm, but instead are a very small percentage of all colleges and universities. In today’s post, I want to share the different criteria that can be used to identify differences between institutions. Understanding the different types of colleges and universities is important for graduate students and really anyone involved in higher education.

Photo credit: Eric Chan

The range of institutions present in the U.S. system of higher education is considered a major strength.

As I’ve discussed here as well as my monograph on the subject, institutional diversity is profoundly important for higher education to meet the multiple and, at times, conflicting goals placed on the system.

But how do we tell institutions apart?  What criteria and characteristics are most useful to consider?

The research literature suggests five commonly used approaches for considering institutional diversity.

  1.  Systemic: Differences in Institutional Type, Size, and Control
  2. Programmatic: Diversity of Degree Level, Comprehensiveness, and Range of Disciplines Offered
  3. Procedural:  Differences in How Programs Are Offered
  4. Constituential:  Difference in Students’ Goals, Preparation, Abilities, Backgrounds, and Demographics
  5. Prestige:  Differences in the Perceived Reputation of Institutions

As you can see, there are many ways to tease out the differences between institutions. We most commonly use systemic diversity as a shorthand to describe colleges.

However, we should not forget about the other aspects that can help provide additional ways to think about the differences between various institutions.

There is a huge practical value in thinking about these issues. For graduate students, understanding institutional diversity can help determine fit for faculty positions or tenure expectations.

Administrators can use this information to determine peer groups and making considerations regarding the applicability of best practices.

In addition to using the notion of institutional diversity as an analytic tool, I argue that institutional diversity should be a value in institutional decision-making.

Campus leaders should be concerned with how decisions may threaten historical missions.

There are tremendous pressures in higher education that are causing a decrease in institutional diversity from funding to accountability to rankings.

Administrators and faculty should give thought to how their decisions may decrease institutional diversity and hurt the overall system of higher education.

The notion of institutional diversity is one of the simplest, but most taken for granted in all of higher education. I encourage everyone interested in higher education issues to spend time considering and learning about institutional diversity.

There may be no greater strength of higher education that is so under appreciated.

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