Disciplines and Fields of Study

Overview

[Page 373]As education and society developed and matured together, additional disciplines were created and instilled in institutions of higher education. During the Mass Higher Education Era of 1945 to 1975, however, these higher education disciplines began to offer smaller and more specific courses covering a greater range of topics. This microscopic examining of the larger disciplines led to higher education fields of study. Students were able to study specialized aspects of their chosen disciplines and become experts in particular fields.

In the early 21st century, higher education has attempted to offer meaningful disciplines and fields of study for its students. However, ensuring that the offerings are relevant to current needs and the unforeseen future challenges can be a difficult proposition. Although it may seem elegant to add all disciplines that would apply to any student who is interested, this goal has not proven practical. Tied mostly to the economic landscape, institutions of higher education have added and, since the global financial crisis of 2007–2008, been forced to remove programs. With individual state budgets allocating less money to higher education, institutions have had to make difficult choices in deciding access and quality to certain disciplines. Often, programs were weighed on the number of first-year students who enrolled in the disciplines’ classes as this was a direct way to see what the students who were attending wanted out of their institution. While this approach ensures students seeking whichever disciplines are considered popular at the time will have relevant options available to them, it does not embolden traditional and enduring disciplines such as mathematics, languages, and social sciences.

Yet, enduring disciplines must do more than be established degrees that presumably stand the test of time. It is crucial that traditional disciplines remain relevant with new, innovative, and desirable fields of study. Student learning outcomes can be linked to the evolution of disciplines. Disciplines and fields that are able to adapt to what students, employers, and other beneficiaries of higher education seek in the 21st-century landscape are ultimately those that will continue being offered. However, if students do not believe that particular fields will serve them and make them more marketable in future endeavors, students could vacate the discipline completely.

The challenge for higher education is finding balance between enduring and emerging disciplines and fields of study. Having offerings that serve a wide range of people seeking extensive and more rigorous education opportunities may ensure higher education remains a focal point in any given student’s educational journey. Two important factors that can influence students’ attainment of advanced education are the type of institution they choose to attend, and the discipline and field of study they dedicate themselves to.

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