Undergraduate Education for Future Uncertainties: A Comparative Analysis of Policies on Graduates' Capabilities in the UK, China, and the USA

• In Event: Roundtable Group 4
  In Refereed Roundtable Session: Centering student outcomes and institutional reforms

Proposal

Influenced by neoliberalism, higher education adopted market-driven approaches, often emulating Western paradigms to enhance university competitiveness and employment rates (Marginson, 2023). However, in navigating the complexities of the 21st century and the post-pandemic reality, a pressing need has emerged for future-oriented capabilities and holistic graduate education. In the era of AI and post-pandemic challenges, identifying the essential qualities that equip university students to confront uncertainties and foster sustainable development has now taken centre stage in higher education reforms globally.

Scholars critique the narrow focus of skills training in higher education, advocating holistic development beyond employability (Wheelahan, 2021; Robson, 2023). UNESCO underscores higher education as a universal right, emphasising its role in shaping future citizens. Consequently, delving into higher education policies becomes pivotal to ascertain the future-oriented approach, equipping students with capabilities to navigate uncertainties. This study aims to explore diverse insights drawn from various countries, rooted in their distinct social traditions and cultural values.

Undergraduate education consistently garners attention in government policies and the objectives of university governing bodies, as graduates drive economic and social progress. Various nations employ distinct terms to articulate goals within undergraduate education. For instance, China emphasises "culture quality education," the UK underscores "quality and standards of tertiary education," while the USA promotes "liberal education for democratic citizens' cultivation" (Ministry of Education, 2019; AAC&U, n.d., Universities UK, n.d.). Employing document analysis, this study scrutinises the aspired goals and qualities of university graduates, as outlined in policies, offering a comparative lens across China, the UK, and the USA. Special consideration is given to their unique social contexts and traditions. Guided by the theoretical framework and capabilities approach (Nussbaum, 2001; Sen, 1999), the study aims to uncover the envisioned future capabilities and qualities in higher education discourse from cross-country comparisons.

Through preliminary primary data analysis, certain findings have emerged, revealing a shared emphasis among the countries on the quality of university graduates. However, the accentuation and discourse related to this quality exhibit contextual dependence. In the Chinese context, significant attention is given to interdisciplinary and cross-disciplinary studies, while in the UK, substantial emphasis is placed on high standards and qualities in general. Meanwhile, in the US, the common themes encompass innovation, equity, and success. The subsequent phase of the study will delve into these themes, examining the nuanced variations stemming from contextual disparities. Additionally, it will explore the specific qualities highlighted in each country's discourse, assessing their incorporation into university policies, missions, and goals.

This study holds immense importance in nurturing future citizens within our rapidly evolving world. It offers valuable insights to guide higher education reform toward the future. Nonetheless, the study's limitations are rooted in its reliance on document analysis as its primary method. Future research could expand by gathering empirical data directly from policy makers and university administrators. Future study could also focus on a comprehensive examination of how these identified qualities and values are purposefully integrated into the pedagogy and learning experiences within higher education institutions.

Author

• Leping Mou, University of Glasgow