By RICK BAILEY

I’m going to start with a disclaimer. I am a university president, so I have an obvious affection for higher education. The university I serve is a regionally responsive, liberal arts institution, so I am admittedly partial to the advantages that come with a broad-based education. Am I biased? Absolutely. But even an objective look at the value of higher education helps validate my claim.

The universe of data is clear and convincing – on average, college graduates earn nearly a million extra dollars during their lives. But that’s not all. There are higher rates of personal satisfaction and professional advancement reported by college graduates, not to mention the journey of “learning how to learn,” and a better appreciation of all that the world offers. College graduates also are far more adaptable, with the ability to pivot more quickly as workforce environments evolve.  

What I am urging here is an objective look at higher education in general and the liberal arts in particular. Unfortunately, the national discourse has started to paint an increasingly unflattering view of colleges and universities. This includes a focus on rising costs and questioning the return on investment of a higher education, and assumptions of partisan political views being promoted to students.  

Let’s talk about the investment: What was true about the value of higher education a decade ago remains true today. Data from the Social Security Administration show that college graduates with bachelor’s degrees earn between $600,000 and $900,000 more in median lifetime earnings than those whose academic journeys end with high school.  These figures show that college graduates’ earning power quickly makes up for the wages they may forgo while in school. A college student who enrolls at age 18 and graduates in four years can expect to earn enough by age 34, compared to a high school-educated peer, to make up for being out of the labor force for four years – and even for borrowing to cover the full costs of tuition and fees, books and supplies.

As for the politics of higher education, I can only speak to the two institutions I have had the honor to serve, Southern Oregon University and Northern New Mexico College. At both institutions, despite some people’s assumptions that we only fit on one end of the political spectrum, the reality was far different. At both, I can tell you that I have served alongside colleagues with very progressive political views. But I can also tell you that we have teammates – students, faculty and staff – with very conservative views.

That’s the point. In higher education, we celebrate a diverse marketplace of ideas. We don’t teach students what to think. We teach them how to think, and perhaps even more important, why they should think. And then we celebrate students’ individual pathways to intellectual discovery and support them in participating in a community that includes a variety of perspectives. I’d argue that such support is more valuable than ever in an environment of great social divisiveness.

There are also a host of potentially less obvious benefits to higher education that may prove even more fulfilling in the long run. The college experience cultivates critical thinking, and a liberal arts education produces engaged, thoughtful community members. No matter what specific discipline they choose, they will learn skills to analyze complex problems, think deeply and approach challenges from multiple perspectives.

Those are essential skills in a world where many jobs demand both technical expertise and the capacity to adapt, innovate and lead. Higher education encourages students to question assumptions, engage with new ideas and develop the intellectual flexibility required to navigate a constantly changing landscape.

Liberal arts students may practice scientific inquiry and mathematics, similar to their friends who are pursuing focused, technical certifications. But our students are also exposed to literature, philosophy, history, political science and the arts. That intellectual flexibility allows students to see connections between fields, and to practice both creativity and interdisciplinary thinking. Consider a student who is studying history and gains insights into contemporary political issues, for instance, or a philosophy major who uses logical reasoning skills to solve ethical dilemmas in technology or medicine.

Employers in many industries now require their workers to think across traditional disciplinary boundaries, and those who can articulate their thoughts clearly, presenting ideas in a clear and engaging manner, are in high demand. The “soft skills” of communication, teamwork and problem-solving that are learned through a diverse education can pay huge dividends. In my role as the president of SOU, I meet regularly with an outstanding group of leaders from large employers in our region who continue to tell me that they are looking for more than just technical skills from workers, and that the future growth of their businesses depends on creative and adaptive thinkers.

Those same, in-demand critical thinkers are also prepared and positioned to become leaders in their communities, to be thoughtful neighbors and colleagues, and to contribute to society in meaningful ways.

Specialized, technical credentials or certifications are often celebrated as being a direct path to certain careers, and we are right to consider their importance. But the enduring role of universities as engines for personal and professional growth should not be underestimated. Students who combine a broad base of knowledge with intellectual versatility and adaptability are equipped for success in their professional lives and for relevant positions in society. Our world prizes innovation, adaptability and the knack for complex problem-solving – now more than ever.  

It’s an enormous honor to lead an institution of higher learning in Oregon. As our state leaders continue to address issues such as housing, behavioral health and early learning – which we are doing at SOU as well – we must also strive to become architects for a future that has our state thriving, not just surviving. That transformation requires critical thinking, the ability to work across differences, and adaptive and creative problem solving – which are what we do best.

So I urge you – let’s consider the vitality of institutions such as SOU. Take into account the resourcefulness of our graduates. And let’s recognize the critical contributions we will make to the future success of our communities and our state – a success we will all own and enjoy together.

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Rick Bailey is the president of Southern Oregon University.