Traditional students attend college or university immediately after high school, are generally young (18-22 years old), and are often still considered dependent on their parents’ income tax returns. This notion of a “traditional student” materialized from a historical model for higher education where incoming first-year students leave home/family to attend a university following graduation from high school. In this situation, students typically live in dorms or campus housing, eat the university’s catered/cafeteria food, and take in-person classes. This narrative is associated with the traditional student experience and is often the first thought related to college or university student life. But why?

While this scenario described above is quite common for a sizeable portion of college students, certainly among large state institutions and elite private universities, it does not correctly account for the millions of students who have chosen a different but equally legitimate pathway toward completing a degree. For example, consider the typical community college student, if such a thing exists. Community college students often do not live with their parents at home, although some do. Many of these students work full-time jobs to pay their expenses, such as tuition, food, and housing while taking classes in the cracks of time where they can fit them in (evenings, weekends, between work shifts, etc.). This is a vastly different student profile than the “traditional” one described above, and they almost always have differing needs and expectations from their education provider than a traditional student would. As such, community college students are often considered part of a “non-traditional student” population.

Another profile of students to ponder is that of graduate students. These students almost always take classes for three reasons: upskilling, re-skilling, or completion of a certificate/degree. They often fit many of the same profile characteristics as the community college students. They have busy lives as working professionals, typically pay for school themselves, and, most importantly, are almost always looking for the ROI (return on investment) associated with their education. In other words, they ask how each class, degree, and certificate will directly impact the salary, career trajectory, and skillset required to work in their chosen industry. In many ways, this is the essence of a non-traditional student. They care most about results when it comes to their education.

So, to contrast the traditional and non-traditional student market, there is a recognition of diverging priorities within the past 40+ years in higher education. Traditional students have been characterized as seeking the “college experience,” where they can attend football games, live in dorms with friends/peers, and participate in fraternity life, for example. In what seems like another universe, we have the non-traditional student, who might be a graduate student or a community college student that likely does not care about football games or dorm life. However, one thing that all student populations can agree on, both non-traditional and traditional alike, is the need for affordable tuition, ROI on the degree, and meaningful skills acquisition that they can deploy immediately in the workplace.

Colleges and universities have often had to pick which of the two (traditional or non-traditional) student populations they will cater to, as it has proven quite difficult to serve both populations equally and effectively. However, a recent article released by Higher Ed Dive may have shed light on a stark new reality for colleges and universities: there’s no (longer) such thing as a “traditional student.” The point being made, which is one that many of us working in higher education can attest to, is that traditional student populations have evolved to become much more like non-traditional students in their preferences for education. Put differently, there aren’t too many students left who will pay premium prices without questioning the ROI of a degree.

Essentially, all students are now beginning to ask tough questions like “How much can I expect to make with this degree?” and “Why do I need, or need to pay for, campus activities (i.e., events, dorms, sports teams, cafeteria, etc.) if my goal is to get the education, skills, and a diploma?” These are valid questions, yet the relative silence on this issue from among institutions has contributed to the narrative that students aren’t being listened to as valued customers/consumers. However, student preference data indicates that a significant demand shift toward applied learning and value-conscious education has occurred. Colleges and universities must listen to their students as businesses listen to and learn from their customers. For more on this movement toward real-world, applied skills in higher education, see my recent blog post Is This the End of the College Degree?

 

Modern Campus. (2024, July 12). 66% of Students Feel Unprepared for Future Careers According to New Report from Modern Campus [Press release]. https://www.highereddive.com/press-release/20240711-66-of-students-feel-unprepared-for-future-careers-according-to-new-report/?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202024-07-15%20Higher%20Ed%20Dive%20%5Bissue:63872%5D&utm_term=Higher%20Ed%20Dive