Higher Education System and the Wicked Problems

Higher Education System and the "Wicked Problems"
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Higher Education System and the "Wicked Problems"
The concept of "wicked problems" was coined by two social scientists, Horst Rittel and Melvin Webber, to describe society's complex and multi-faceted problems. These problems are "wicked" because they are not easily solved with a single solution. A wicked problem is characterized by a lack of clarity, an inability to be solved completely, and an ever-changing nature (Rittel & Webber, 1973). Higher education is an issue that qualifies as a wicked problem because it is extremely complex, and the solutions are constantly evolving. Numerous social, economic, political, and cultural factors contribute to the wicked nature of higher education, and these must be considered when attempting to solve the issue.
The U.S. higher education system is a particularly “wicked” problem because of the various intersecting issues at play. According to Labaree, the U.S. system is plagued by “inflated expectations,” which leads to a “rat race” mentality among students and their parents. This rat race mentality creates a highly competitive atmosphere that encourages students to pursue higher education to gain a better job or status (Labaree, 2013). This idea of higher education as a “status symbol” has led to a shift in focus from students learning for the sake of learning to students simply trying to get ahead in the job market. This shift in focus perpetuates the idea of higher education as a “commodity” rather than a pathway for personal growth and exploration.
In addition to the “inflated expectations” within the U.S. system, Wellmon argues that the system is characterized by a “hyper-efficiency” that often leads to a lack of resources for students (Wellmon, 2021). This resource scarcity is a major contributing factor to the wicked nature of higher education, as it creates a situation in which students cannot access the necessary resources to succeed. This scarcity also leads to a greater emphasis on “outcomes” rather than “processes,” further perpetuating the idea of higher education as a commodity.
Cottom’s work on “digital inequality” further complicates the wicked nature of higher education. Cottom’s work argues that the digital divide between the “haves” and “have nots” creates a situation in which some students have access to greater resources than others, leading to disparities in educational outcomes (Cottom, 2017). This digital divide is a major factor in the wicked problem of higher education, as it contribu...