THE CRISIS OF MODERN EDUCATION: DEGREES WITHOUT DEPTH Jimi Zacka, PhD

"Too often we are producing graduates who  are narrowly trained but poorly educated."

 Jeffrey J. Selingo, College (Un)Bound: The  Future of Higher Education and  Means for Students (2013)

Introduction

The university experience has traditionally been seen as a place to gain knowledge and skills, but in today's world, there's a broader debate about whether the real need is a diploma, knowledge, or money[1]. It sounds like a transactional system where the expectation is that if you pay for tuition, you’re entitled to a degree, regardless of the depth of your learning. This system doesn’t necessarily focus on quality education or real-world skills; instead, it can feel like a "pay-to-play" model where the degree is the goal, not the learning process[2].

          Some universities themselves focus on the end result, the degree, rather than on the process of actually learning. Some students aim to pass exams, write papers, and simply "check the boxes" to get the diploma, without engaging deeply with the material. This can result in a superficial understanding of the subject matter, which doesn't translate into real-world competence[3]. I mention also that many educational programs, including those in fields like theology, promise depth and practical knowledge but fail to deliver. The "fake training" would refer to programs that are heavy on theory and light on real-world application, leaving students with a degree that doesn’t prepare them for the challenges they will face in their careers or ministries[4].

Studying for the degrees, not for the knowledge

This means that some students today graduate with theoretical knowledge but no real-life competence. In theological education, for example, this could mean graduating with a theology degree but not having the skills to effectively preach, counsel, or lead a community. In fact, many theological institutions prioritize diplomas over discernment. Students graduate with degrees but lack spiritual depth, contextual awareness, or pastoral imagination[5].

On the other hand, some institutions, especially for-profit ones, may be more focused on maximizing enrollment and tuition revenue than on delivering a quality education. This leads to “degree mills” where students pay for credentials that are not backed by substantial knowledge or training[6].

In the 21st century, there has been an overwhelming shift toward credentialism, where obtaining a degree or certification has become the primary goal of many students, employers, and even educational institutions. What was once seen as a pursuit of knowledge and intellectual enlightenment has, for many, become a mere ticket to a pastoral ministry or higher social status.

In today’s labor market, a degree is often a prerequisite for career entry—regardless of the relevance of that degree to the actual tasks of the job.

The Consequences of Expanding Education Without Depth: A Two-Tiered System

Universities and colleges, in response, have expanded rapidly to meet this demand, offering a wider array of programs to fit the increasing diversity of career paths. However, this expansion often comes at the cost of rigor and depth. Courses are designed to churn out graduates who can meet basic industry needs but may lack the comprehensive critical thinking, deep expertise, or true intellectual curiosity that historically accompanied a university education.

        A deeper issue is the impact of this crisis on society at large. Degrees without depth contribute to a workforce that may be technically proficient but lacks the broader cognitive skills needed to drive meaningful innovation, solve complex societal problems, and engage with the world in a thoughtful and ethical way.

        Moreover, the current system exacerbates inequalities. Higher education is increasingly out of reach for many due to rising costs and the overwhelming pressure to obtain high-paying jobs right after graduation. Students from affluent backgrounds may be able to afford prestigious degrees that offer a comprehensive education, while those from disadvantaged backgrounds are often pushed into more practical, short-term qualifications that offer little in terms of intellectual depth or long-term personal growth.

     This stratification leads to a two-tiered education system, where the privileged few have access to truly transformative education, while the majority are left with certificates that don't provide a deep or meaningful understanding of the world.

Conclusion: The Need for a Balanced Approach to Education

The crisis of degrees without depth is not merely an issue of academic standards; it is a societal dilemma that speaks to the values we place on education, labor, and intellectual growth. As universities and colleges expand rapidly to meet the demands of a globalized job market, they risk sacrificing the very essence of what education should represent, deep learning, critical thinking, and the cultivation of intellectual curiosity. The rise of short-term, market-driven qualifications undermines the broader goal of education: to develop thoughtful, engaged citizens who can think beyond immediate career goals and contribute meaningfully to the complex challenges facing society[7].

The workforce produced by this model may be technically proficient, but it is not equipped with the cognitive and ethical tools necessary to drive long-term innovation or address the multifaceted problems of the modern world. This lack of intellectual depth and critical engagement could stifle creativity, limit problem-solving abilities, and create a generation of workers who are reactive rather than proactive. In a rapidly changing world, true innovation requires more than just specialized knowledge, it requires a holistic understanding of global issues, cultural sensitivities, and interdisciplinary thinking.

Moreover, the widening gap between the privileged and the disadvantaged in access to quality education exacerbates social inequality. While the wealthy continue to access a more comprehensive and intellectually rich education, the majority of students are relegated to qualifications that may offer immediate employment but fail to provide the depth necessary for long-term personal and intellectual growth. This creates a two-tiered education system, where the few benefit from transformative learning experiences, while the majority are left with credentials that provide limited intellectual or social mobility.

To address this crisis, we must reevaluate the purpose and structure of higher education[8]. Rather than focusing solely on job preparation or industry-specific training, universities must return to their original role as institutions dedicated to the development of the whole person—an individual who is not only capable of performing tasks but also able to think critically, ethically, and creatively. This includes embracing a more interdisciplinary approach, integrating the liberal arts into career-oriented programs, and emphasizing lifelong learning and adaptability.

Furthermore, policymakers must prioritize making education more accessible and affordable for all. A truly equitable educational system would ensure that every student, regardless of their background, has the opportunity to engage in a transformative learning experience that goes beyond mere credentialism.

Ultimately, the solution lies in creating a balance between vocational training and intellectual depth, between the immediate demands of the job market and the long-term goals of fostering critical thinkers, innovators, and informed citizens. Only then can we ensure that degrees hold their true value, not just as credentials, but as symbols of intellectual rigor, personal growth, and meaningful societal contribution.

 

Jimi Zacka, PhD 

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[1] Pell, Claiborne. "The Problem of Mass Higher Education." The Journal of Higher Education, vol. 34, no. 8, 1963, pp. 445-455.

              [2] Bok, Derek. Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More. Princeton University Press, 2006. In his book, Bob Derek former president of Harvard University, critiques the gap between the increasing costs of college education and the limited intellectual growth many students experience in higher education.

            [3] Shavit, Yossi, and Haya Stier. "Educational Credentialism and Social Stratification: A Comparative Study of 11 Countries." Sociology of Education, vol. 72, no. 1, 1999, pp. 46-68.

           [4]ibid 

         [5] Collini, Stefan. What Are Universities For? Penguin Books, 2012. The author argues thatargues that universities should not simply focus on economic returns or vocational training but also on fostering intellectual and personal growth

          [6] Rosenbaum, James E. "The Research University and the Marketplace: Changing Public Perceptions and the Future of Education." American Behavioral Scientist, vol. 43, no. 4, 2000, pp. 547-568. This article examines the increasing commercialization of higher education and the resulting shifts in how universities approach their mission, curriculum, and students.

[7] Fish, Stanley. "The Crisis of the Humanities and the Role of Universities." The Chronicle of Higher Education, 2013. Fish critiques the market-driven shift in academia and defends the role of the humanities in fostering intellectual growth beyond job readiness Fish critiques the market-driven shift in academia and defends the role of the humanities in fostering intellectual growth beyond job readiness

[8] Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. Recovery: Job Growth and Education Requirements Through 2020. Georgetown University Center on Education and the Workforce, 2013.