Although there often exists news of various kinds of predicaments in higher education, these setbacks are not generally associated with the education that is offered by universities. However, should there be a dilemma, it is usually about universities not succeeding in producing graduates who are employable or possess common skills. This is because oversimplified narratives of undergraduate education’s educational aims have overlooked public discussions on its importance. This has skewed our expectations of what constitutes a high-quality undergraduate education. There is a need to reiterate the focus of our attention on the educational functions of higher education. This calls for the development of a better interpretation of the transformational essence of higher education.
The process of transformation provides an opportunity for reassessing educational practices. Faculty and academic engagement is needed to promote transformation in learning. The idea, however, has not been adequately incorporated into higher education institutions. We must create a higher education system that is built on the principles of social inclusivity, mutual respect and acceptance and that which is free from all sorts of unfair discrimination. The importance of transformation has been recognized in education research, which creates an incentive to research and reconsider how appropriate and efficient educational practices can be.