Assumptions about Older Faculty and the Quality of Higher Education

Abstract

Concern about the effectiveness of undergraduate business education has been increasing for more than a decade, especially in the face of high student debt and underemployment after graduation. The purpose of this paper to consider assertions that older faculty harm the quality of higher education, especially related to higher costs, lower productivity, and damage to younger faculty. After reviewing evidence that appears to contradict widely-held negative assumptions about older faculty, we posit how age-based stereotypes may contribute to ageism in higher education. Finally, we discuss how challenging age stereotypes will benefit students as well as faculty.