Today, the significance of the higher education can hardly be underestimated. Hence, it is extremely important to get the higher education since it opens larger opportunities for the professional career and success. At the same time, the successful education at the University is hardly possible without the development of a strategic approach to the learning process and education at large.
At first glance, the higher education seems to be self-sufficient in regard to students’ learning efforts for students need to learn hard to gain academic success. However, such a view on the higher education is apparently superficial. Today, it is not really important how much you learn what does matter today is how effectively you are learning. In this respect, the effectiveness of learning can be grounded only on the effective strategy that is applied to learning, while without a strategic approach it is hardly possible to succeed in the learning process.
At this point, it is important to lay emphasis on the fact that the use of a strategic approach can have both short-term and long-term benefits. In a short term perspective, the strategic approach allows improving the effectiveness of learning since students learn what they do need at the moment and what they will need in the future in a possibly shorter period of time with minimal efforts and maximum positive effects. This may be achieved through the effective redistribution of time throughout the day, using new learning techniques, etc.
In a long-term perspective, a strategic approach opens not only better job opportunities, but it also provides the possibility to continue education permanently without any external assistance. If a person has a strategy of learning, he will apply it after the graduation from the University. Hence, a person will be able to learn and, therefore, will be in an advantageous position in the labor market.

References:
Anyon, J. “From the Social Class and Hidden Curriculum of Work.” Rereading America: Cultural Contexts for Critical Reading and Writing. Ed. G. Colombo et al. Boston: St. Martin’s, 1992, p.521-540.
Hooks, B. “Confronting Class in the Classroom.” In Teaching to Transgress. Routledge, 1994.
Russell, G. The Modern Education. New York: Random House, 2002.
Stewart, W.L. Conflicts in the Classroom. LA: Touchstone, 2003.
Yagelsh, R.P. Abby’s Lament: Does Literacy Matter? New York: Routledge, 2005.


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