![]() ![]() We call for replacing it with a “pathways” metaphor that can describe a wider variety of institutional structures while also accounting for student agency in academic choices. To this day, a “pipeline” metaphor shapes analyses and discourse of academic progress, especially in science, technology, engineering, and mathematics (STEM) ( 2), even though it is an inaccurate representation. How universities structure their curriculums, and how students make progress through them, differ across fields of study, educational institutions, and nation-states. ![]() ![]() Yet the scientific study of higher education has not yet matured to adequately model the complexity of this task. Universities are engines for human capital development, producing the next generation of scientists, artists, political leaders, and informed citizens ( 1). ![]()
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